I'm a chatbot, ask me anything: building Learning Development for the future

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1436

Keywords:

AI literacy, AI policy, AI tools, students' perception

Abstract

We explored whether artificial intelligence (AI) technologies can aid learning by offering more effective and dynamic ways for students to interact with learning material. Through a survey, we assessed how students perceive and use AI tools, their impressions of the importance of these tools to their future careers and their awareness of AI policies within their universities. Results show mixed responses in terms of students’ familiarity with the tools and what they believe the AI tools could and should not be used for. The results also indicated that students have a thirst to know more about AI tools and their applications. Based on these, we designed customised teaching sessions to teach students those skills that they highlighted in the survey. In addition, we designed an L4 assessment where students need to demonstrate their abilities to critique a ChatGPT output (assessment yet to be submitted by students). These teaching sessions could be rolled out at university level as they are not subject-specific. This conference session shared the design and delivery of the AI-specific teaching sessions and how these were perceived by students. In addition, it demonstrated the design of the L4 assessment with the AI element and how students performed on this. This innovative research on pedagogical methods supports a broader long-term ambition to better understand and improve our teaching, learning, and student engagement through the adoption of AI and the effective use of technology.

Author Biographies

Pauldy Otermans, Brunel University London

Pauldy Otermans is a reader (Education) in Psychology at Brunel and a female tech leader in the UK. She is the Director of the Education Hub and the employability lead for the faculty. Dr Otermans’ research focuses on using AI in education and authentic assessments. She believes that upskilling students and staff with AI literacy is crucial for graduate and professional development in Industrial Revolution 4.0.

Stephanie Baines, Brunel University London

Stephanie Baines is a senior lecturer (Education) in Psychology at Brunel. She is Associate Dean Quality Assurance and former Psychology UG programme lead. Dr Baines’ research focuses on authentic assessments, innovation in teaching and learning in higher education and the use of AI in education. She believes that incorporating AI in teaching and learning including in assessments is crucial to equip students with the right skills for their future.

Beverley Pickard-Jones, Bangor University

Beverley Pickard-Jones is a lecturer in Psychology at Bangor University. She is excited about integrating technology and education. Her pedagogical research focuses on leveraging AI technologies to optimise the learning experience and foster greater knowledge retention among students. By embracing AI in educational practices, she believes we can equip students with the skills they need to excel in a dynamic and swiftly changing technological landscape.

Sarah Thomson, Bangor University

Sarah Thomson is an honorary industrial fellow at Bangor University. She works with the School of Human and Behavioural Sciences to bridge the gap between experimental psychology and applied user-centred design practices.

References

Manolchev, C., Nolah. R. and Hodgson, E. (2024) ‘Unlikely allies: ChatGPT and higher education assessment’, Journal of Learning Development in Higher Education, 30. Available at: https://doi.org/10.47408/jldhe.vi30.1136

Zhou, X. and Schofield, L. (2024) ‘Using social learning theories to explore the role of generative artificial intelligence (AI) in collaborative learning’, Journal of Learning Development in Higher Education, 30. Available at: https://doi.org/10.47408/jldhe.vi30.1031

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Published

31-10-2024

How to Cite

Otermans, P. (2024) “I’m a chatbot, ask me anything: building Learning Development for the future”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1436.

Issue

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

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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