A co-creation approach to using generative AI for enhanced learning gain

Abstract

This presentation explored how the University of Birmingham’s Academic Skills Centre (ASC) is responding to urgent needs to equip taught students with the skills and knowledge for effective use of generative AI (GAI) tools for study. As Martin Compton (2023) noted, there is an ‘ongoing drive to centre information literacy and critical-thinking skills in the development of our students’. The introduction of tools like ChatGPT and Copilot reshapes how knowledge is acquired and applied, underscoring this imperative.

With expertise in embedding information literacy and critical thinking across a range of disciplines, learning developers are uniquely equipped to adapt these skills to the challenges posed by GAI. Through this adaptation, students will be better positioned to navigate the complexities of studying and learning in environments influenced by GAI. Learning developers can take the lead in shaping the ethical frameworks and guidance for using GAI tools. Our ASC produced the university’s student-facing guidance on using GAI tools and is currently working with postgraduate students — ‘GAI Ambassadors’ — to co-create an interactive and accessible Canvas resource. A co-creation approach has allowed these students to be active participants in their own learning (Katz, 2021) whilst ensuring they bring their unique perspective to using these tools. Ultimately, this presentation had a dual purpose: to allow us and our students to showcase what we have produced and to share best practice; secondly, advocating for learning developers, alongside their students, to be at the forefront of leading university policy on how and when GAI tools should be used.