Artificial intelligence

AI concept

The ‘deep learn’ framework: elevating AI literacy in higher education

AI literacy is no longer a futuristic concept; it’s a critical skill for university students. The ‘deep learn’ framework offers a comprehensive approach to enhancing literacy around artificial intelligence and application in higher education settings

Birgit Phillips

FH Joanneum University of Applied Sciences

filling out form on laptop

AI can help fix student evaluations

With large language models to provide reports and analysis, educators can make use of generative AI to improve the process of student evaluations, writes Adnan Ajšić

Adnan Ajšić

American University of Sharjah

Arrows diverting into two streams

The trouble with Bloom’s taxonomy in an age of AI

When using large language models to create learning tasks, educators should be careful with their prompts if the LLM relies on Bloom’s taxonomy as a supporting dataset. Luke Zaphir and Dale Hansen break down the issues

Luke Zaphir , Dale Hansen

The University of Queensland

Student looking at a hologram of a brain

How can we teach AI literacy skills?

Universities have made positive strides in improving digital literacy for graduates, but now they need to do the same for AI literacy

Christine O’Dea, Michael O’Dea

King’s College London, University of York

podcast graphic

THE podcast: human connection and the student experience

Two Australian academics take on the role of person-to-person contact in student success and well-being in higher education – whether that’s the benefits of in-person teaching or the effects of using AI for academic work

Jan Slapeta, Joseph Crawford

University of Sydney, University of Tasmania

Digital marketing concept

Transforming marketing lectures with AI and simulations

How do we teach students marketing theory while preparing them for an evolving professional landscape? Rohim Mohammed looks at how artificial intelligence and simulations foster practical, interactive learning

Rohim Mohammed

University College Birmingham

Two students stitting outside on the grass with their laptop and text books

We need to address the generative AI literacy gap in higher education

Holding open the question of generative AI’s role in higher education presents an opportunity for us to model our access values to our students, colleagues and the wider public, writes Kyle Jensen

Kyle Jensen

Arizona State University

Volunteers at a food bank

How to foster a civic mindset in the era of AI

Create spaces that allow small groups of people to see themselves in a broader context, encourage them to dream of what possibilities and opportunities could exist and then help them to take action

Robert Huish

Dalhousie University

podcast graphic

THE podcast: an interview with James Purnell, president and vice-chancellor of the University of the Arts London

The president and vice-chancellor of the University of the Arts London talks about how AI will affect the creative sector, the connection between cities, commerce and creativity, and how UAL plans to pioneer online creative education

James Purnell

University of the Arts London

A human hand writes in a notebook while a robot hand types on a computer

Can academics tell the difference between AI-generated and human-authored content?

A recent study asked students and academics to distinguish between scientific abstracts generated by ChatGPT and those written by humans. Omar Siddique analyses the results

Omar Siddique

The University of Adelaide

Webinar graphic

Campus webinar: Can universities keep pace with digital transformation?

Three Australian digital education experts from the Campus+ network explore the benefits and risks of AI and VR in teaching and learning, and gauge higher education’s pace of digital transformation

Edward Palmer, Julie Lindsay, Karen Blackmore

The University of Adelaide, University of Southern Queensland , The University of Newcastle, Australia

Four stages of robot evolution concept

Four steps for integrating generative AI in learning and teaching

From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom

Zheng Feei Ma, Antony Hill

University of the West of England Bristol

A teacher gestures to a computer while three students listen

Transition from expert to guide by embracing generative AI

In the process of learning how to use generative AI, Kyrin Liong rekindled her inner student

Kyrin Liong

Singapore Institute of Technology

Cat in a box

Don’t just chat(GPT): turn on critical interrogation

Critical thinking is often seen as the antidote to generative AI. But what if educators took it one step further back and aimed to encourage students’ curiosity? Giuseppe Cimadoro explains

Giuseppe Cimadoro

St Mary’s University Twickenham

Robot in business meeting

Three ways to use ChatGPT to enhance students’ critical thinking in the classroom

The balance between technology and traditional educational values, as well as ensuring that AI complements, rather than replaces, the human element in education, are the keys to maximising AI’s benefits in the classroom, writes Nikolas Dietis

Nikolas Dietis

University of Cyprus

human hands using laptop with robot hand emerging from screen

Students see the benefits of AI-generated learning content

Students might already show a preference for AI-generated online learning content, so academic colleagues and institutions need to capitalise on this to improve resource management and staff well-being, write Dean Fido and Gary F. Fisher

Dean Fido, Gary F. Fisher

University of Derby

A illustration of four robots beating a human in a hurdles race

Go head-to-head with ChatGPT to enhance your students’ personal learning

Pitting yourself against artificial intelligence can enhance your students’ motivation and critical thinking. Eric Tsui shows how

Eric Tsui

The Hong Kong Polytechnic University

Business students writing prompts for AI

Embrace AI tools to improve student writing

Rather than trying to keep it out of the classroom, here are ways faculty can facilitate more effective use of ChatGPT for writing assignments

Pamela Bourjaily

University of Iowa

A student uses a chat bot while she studies

Three ways AI can support student success and well-being

A virtual assistant helped free up human resources at the University of Galway and revealed student issues that staff could not have predicted

Josephine Walsh

University of Galway

A yellow toy robot waves hello

How hard can it be? Testing the dependability of AI detection tools

Students are using artificial intelligence to write essays and other assessment tasks, but can they fool the AI detection tools? Daniel Lee and Edward Palmer put a few to the test

Daniel Lee, Edward Palmer

The University of Adelaide

AI concept

Learning the machine: shaping the future of creative education

Educators should engage with artificial intelligence and other technologies not just as users but as influencers, write Ed D’Souza and Sunil Manghani

Ed D'Souza, Sunil Manghani

University of Southampton

Asian woman working with robot arm

Interdisciplinarity is a core part of AI’s heritage and is entwined with its future

To train students to engage responsibly with artificial intelligence, a genuinely interdisciplinary perspective – from the language used to recognising that human and machine work in concert – is essential, write Elvin Lim and Jonathan Chase

Elvin Lim , Jonathan Chase

Singapore Management University

Cooperation and partnership between robot and human stock illustration

Roles for AI to play in the classroom

From supporting classroom debate and discussion to problem-solving and decision-making, here are ways that artificial intelligence can enhance teaching and learning

Carl Follmer

University of Iowa

Brain supplanted by machine AI

Will ChatGPT change our definitions of cheating?

We can’t yet know if we have a full taxonomy of ChatGPT-enhanced mischief, or whether certain uses should be classed as mischief at all, writes Tom Muir

Tom Muir

Oslo Metropolitan University

Cartoon of a detective with a magnifying glass analysing a piece of paper being held by a robot

Can we spot AI-written content?

A look at common features of LLM-created writing and its implications for how we might assess students’ knowledge and skills in the future

Cesare Giulio Ardito

University of Manchester

Metacognition with AI

How to strengthen your metacognitive skills to collaborate effectively with AI

To follow their previous piece on why metacognition is crucial for collaborating with Generative AI, Sidra and Claire Mason reveal how to boost those specific metacognitive skills

Sidra, Claire Mason

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Artificial intelligence represented by a digital image of a human head

Artificial intelligence and academic integrity: striking a balance

A look at how universities can encourage the ethical and transparent use of artificial intelligence tools to support learning while guarding against misconduct

Georgina Chami

The University of the West Indies

A robot acting as a lecturer

ChatGPT and generative AI: 25 applications to support student engagement

In the fourth part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to boost student engagement

Seb Dianati, Suman Laudari

Charles Darwin University

Writing a prompt for generative AI

Mastering generative AI: crafting reusable prompts for effective learning design

Richard McInnes and Ajay Kulkarni discuss how to get consistent quality and replicable results when using generative AI to support course design and development

Richard McInnes, Ajay Kulkarni

The University of Adelaide

Two colleagues working together at a computer

ChatGPT and generative AI: 25 applications to support administrative tasks

In the third part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to assist with administrative duties

Seb Dianati, Suman Laudari

Charles Darwin University

AI robot checking writing

Enhancing manuscript clarity and ethical credibility with ChatGPT

Ikenna Uwanuakwa shares experience and tips for using ChatGPT to improve academic writing without falling foul of ethical considerations

Ikenna Uwanuakwa

Near East University

A robot holds up a sign showing two people talking

Harness human and artificial intelligence to improve classroom debates

A guide to using artificial intelligence to support nuanced class debates that train students’ critical thinking and communication skills

Elmar Kutsch

Cranfield University

A lecturer speaks to a hall of students

Should we trust students in the age of generative AI?

A look at how institutions can shape their policies relating to generative AI such as ChatGPT to build trust among students and guide them in its responsible use

Loïc Plé

IĒSEG School of Management

Robot and human connecting over light globe

Universities, AI and the common good

Higher education must find paths for meaningful engagement with artificial intelligence, to leverage its potential, explain the problems and mitigate the hazards, writes Rajani Naidoo

Rajani Naidoo

University of Bath

Bloom's taxonomy and generative AI

How can generative AI intersect with Bloom’s taxonomy?

Like in a video game, AI allows us to jump multiple levels, but that doesn’t mean the much-used framework becomes obsolete – we might just need a new approach

Christine Rivers, Anna Holland

University of Surrey

Human brain and metacognition

Collaborating with artificial intelligence? Use your metacognitive skills

Metacognition in humans holds the key to ‘collaborative intelligence’ – making the most effective use of the complementary strengths of human and artificial intelligence

Claire Mason, Sidra, Andrew Reeson, Cécile Paris

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

ChatGPT in university

Practical tips for designing activities using ChatGPT

Including generative AI in students’ learning is still in its early stages. Agustín Rodríguez Hernández provides general considerations he has picked up thus far

Agustín Rodríguez Hernández

Monterrey Institute of Technology

A robot teacher in front of a blackboard

ChatGPT and generative AI: 25 applications in teaching and assessment

In the second part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for such AI tools to assist with teaching and assessment

Seb Dianati, Suman Laudari

Charles Darwin University

Illustration of human intelligence interacting with artificial intelligence

An introduction to prompting generative AI like ChatGPT for teaching and learning

To fulfil its potential, generative artificial intelligence requires effective instructions. In the first of a five-part series, Seb Dianati and Suman Laudari explain how to craft a useful AI prompt

Seb Dianati, Suman Laudari

Charles Darwin University

AI and academic integrity webinar

Campus webinar: Artificial intelligence and academic integrity

Academics from Campus+ partner institutions discuss the impact that generative AI such as ChatGPT is having, and will have, on academic integrity

Jenny Davis, Christine Slade, Benjamin Liu , Daniel Zhengkui Wang

Australian National University, The University of Queensland , University of Auckland, Singapore Institute of Technology

A student learning AI literacy

Teaching AI literacy: how to begin

Students urgently need to develop their AI literacy skills if they are to gain graduate-level jobs and help society tame the perils of the technology, write Christine O’Dea and Mike O’Dea

Xianghan (Christine) O’Dea , Mike O'Dea

University of Huddersfield, York St John University

Robot in thoughtful pose with hand to chin

Re-evaluating natural intelligence in the face of ChatGPT

Generative AI tools mean that our pedagogy, understanding of specialisation and how we value human abilities such as empathy, compassion and critical thinking must change

Elvin Lim , Andrew Koh

Singapore Management University

ChatGPT and AI can be used to aid university assessment

How ChatGPT can help disrupt assessment overload

Advances in AI are not necessarily the enemy – in fact, they should prompt long overdue consideration of assessment types and frequency, says David Carless

David Carless

The University of Hong Kong

Illustration of robot working on laptop while young man with beard drinks coffee

How generative AI like ChatGPT is pushing assessment reform

AI has brought assessment and academic integrity in higher education to the fore. Here, Amir Ghapanchi offers seven ways to evaluate student learning that mitigate the impact of AI writers

Amir Ghapanchi

Victoria University

A robot supporting analysis

Three creative ways to use ChatGPT in class

New AI tools such as ChatGPT increase educators’ capabilities, freeing us from fact-gathering to focus on more sophisticated problems and higher-level understanding, writes Esteve Almirall

Esteve Almirall

Esade

Using ChatGPT in your university classes and lectures right now

So, you want to use ChatGPT in the classroom this semester?

Ben Swift outlines some methods and things to think about if you’re unsure about ChatGPT but would like to start incorporating it in your classes right away

Ben Swift

Australian National University

Two people looking through assessment feedback

The potential of artificial intelligence in assessment feedback

Artificial intelligence (AI) has the potential to improve the way students receive assessment feedback. Elizabeth Ellis explores some of the ways in which AI can help students

Elizabeth Ellis

Arden University

The hologram professor project beams a life-sized video of university lecturers into classrooms

Missing face-to-face interaction? Try becoming a ‘hologram professor’

Beaming a hologram of lecturers into classrooms offers greater closeness than video systems, say Carla Victoria Ramírez López, Leticia Castaño Sánchez and Patricia Aldape Valdés

Carla Victoria Ramírez López , Leticia Castaño Sánchez , Patricia Aldape Valdés

Monterrey Institute of Technology