Case Studies

The ten case studies in this volume were selected from a large number of contributions as the most innovative and beneficial pedagogical uses of Gen AI. They were evaluated by the case study team through triple blind review according to our key criteria of ethical use of AI, originality, accessibility, inclusivity, scalability, sustainability and evident benefit. The process of writing the case study texts involved two further, very specific innovations: firstly, each case study was created with a student co-author; secondly, each case study was developed through an all day writing retreat facilitated by the case study lead using a coaching model.

The disruption of teaching and learning caused by the surge of use of AI presents an opportunity to foreground collaboration with students and find ways to navigate the new learning landscape. Co-creating the case study between a staff member and student enabled both to benefit and learn from each other, as well as student authors feeling empowered in their learning journey (Bovill, 2020). The case study authors commented on the immense value of working together, for example one lead author said “Co-producing with a student meant discussing every sentence and taking on board our different positions and insights in the project. The content is therefore very different and more interesting.’

In addition, the all-day online writing retreat setting fostered a sense of collaboration in AI innovations among authors and sharing within a writing community. Some feedback highlighted the benefit of having concentrated collaboration in real time, for example: ‘The writing retreat was a great way to have protected time. I loved the coaching approach, getting the task and instruction in chunks and not having to rush; it made a big difference to us as authors, we were much more productive. It was very different to other writing experiences that can be painful and have to be fitted around normal work’.

The case studies are drawn from authors at ten separate institutions in four countries: UK, France, Vietnam and Australia. The disciplines involved in the innovations include art & design, politics, medicine & healthcare, engineering, hotel management and modern languages. While each case study presents its own insights, some emerging themes include:

1. AI presents an opportunity for staff and students to work differently together, through increasing co-creation and student agency in their learning.

2. AI tools can be allocated multiple and specific role-playing activities which give students practice in engaging with clients, patients, media and politicians.

3. Innovations with AI are scalable to many contexts and disciplines.

4. Enabling students to work with AI provides inclusive benefits in terms of flexible time and additional learning without extra cost.

5. Engaging students with AI innovations exposes them to their benefits and limitations, thus encouraging important critical evaluation.

6. Incorporating AI in pedagogy helps prepare students for real-world contexts, including workplace skills.

The case studies that follow are organised in 10 chapters, each with a title demonstrating its perspective or context of Gen AI. Each case study uses the STAR (Situation Task Action Results) model, as it can be used for scholarly and collaborative case study publications (see Lawrence, Fitzpatrick and Craik, 2022), with an additional Stakeholder Commentary section to present student and staff evaluation. The Situation section sets out the context for the innovation in terms of institution, course or students. The Task explains the purpose of the innovation and learning outcomes for students. The Action details the actual innovation with consideration of the compendium requirements of accessibility, inclusivity, scalability, sustainability and benefit, including output images. The Results then specify what happened and what changed from the innovation, including the impact on students, staff or the institution. The Stakeholder Commentary provide evaluations of the innovation either from staff and students within the institution or from external stakeholders. Author bios are provided at the end of each case study. 

References

Bovill, C. (2020) Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79, 1023-1037.

Lawrence, J., Fitzpatrick, M. and Craik, A. (2022). Utilising the Professional Standards Framework for teaching and supporting learning for strategic transformation. Advance HE. Available at https://www.advance-he.ac.uk/knowledge-hub/cdf-2021-22-utilising-professional-standards-framework-teaching-and-supporting

Professor Mary Davis, Case studies lead