Developing a critical perspective on AI in HE

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AI, Critical Digital Pedagogy

AI_and_Race.pptx from Chris Rowell

Slides from today’s presentation at Warwick uni…

Climate Literacy Training @UAL

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Climate Action

Completed my Climate Literacy Training – check out the future dates for the training (for UAL staff):

ACCELERATE: Accessible Immersive Learning for Art and Design

I attended an excellent workshop on the Accelerate Project (which has a focus on accessible immersive learning) led by Chris Fellows at UAL yesterday.

“ACCELERATE has a simple but ambitious aim: to improve the teaching of art and design at higher education in a post-pandemic Europe through the development of innovative methodologies, tools, platforms, and resources for accessible immersive learning.

By bringing together art and design lecturers, educational researchers, and learning technologists from the UK, Ireland, Poland, and Ukraine, we reflect on the impact of COVID-19 and explore new possibilities for pedagogy and digital innovation”

Full details are on their webpage: Home (immersiveartdesign.net)

Experiences using Educational Video and Audio – all welcome!

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Practice sharing

We welcome you to join UAL staff and students as they share their experiences using video and audio technologies in learning and teaching and discuss current and emerging digital education practices.

This FREE online event is open to all UAL students and staff ……as well as external guests.

Weds. 5th April 11am to 3pm

Reserve a spot here

Schedule of events:

11.00 – 11.05 – Welcome

11.05 – 11.25 – Can you hear us?

Roshni Bhagotra (Digital Learning Coordinator, CCW)

In this short presentation we will explore and present sonic approaches to teaching and learning interactions through the format of educational podcasts and audio broadcast methodologies in education. Co-presenters will include students and recent alumni who are currently involved in a community-oriented project to develop and disseminate educational podcasting practice.

11.25 – 11.45 – Collaborative staff–student podcasting

Christie Johnson (LCC Head of Academic Support)

In 2022, the CCW and LCC Academic Support departments launched a collaborative staff–student podcasting project for exploring arts and design students’ beliefs around resilience and other learning development-related topics. This presentation will discuss the motivation for and design of the project, key outcomes so far, and future directions.

11.45 – 12.05 – Teach Inspire Create Podcast

Matt Moseley (Chief Examiner for Art & Design, UAL Awarding Body)

An insight into the development and publishing of UAL Awarding Body’s creatively focused Teach Inspire Create Podcast. This presentation will give an overview of the ethos and purpose of the podcast, the guests we have heard from, the audiences we have talked to, and our future aims.

12. 05 – 12.25 – Spatial Radio

Diana Ibanez Lopez (Course Leader – MA Cities, CSM) interviewed by Chris Rowell (Senior Digital Learning Coordinator, Digital Education)

http://www.spatialradio.live was established in 2021 within the Spatial Practices Programme at Central Saint Martins. We are a learning environment for skills across sound, production, performance, conversation and debate, audio technology, public interaction and spatial design for the broadcast space.

12.25 – 1.15 – BREAK

1.15 – 1.35 – Video primers and briefs

Richard Whitby (Lecturer in Creative Research, CCW)

I’ve been using short videos as accessible introductions to a brief with trailers for lectures and set readings. I will speak about why and how I did this, and reflect on how successful this has been so far.

1.35 – 1.55 – ‘Findings from the 2022 UAL Online Media production experience survey for staff

Anita Delaney (Open Media Coordinator, UAL Online)

Towards the end of 2022 the UAL Online team ran a survey on UAL Staff’s experience and understanding of media-based teaching and learning materials such as pre-recorded video and audio. This presentation looks at some of the key findings of the survey. This includes what we can tell about what staff perceive as the advantages and disadvantages of this type of material and what support may be needed for staff who want to engage more with this type of media content.

1.55 – 2.15 – Flipped Classroom Approach: Lifelong Learning Online Course Case Study

Ania Udalowska (Senior Digital Learning Coordinator, CCW)

I run short online lifelong learning courses to staff, students and the public. Following the flipped classroom approach and other pedagogical models I designed the course to include elements of self-directed learning (pre-recorded lectures, discussion boards and reflective journal entries) as well as weekly live sessions on Microsoft Teams focused on discussion and collaboration. This presentation will be a virtual tour around the course held on Blackboard.

2.15 – 2.35 – ‘MA Strategic Fashion Marketing Online: Using Video as Prerecorded Lessons and in Formative Feedback

Hannah Kane (Lecturer in Fashion Marketing, LCF)

The MA in Strategic Fashion Marketing Online is a new course for 2022/2023 and has been designed around a flipped learning model. Students from around the world are supplied with prerecorded lectures which are disseminated in live online seminars. Feedback on work is provided via Panopto, which is now also being used for the on campus course on some units. This case study will focus on the Marketing Communications unit.

2.35 – 2.40 – BREAK

2.40 – 3.00 – Tutor perceptions and experiences of asynchronous video in creative teaching and learning.

Mark Robinson (Learning Technologist, LCF)

I plan to present an overview of a recent small-scale case study of tutors’ pre-recorded video teaching elements. This will briefly include the context as part of my broader research, some findings and conclusions, and a relationship to the scholarly literature. Most literature focuses on STEM, whereas this study considers a range of creative and analytical subjects at UAL.

3.00 – 3.20 – Video for technical teaching and learning at Central Saint Martins

Nina O’Reilly (Specialist Technician Digital Projects, CSM) & Ray Barker (Technical Coordinator Photography, Film & Video, CSM)

This case study will look at the CSM technical team’s use of video for teaching and learning. Ray Barker will give some background to the development of technical videos, including how we came understand the need for video in technical teaching, how we approached it, and what we learned from the process. Nina O’Reilly will speak about the application and integration of our video content with digital learning tools such as Moodle and H5P.

3.20 – 3.40 – ‘So, you recorded your Teams presentation, what next?’ Developing a mixed delivery approach for a professional development project about language.

Damian Fitzpatrick (English Language Development Tutor & Liaison at LCF) & Romain Potier (Digital Officer – Academic Practice)

The Language Centre has recently set up a project based around the question, ‘What do we mean when we talk about language?’ in order to raise awareness around how language operates at the university. The initial idea was to simply host a series of talks (via Teams) but it was soon clear that staff across the university wanted to engage more with these talks – either through discussing or finding out more about the topics themselves or by collaborating and sharing their own experiences and contexts. For this to happen, we realised that some form of space would be needed to allow these kinds of things to take place. Therefore, this talk discusses how this project moved from being solely a synchronous form of delivery into one that also incorporates asynchronous aspects in order to allow colleagues to better participate in the project.

3.40 – 4.00 – Video Pedagogies: A Panopto Pilot

Natasha Bonnelame (Programme Director: Digital Learning, LCF) & Andy Lee (Learning and Teaching Innovation Lead, LCF)

Learn more about the Panopto pilot which will launch with two taught Master’s courses and a School Creative Director to explore the impact of enhanced engagement with video pedagogies.

Interacting with student’s work in a pointed and directed way potentially changes our approach to assessment, tutorials, and the production of video content.

From the student to the tutor, the course leader to the creative director, the Panopto pilot explores how we might design more inclusive and compassionate interactions across the College, University and externally.

4.00 – 4.05 – Close

Ready Veggie Go! WHAC Radio Thursday 30th April 8pm

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Radio

Critical Digital Pedagogy in Higher Education Book Launch

When and where:

Tue, 14 March 2023, 15:00 – 16:00 GMT

Join editors Suzan Koseoglu and Chris Rowell for the online launch of the new book ‘Critical Digital Education in Higher Education’.

Reserve a place

Suzan and Chris will talk about what encouraged them to publish the book and why it is relevant to educators working in the Higher Education sector.

They will also be joined by several of the authors who will give an overview of their chapters:
*Dr. Howard Scott (Senior Lecturer, University of Wolverhampton, UK)
*Dr. Lee Skallerup Bessette (Assistant Director of Digital Learning, Georgetown University, USA)

About the book:

Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope.

Share your Educational Video and Audio experiences: call for presentations @UAL

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Video, video capture

Image created by DALL-E

If you work at UAL we welcome you to submit to share your experiences using video and audio technologies in learning and teaching.

You will join staff and students across UAL to present and discuss current and emerging digital education practices.

What is the theme?

We welcome presentations that fit the theme of Video/Audio Education, for example:

*Case studies of presentations/lecture capture/screencasts/assignment briefs/performance.

*Co-creation of knowledge between tutors and students using video and audio technology.

*Flipped learning: Creating and sharing information using video and audio to free up time/space in the in-class sessions.

*Video and audio assignments produced by students for formative/summative assessment.

*Using video/audio for student feedback

What should I submit?

Sessions should be 10 or 15 minutes (plus 10-15 minutes for questions) and be one of the following formats:

Case studies on your use of digital learning tools/space/practices. What impact did they have on student learning? Did it lead to improved student engagement?

Presentations/discussions on the use of audio and video education. How can type of learning be used with large classes or with small group collaborations?

Provocations. Propose an idea or thought about the use of audio/video technology in the classroom or with your students.

Who can submit?

All UAL staff and students are welcome to submit, individually or in a small group. We especially welcome groups of staff and students presenting together.

How can I submit?

Complete this form (UAL only) by Wednesday 22 March 2023.

If you are interested in presenting but unable to present on the day please contact us.

When and where will this event be?
Online on Wednesday 5 April 2023 from approximately 11.00am to 2.00pm.

Who can attend?

This event is open to all students and staff as well as external guests.

You can register on Eventbrite. (full details to come)

Will the sessions be recorded?

Yes, resources and recordings will be made available after the event.

What if I have a question?

If you have any questions or would like to discuss your presentation before you submit, please contact your Digital Learning Team or:

Darren Gash (Digital Learning Manager) d.gash@arts.ac.uk

Hannah Hyde (Digital learning Engagement Support) h.hyde@arts.ac.uk

Chris Rowell (Senior Digital Learning Coordinator) c.rowell@arts.ac.uk

Useful resources for writing AI policy in Education

Tags

AI

Image created by DALL-E: A comic book drawing of an artificial policy document

Suggestions for AI policies. I pinched this list of resources from Dayamudra Dennehy’s excellent blog post on ChatGPT resources:

Teaching with AI: List of AI resources compiled by San Diego Miramar College

Artificial Intelligence in the Classroom San Diego Mesa College Library

SFCC Library Faculty Help: ChatGPT’s Impact on Higher Education: Resources: FAQ

CU – AI Generative Tools Policy Development Plan

Responding to Generative Artificial Intelligence (AI) Tools: George Washing Univ. Library Guide

AI Guidance -Yale University Poorvu Center for Teaching & Learning

Practical Resonses to Chat GPT -Montclair State University Office for Faculty Excellence

AI Generative Tools Policy Development Plan -College Unbound

AI & Learning Resources -Lance Eaton

A People’s Guide to AI

N.B this is just a ‘holding post’ – I aim to come back to this with further thoughts..

#ChatGPT articles, videos, podcasts

Tags

AI

ChatGPT in the style of Andy Warhol

Image: ‘ChatGPT in the style of Andy Warhol’ created by DALL-E

This is mainly for my own benefit but might be useful for others. Here is (somewhat) mixed collection of useful links about ChatGPT and how it affects (HE) education. It is not a definitive collection and I aim to add to it over time.

ARTICLES:

Eight ways to engage with AI writers in higher education Just as spelling checks and predictive text have become accepted, so too will AI writers, so educators should help students responsibly engage with and understand the potential and limitations of these text generators, writes Lucinda McKnight in the THES.

‘There is no standard’: investigation finds AI algorithms objectify women’s bodies. Guardian exclusive: AI tools rate photos of women as more sexually suggestive than those of men, especially if nipples, pregnant bellies or exercise is involvedby Gianluca Mauro and Hilke Schellmann

BLOG POSTS:

JISC – Getting started with ChatGPT:

Part 1 – Understanding ChatGPT

Part 2 – Drafting lesson plans

Part 3 – Quizzes

AI and Higher Education: Is it time to re-think teaching and assessment? Blog post from E-Learning team at University of Kent on the implications for teaching and assessment in HE

The Efficacy of ChatGPT: Is it Time for the Librarians to Go Home? by Curtis L. Kendrick (Binghampton University) how ChatGPT affects librarians

ChatGPT: IDGAF (Or: How I Learned to Stop Worrying and Ignore the Bot) by Peter Bryant (Sydney Business School)

Unlocking the Potential of Language Generation Tools in Higher Education: A Progressive Approach to Assessment Reform by Lisa Gray, Senior Consultant, Learning, Teaching and Assessment. PebblePad

Prior to (or instead of) using ChatGPT with your students by Autumm Caines a critical perspective

ChatGPT is a data privacy nightmare. If you’ve ever posted online, you ought to be concerned. Good post on privacy concerns by Uri Gal (University of Sydney)

Perspectives on the use of ChatGPT for PGCert courses. SEDA blog post on the implications of ChatGPT for PgCert courses.

Chat GPT and The Future of Univeristy Assessments – Kate Lindsay, January 2023

How worried are universities about ChatGPT? -The Spinoff. Shanti Mathias, February 2023

VIDEOS:

ChatGPT and the Future of Assessment in Higher Education by Dr Matty Wood. ChatGPT, NLP and AI require us to rethink how we assess in higher education. Matty briefly explains what ChatGPT is, demonstrates what it does, and outlines what he sees as the implications of this technology for HE.

Bias and explainability in artificial intelligence This JISC video explores bias in AI and how it impacts on the use of AI in education. What do we mean when we talk about “biases in AI” and how can we play a part in reducing its impact?

Digitally Enhanced Learning playlist: 3 videos 1. ChatGPT and its impact on education 2. ChatGPT: Holding up the mirror 3. How AI has answered the unGoogleable exam question

What to Do about ChatGPT? Next Steps for Educators. Anna Marin, College of Marin USA. A webinar exploring what ChatGPT’s capabilities are in relation to academic writing and how educators can respond.

BRIEFING PAPERS:

The rise of artificial intelligence software and potential risks for academic integrity: Briefing paper for Higher Education providers. QAA has published a briefing note to support members in tackling challenges to academic integrity which have been brought about by the rise of artificial intelligence tools.

AI, education and assessment: staff briefing. UCL staff briefing. Excellent place to start if you work in HE.

ENhance QUICK GUIDE Artificial Intelligence, Student Learning and Assessment by Louise Drumm (Edinburgh Napier University)

OTHER COLLECTIONS:

Artificial Intelligence-Teaching, Assessment, Feedback resources produced by Martin Compton (UCL) Resources, articles, provocations, ideas

ChatGPT in Education by Phil Anthony (University of Kent) more resources..

ACADEMIC ARTICLES:

Automated Essay Writing: An AIED Opinion Mike Sharples (OU) on AI as an essay writing tool.

On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? by Emily M. Bender, Timnit Gebru, Angelina McMillan-Major and Shmargaret Shmitchell (Washington University).

D. R. E. Cotton, P. A. Cotton & J. Reuben (2023) Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International (assessed 13.3.23) https://doi.org/10.1080/14703297.2023.2190148

Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective  reflection  from  the  educational  landscape. Asian  Journal  of  Distance  Education,  18(1), 53-130. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709/394

PODCASTS:

Don’t Fall for the AI Hype Tech Won’t Save Us podcast with Timnit who discusses the misleading framings of artificial intelligence, her experience of getting fired by Google in a very public way, and why we need to avoid getting distracted by all the hype around ChatGPT and AI image tools.

Teaching writing in an age of AI Teaching in Higher Education podcast. John Warner shares how to teach writing in an age of AI.

How artificial intelligence is impacting Higher Education. Cynthia Alby discusses how artificial intelligence (like ChatGPT) is impacting higher education

ChatGPT in the Classroom with Rebecca Beck. Academic Senate President Elect, Rebecca Beck to talk about specific ways and reasons teachers can and should incorporate ChatGPT into their classroom.

OTHER RESOURCES:

The Rise of Artificial Intelligence Think Piece Joe Wilson (City of Glasgow College)

…and Fadeaway by John Cale from the album Artificial Intelligence:

DALL-E: AI generated images

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AI

There has been a lot of talk about ChatGPT in recent weeks and its usefulness (or not) in education in the last for weeks. John Naughton’s column in the Observer is good introduction to the topic. Much less has been written about the accompanying site called DALL-E which generates AI text from written images, or in their own words:

“DALL·E is an AI system developed by OpenAI that can create original, realistic images and art from a short text description.

It can make realistic and context-aware edits, including inserting, removing, or retouching specific sections of an image from a natural language description. It can also take an image and make novel and creative variations of it inspired by the original”.

Just to try out the site I typed in the name of this blog (Totally Rewired) to see what image it would generate:

I was impressed – this is how I feel most days working with digital education! On a more serious note it does raise lots of questions about copyright, IP, plagiarism and aspects of stereotypes and discrimination. I’d be interested in any articles related to its use in education, I’m sure they will come in time.