Role of the learning developer in teaching responsible use of AI: examples and challenges from embedded social sciences

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1695

Keywords:

artificial intelligence, learning developer role, collaborative teaching, social sciences, challenges

Abstract

This academic year has seen a significant increase in requests for embedded teaching on the university’s generative artificial intelligence (AI) guidelines, which our learning development team had a significant role in developing. The session highlighted the challenges faced when creating sessions within the ever-changing AI landscape (Bobula, 2024), and the importance of meaningful dialogue with academic staff to develop a shared understanding about how students can use AI responsibly.

Collaborating with colleagues has highlighted various positions academics have taken in engaging students with AI. Our role has involved championing the university’s guidelines in discussions with academics, sometimes influencing a change in how AI is viewed or used. Developing sessions collaboratively with academics has been imperative in ensuring a consistent message for students about the responsible use of AI. While these collaborations have been successful, the ever-evolving AI landscape and increased expectations from academics raises questions about learning developers’ role in teaching this content, which we explored with delegates in this session.

We also outlined the bespoke activities developed for students, including mapping studies using ResearchRabbit, which have garnered positive feedback from staff and students. Whilst we have adapted our approach for each discipline, the key aims of these sessions have remained the same: to encourage students to critically engage with AI tools to determine their value and effectiveness. However, rapidly progressing technology is challenging us as learning developers to think creatively about how to engage students with meaningful activity to empower responsible use of AI.

Author Biographies

Katie Winter, University of Surrey

Katie Winter has worked as a Learning Development Librarian at the University of Surrey since 2019, providing embedded support for students in the Faculty of Arts and Social Sciences and one-to-one support for students across the University. Katie has a keen interest in Equity, Diversity and Inclusion, chairing the EDI group within Library and Learning Services at Surrey and being a member of the ALDinHE EDI working group since its inception.

Samantha Gridley, University of Surrey

Samantha Gridley has worked in the Academic Skills & Development team at the University of Surrey for over seven years, supporting students with their learning development whilst at university. Her role includes embedded teaching in the Faculty of Arts, Business and Social Sciences to a diverse range of undergraduate and postgraduate taught students, as well as one-to-one academic skills advice and support. She particularly enjoys the collaborative nature of her work and loves working with students, academics and colleagues to develop impactful learning development practices.

References

Bobula, M. (2024) ‘Generative artificial intelligence (AI) in higher education: a comprehensive review of challenges, opportunities and implications’, Journal of Learning Development in Higher Education, (30). Available at: https://doi.org/10.47408/jldhe.vi30.1137

Perkins, M., Roe, J. and Furze, L. (2024) The AI assessment scale revisited: a framework for educational assessment. Available at: https://doi.org/10.48550/arXiv.2412.09029

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Published

30-09-2025

How to Cite

Winter, K., & Gridley, S. (2025). Role of the learning developer in teaching responsible use of AI: examples and challenges from embedded social sciences. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1695

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2025 Journal of Learning Development in Higher Education

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