About
Generative Artificial Intelligence (GenAI) is a rapidly developing tool with revolutionary potential and complex legal and ethical implications for users (Miao and Holmes, 2023). The ability to use Artificial Intelligence (AI), critically, ethically and in context were graduate skills the World Economic Foundation (WEF) identified in 2018, and the UK industrial strategy mooted as transformational in 2017. As such, the effective use of AI is integral to future-facing curricula (Huxley-Binns, Lawrence and Scott, 2023), and use of GenAI now a crucial graduate skill.
Artificial Intelligence (AI) are computer models that simulate human intelligence to address given tasks or actions. Generative AI (Gen AI) is a subset of AI, and means specific AI software tools that generate artefacts based on previous patterns of data use. The two terms are used purposefully throughout this collection
Project Overview
The emergence of Gen AI has wide ranging implications for HE (Beckingham, Lawrence, Powell and Hartley, 2024b). As a sector we have to consider how we might equip staff and students with the critical AI literacies (Raley and Rhee, 2023) necessary to use GenAI (Ewen, 2022):
ethically, with a mind to challenging the problematic biases they might further ‘entrench’ (Hartley, Beckingham, Lawrence and Powell, 2024a), resisting the homogenisation of students’ academic-voice (Wallbank, 2023), data security, and intellectual property (Fischer, 2023; Sabzalieva and Valentini, 2023; Beckingham et al, 2024a);
inclusively, ensuring fair and equal access to all staff and students (Illingworth, 2023);
sustainably, ensuring access throughout the student’s lifecycle on a given course or programme of study, (Beckingham et al, 2024b) and with consideration for the planet;
and with academic integrity (Davis, 2022, 2024; Foltynek, Bjelobaba, Glendinning, Khan, Santos, Pavletic, Kravjar, 2023).
A multidisciplinary team of HE teachers, educational leaders and academic developers at Oxford Brookes University, the University of Hull and the University of Warwick identified a need for accessible, real-world examples of how to innovate using GenAI in teaching, learning and assessment, and that takes into account staff and student stakeholder perspectives.
Funded by the Association of National Teaching Fellows this group of aspiring and veteran National Teaching Fellows have worked together with HE teachers and students from across the globe to produce this open educational resource, which contains:
a compendium of 10 case studies outlining GenAI’s effective integration within pedagogic practice, co-authored by staff and students.
an index of innovation advice, made up of 50-word ‘pearls of practical wisdom’ i.e., short summaries of key practices in GenAI, produced either by staff, or students, or through student-staff collaborations.
a practical guide (including principles and practice) for the inclusive, ethical and sustainable GenAI innovation in HE based on the collected work (to be published July 2024).
We were overwhelmed with responses, and selected case studies and pearls using strict criteria, outlined in the relevant section. It is notable that we were unable to include work that considered how to counter the environmental implications of GenAI use, which is an area we anticipate the sector to investigate.
At the time of compiling this resource (winter 2023/24), new AI models and GenAI software tools were being launched every day, embedded in dominating software, and existing tools regularly updated. In such a fast-paced environment, we were careful to select case studies that spoke to general use, rather than of the affordances of any specific software. In the name of transparency, authors cite the GenAI software tools used. Please note that others are available. In all instances, we recommend following our ‘Guiding questions for safe and data-secure AI use’ to aid selecting a GenAI software tool, and always working within the parameters of your HE institution’s policy and guidelines.
We hope this evidence-based compendium of practical wisdom, created by and for the HE learning community. will help us engage with (Crompton, 2024), and embrace and adapt (Jisc, 2023) to this fast paced digital revolution.
Professor Jenny Lawrence, SFSEDA, PFHEA, NTF, Project Lead
Acknowledgements
Thank you to the Association of National Teaching Fellows for funding this project through the 2023 Collaborative Innovation Project Fund.
Special thanks to the wider project team at Oxford Brookes University who supported the project: Luvena Wilson, Elizabeth Mullenger, Liz Drewett and Sam Folley; and generous colleagues who have shared their expertise throughout: Patrick Forrest, Martha O’Curry, Charlie Simpson, Simon Llewellyn and Robert Curry.
Project Team
Professor Mary Davis PFHEA is Academic Integrity Lead and Professor (Student Experience) at Oxford Brookes University. Her teaching and research focus on inclusive pedagogical approaches to academic integrity, including appropriate use of AI. For this project, she led the case studies team, case study author retreats and edited the case studies.
Liz Drewett is Web and Communications Officer in the Learning Support Team at Oxford Brookes University. Liz is responsible for creating and maintaining websites for the People Directorate, communicating events, co-ordinating the monthly newsletter and managing social media accounts. For this project, she assisted the website development.
Mike Ewen SFHEA is Head of the Teaching Excellence Academy at University of Hull. His current work includes developing approaches to competence-based education and exploring use of GenAI within teaching and learning. For this project, he developed the website and was a member of the case studies team.
Dr Lee Fallin SFHEA CMALT is Lecturer in Education Studies, School of Education, University of Hull. He is Programme Director for nine MA programmes and an experienced researcher and editor. For this project, he developed the practical guide based on all of the outputs.
Dr Isabel Fischer PFHEA is Associate Professor at Warwick Business School. Her teaching and research combines social inclusion, digital technologies, and education. Prior to joining academia, Isabel worked in digital payments. For this project, she co-led the pearls of wisdom team and wrote their introduction.
Sam Folley is an Educational Developer, Lecturer in Digitally Enabled T&L and a Digital Learning Developer at Oxford Brookes University. He focuses on online learning, accessibility and has an interest in GenAI. For this project, he assisted with the development of the website.
Professor Letizia Gramaglia PFHEA NTF is Head of Academic Development (ADC) and Director of the Warwick International Higher Education Academy (WIHEA), University of Warwick. She focuses on academic and strategic leadership of education development and innovation. For this project, she co-led the pearls of wisdom team.
Kat Kwok AFHEA is an Educational Research Fellow at Oxford Brookes University, UK. Her research interests include inequality in higher education, written feedback practices and research methods. For this project, she handled the project management planning, ethics review and analysing all findings to produce the practical guidance.
Professor Jenny Lawrence SFSEDA PFHEA NTF is Director, Oxford Centre for Academic Enhancement and Development, Oxford Brookes University, UK. Her research interests include future-facing curricula, including competence-based education, and educational leadership. She was the principal investigator and project lead.
Professor Lesley Morrell PFHEA NTF is Associate Dean (Education), Faculty of Science and Engineering & Director of Curriculum Transformation at the University of Hull. For this project, she was part of the planning team.
Elizabeth Mullenger is Student-Staff Partnership Officer at OCAED. She is responsible for recruiting, training and supervising a team of student partners who are employed by the Centre as student consultants. She supported the employment of our student consultant.
Hazel Taintor is a Student Curriculum Consultant with the Oxford Centre for Academic Enhancement and Development. She focuses on advocacy for inclusive assignments and challenging traditional teaching and assessment methods. For this project, she was part of the case study team.
Dr Adrian J. Wallbank SFHEA is Principal Lecturer (Education and Student Experience) at Oxford Brookes University. His research interests encompass inclusion, assessment, neurodiversity and the philosophy of Higher Education. For this project, he was part of the case study team.
Luvena Wilson is the Oxford Centre for Academic Enhancement and Development administration manager. She oversees grant funding for the Centre, including for this project, ensuring all student co-authors received their stipend.
References
Beckingham, S., Lawrence, J., Powell, S., and Hartley P., (2024a) Using Generative AI effectively in HE: Sustainable and ethical practices for teaching, learning and assessment. Routledge: UK.
Beckingham, S., Lawrence, J., Powell, S. and Hartley P. (2024b) Sustainable and ethical GenAI for the common good: looking back and forward. Beckingham, S, Lawrence, J., Powell, S. and Hartley P., (2024) Using Generative AI effectively in HE: Sustainable and ethical practices for teaching, learning and assessment. Routledge: UK.
Compton, M (2024) Nuancing the discussion around Gen AI. HEducationist blog. Available at https://mcompton.uk/2024/04/16/nuancing-the-discussions-around-the-genai-in-he/ (Accessed April 19, 2024).
Davis, M. (2022) ‘Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support.’ International Journal for Educational Integrity, 18(14) Available at: https://doi.org/10.1007/s40979-022-00108-x.
Davis, M (2024) ‘Supporting inclusion in academic integrity in the age of GenAI’. In Beckingham, S, Lawrence, J., Powell, S. and Hartley P., (2024a) Using Generative AI effectively in HE: Sustainable and ethical practices for teaching, learning and assessment. Routledge: UK.
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Ewen, M (2023) Mapping the potential of AI in the age of competence based higher education WonkHE blog. Available at wonkhe.com/blogs/mapping-the-potential-of-ai-in-the-age-of-competence-based-higher-education/ (Accessed December 2023).
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Fischer, I. (2023). Evaluating the ethics of machines assessing humans. Journal of Information Technology Teaching Cases, 0(0). https://doi.org/10.1177/20438869231178844
Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z.R., Santos, R., Pavletic, P. and Kravjar, J. (2023) ‘ENAI Recommendations on the ethical use of Artificial Intelligence in Education.’ International Journal for Educational Integrity, 19(12). Available at https://doi.org/10.1007/s40979-023-00133-4.
Hartley, P., Beckingham, S., Lawrence, J., and Powell, S.(2024) Using GenAI Effectively in HE. In Beckingham, S, Lawrence, J., Powell, S. and Hartley P., (2024a) Using Generative AI effectively in HE: Sustainable and ethical practices for teaching, learning and assessment. Routledge: UK.
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Illingworth, S. (2023) If AI is to become a key tool in education, access has to be equal, available: https://theconversation.com/if-ai-is-to-become-a-key-tool-in-education-access-has-to-be-equal-204156#comment_2913535 (Accessed 19 December 2023).
Miao, F., & Holmes, W., (2023). ‘Guidance for Generative AI in Education and Research’, UNESCO. Available at https://unesdoc.unesco.org/ark:/48223/pf0000386693 (Accessed 5 November, 2023).
Raley, R. and Rhee, J. (2023) Critical AI: A Field in Formation. American Literature (2023) 95 (2) 185-204.