Artificial intelligence: how have Learning Developers engaged?

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1422

Keywords:

artificial intelligence, Learning Development, academic integrity, student tutorials, grade grubbing

Abstract

The ALDinHE Artificial Intelligence (AI) Community of Practice (CoP) was established in the summer of 2023. It has an international membership of over 200 Learning Developers. The CoP meets monthly to discuss an AI-related topic. Since its inception, topics have included organisational approaches to AI, AI in assessment, maths and statistics, and the use of AI in Learning Development tutorials. The group is keen to create an opportunity to share current projects, approaches, and thinking.

This wildcard session replicated a world café-style event on a smaller scale. It required a large room. Tables were hosted by colleagues from Abertay University, Bournemouth University, De Montfort University, the University of Manchester, the University of Northampton, and Spurgeon’s College. Each host led a 15-minute session, sharing their AI-related project with delegates seated around the table, which included a short presentation followed by an opportunity for delegates to share their views and exchange ideas. After 15 minutes, the delegates moved to another table. Within the hour, the delegates rotated around three tables.

It was hoped that delegates would attend the session to expand their understanding of AI. Delegates who use AI in their day-to-day work had an opportunity to share their experiences, while delegates who were less experienced could expand their understanding and discuss with their peers the challenges and opportunities that AI brings to Learning Development.

Author Biographies

Kate Coulson, BPP University

Kate Coulson is an Associate Dean and Associate Professor at BPP University. She has a background in learning and teaching having worked in the university sector for 20 years. She is a National Teaching Fellow. Kate has worked on national and international projects with Advance HE, the QAA, and JISC related to many areas, including digital skills, assessment and feedback, and student belonging. She has published widely and presented at national and international conferences. Kate is the Deputy Chair of the Association of Learning Developers in Higher Education (ALDinHE).

Zara Hooley, De Montfort University

Zara Hooley is a Senior Lecturer in the Centre for Learning and Study Support at De Montfort University. She is a Fellow of Advance HE and a 2024 DMU Teaching Fellow. Zara is an associate member of the DMU Institute for Social Science Research. She has research interests in pedagogy and LGBTQ+ family sociology.

Carlene Barton, University of Manchester

Carlene Barton is an eLearning specialist at The University of Manchester Library. Her interests are in digital skills, AI, and accessibility. She has worked in higher education focusing on academic skills for ten years having previously spent eight years as a learning developer. Carlene is a member of the Association for Learning Technology, and she is currently working towards Senior Fellow of Advance HE and CMALT.

Bev Hancock-Smith, De Montfort University

Bev Hancock-Smith is a Senior Lecturer in the Centre for Learning and Study Support at De Montfort University. She has taught in the further education and higher education sector for over 15 years. Bev is a Fellow of Advance HE.

Jo Dowds, Aim Community

Jo Dowds is a Study Skills Specialist and Tutor of Theology. She empowers UK university students across all disciplines and levels to succeed academically through enhanced study skills. She also supports university lecturers in unpacking the impact of neurodiversity on students’ learning. Jo holds a variety of roles: teaching theology at Spurgeon’s College and the Light College; working as a proofreader for PhD theses; and working at a further education arts academy in Poole as a Learning Specialist supporting students and teachers facilitating an accessible environment of learning. Jo is a Fellow of Advance HE.

Steph Allen, Bournemouth University

Steph Allen is Principal Academic in Learning Development and Academic Integrity at Bournemouth University. She is a member of the QAA Academic Integrity Advisory Group, co-chair of the ALDinHE AI CoP, and hosts the Academic Integrity Speaker Series I and II. Steph is a Senior Fellow of Advance HE. She was awarded the ENAI Exemplary Activism Award in 2024.

Kerith George-Briant, Abertay University

Kerith George-Briant manages the Learner Development Service at Abertay University. She believes there is much to learn about engaging with GenAI. Kerith is a member of the ALDinHE AI CoP, contributes to the Jisc AI and Accessibility workshops, and is a member of the Scottish Artificial Intelligence in Tertiary Education Network (ScAITEN).

References

Cirstea, A. (2022) ‘Engaging students online: an analysis of students’ motivations for seeking individual learning development support’, Journal of Learning Development in Higher Education, 23, pp.1-22. Available at: https://doi.org/10.47408/jldhe.vi23.809

Gee, J.P. (2005) An introduction to discourse analysis: theory and method, 2nd edn. London: Routledge.

Goodfellow, R. (2005) ‘Academic literacies and e-learning: a critical approach to writing in the online university’, International Journal of Educational Research, 43, pp.481-94. Available at: https://doi.org/10.1016/j.ijer.2006.07.005

Worth, T. (2024) ‘Drawing a line in the sandbox: balancing exploration and instruction in AI playgrounds’, Journal of Learning Development in Higher Education, 32, pp.1-6. Available at: https://doi.org/10.47408/jldhe.vi32.1445

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Published

31-10-2024

How to Cite

Coulson, K. (2024) “Artificial intelligence: how have Learning Developers engaged?”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1422.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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