31 Years at Sussex

by Terry Bryan, Online Distance Learning Coordinator

About me

It all began on the 14th April 1993 …. but before we get to Sussex, a little about me …. I was born in Wrexham, North Wales in 1970 (now famous for the Hollywood-owned football club). When I was in my late teens I would go hitchhiking with a friend, with no particular plan of where we were going. We once ended up camping in a cemetery on a hill overlooking Lyme Regis bay – we only left when the Rector from St Michael’s church asked us to leave because he needed the space for a burial plot! We arrived in Brighton after hitching a lift from some guys driving a hippy van. I loved Brighton so much I vowed to return one day.

Where it began and the journey

After moving to Brighton in Dec 1992, I saw a job ad in the Argus newspaper for a Secretary at the University of Sussex in the School of Cultural and Community Studies (Coordinators were called Secretaries in those days). I applied for the post and to my surprise got the job with no previous office experience (I did complete a PA course in Wrexham, which equipped me for office work). I was over the moon and very proud to tell my friends I worked at The University of Sussex.

I began work on 14 April 1993 as Music and Media Studies Secretary in CCS. Media Studies was in its infancy, and they needed admin support (hence me). Roger Silverstone (Silverstone Building) was Head of Media Studies and Jonathan Cross was Head of Music (Jonathan now teaches at Oxford). I was a jack of all trades, working for both Music and Media Studies, collecting exam scripts, organising parties, giving Music & Media tours to students and new Faculty, issuing harmony tests to wide-eyed musicians, taking Music students to Glyndebourne opera house (the list goes on).

One of my first tasks in the early nineties was to investigate a new electronic mail system called ‘email’.  If you wanted to reach someone across campus you would either phone or send a paper memo via staff pigeonholes. We had a very basic email system called SOLX1, so under the guise of research, I sent an email to a student called Craig at Hofstra University in Long Island, New York (this was revolutionary at the time), and I received a reply! I rushed to my line manager and said it works! I’m still friends with Craig from Hofstra on Facebook after 31 years. Another task was to set up the first Music webpage, which was very basic, with gaudy flashing icons (akin to a casino website!).

I left the Media Dept in approximately 2000 after a major restructuring and solely supported the Music Department. I had additional roles such as Visiting and Exchange Student Coordinator; Student Attendance Monitor; Coordinator for Faculty in Anthropology; Geography; Cultural Studies; Drama and English.

Working for Online Distance Learning

In August 2023 I left the Music Department after 30 years and started working as Online Distance Learning (ODL) Coordinator, which is part of the Educational Enhancement (EE) Department headed by Katie Piatt and Mellow Sadik, based in the Main Library. Many people at Sussex have no idea ODL exists, or how it works. The small team are amazing, friendly and do a terrific job. It’s like a mini-University where we deal with payments, admissions, teaching, statistics, enrolment, support etc. The EE team are also brilliant, and I’ve gained lots of knowledge regarding AI in teaching and learning.

People often say, how could you stay at the same job for so long? My answer is always the same … working at Sussex isn’t the same everyday …  it’s varied and interesting. I’ve got to know thousands of students over time, many interesting Faculty from all disciplines, along with wonderful professional services colleagues who’ve come and gone over the years.  I’ve also been through 3 major restructurings, moved office 6 times, witnessed 3 Chancellors, 5 Vice Chancellors, countless line Managers and saw the landscape of campus change dramatically.  And I’m still proud to say I work at Sussex University!

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Posted in Educational Enhancement, Online Distance Learning (ODL)

Spotlight on AI in Education: January 2025

Welcome to January’s Spotlight on AI in Education bulletin. With how fast things are moving, this will help you cut through the noise and catch what’s important. The bulletin highlights on-the-ground practice, institutional perspectives and trends in generative AI use across the sector and beyond. We hope you find this useful.

If you have anything you’d like to contribute or see in this bulletin please email EE@sussex.ac.uk

On-the-ground at Sussex

Workshop: A throwback to our second CoP and talking to students about GenAI

Read this if: You’re keen to address the hallucinating elephant in the room with your students.

Given is start of term, we thought you’d like to be reminded of the work by Dr Andres Guadamuz.
Reader In Intellectual Property Law (LPS) who spoke at the second CoP about the value of talking with students about AI..

Read more about our previous AI CoPs on the blog.


Institutional Perspective

Don’t miss out on having your voice heard for the AI Summit

Read this if: You want to have a say in developing institutional principles on the use of Generative AI in teaching, learning and assessment.

Look out for invitations to get involved and feed in your views. Each area (e.g. Faculty or Division) will complete a series of questions on this reporting form. We welcome responses from all areas of the university, as well as individual responses. Please respond via the form directly if you are unable to attend scheduled events – all submissions should be entered by Friday 28 March.

Find out more and book your place on the Summit.


Across the Sector

Jisc – Trends in assessment in higher education: considerations for policy and practice

Read this if: Your interested in ’emerging trends in assessment and feedback within the rapidly evolving landscape of higher education’.

From the introduction: ‘As part of this initiative, insights were gathered from our assessment and feedback working group and key stakeholders across the sector. This work aims to provide valuable recommendations for policy and practice, supporting institutions in creating effective, inclusive, and innovative assessment strategies’.

Find out more and read the report.


Further Afield

US chatbot dominance takes a hit

Read this if: You’re interested in the landscape of Generative AI tools, notably the Chinese made, DeepSeek.

To say it caused a stir maybe contender for the understatement of 2025! Within days, DeepSeek was top of the Apple App Store, some stock prices plummeted, then they had to limit sign ups due to a cyber-attack. Since then, Italy has launched a GDPR query at them and OpenAI claim to have evidence they used their work, it’s been a week for DeepSeek. As of writing the latest is that DeepSeek will be coming to Windows Copilot+ PCs soon as well. But what is it and why has it made waves. Check out the link below to find out more.

This BBC article has a good explainer and overview.


In case you missed it

Other links on the topic of AI in teaching and learning you may have missed.

Disclaimer on any tools not supported at Sussex. Please do not share Sussex, student, colleague, sensitive or personal data via these platforms. Not being supported means they have not passed stringent Data Protection assessments and could put you at breach of policy and legislation. For a list of supported platforms for teaching and learning please visit the Educational Enhancement website.

This was a Spotlight on AI in Education update from Educational Enhancement

Posted in AI

Level Up Your Teaching: Video Games Aren’t Just for Gamers!

“If Pac-Man had affected us as kids, we’d all be running around in dark rooms, munching pills and listening to repetitive electronic music.”

Marcus Brigstocke

An image from the game Pacman. The yellow circle character of pacman is eating white dots followed by colourful ghosts.

Learning through how things work

Despite their commercial success games are often still seen, by some as trivial and lacking in legitimacy, compared to more traditional media. Video games have often been dismissed as mindless fun, but they’re so much more than that. In fact, they could be the perfect teaching tool you didn’t know you needed. Bogost, (2007, 2021) states that videogames legitimacy as a medium requires a more robust analysis than comparisons to other media and bidding for time until it has acceptance. In fact, Bogost suggests that “videogames open a new domain for persuasion, thanks to their core representational mode, procedurality. “Procedural rhetoric” in video games involves designing the rules, mechanics, and interactions of a game to create specific experiences and foster types of thinking. By engaging with these systems, players don’t just passively receive information; they actively learn by doing (an embodied experience). This makes video games uniquely suited to teach complex, dynamic concepts that are difficult to convey through static media. Games break down abstract concepts and give students the freedom to experiment—fail, try again, and succeed, while developing critical thinking and problem-solving skills (Tannahill, Tissington, and Senior, 2012).

It’s About Immersive Learning

Imagine taking your students from passively reading about history to actively experiencing it. Games like Massira, which takes players through the refugee experience, allow students to engage with content on a deeper emotional level. This “embodied learning,” is where students learn, by doing (Gee, 2008). They don’t just read about problems; they live them in a safe, simulated environment, making the experience much more impactful. Whether it’s exploring complex problems in economics, tackling ethical dilemmas in healthcare, or even diving into the physics of space travel, video games offer an interactive and engaging approach to learning (Bogost, 2007).

Students can attempt to better understand the cause and effects of ideas and contexts by throwing them into a game where their actions have consequences and watch them learn through experimentation. This learning method makes video games especially useful for teaching complex systems, where students actively explore and manipulate. Cram A., Hedberg J. G., Gosper M., & Dick G. (2011) state that “when social actors experience a higher level of embodied interaction, they more effectively encode, convey, and decode individual and collective communicative acts”. Video games involving complex scenarios require strategic thinking and problem-solving, which are skills to be fostered in Higher Education.

Building Empathy Through Gameplay

In a classroom, you can explain concepts like empathy, but how do you make students feel it? Video games have the potential to evoke emotional responses that help players develop empathy. Procedures and processes that govern our experiences can feel too abstract or distant for us to truly understand and empathize with. The makers of the game ‘The Walking Dead’ studied the impact of activating mirror neurons – those responsible for understanding others’ emotions (Madigan, 2012). They were inspired by a study looking at chimpanzees and how they reacted to facial expressions. This led them to focus on the detail expressed on the character’s faces in their game design. Attention to detail from those facial cues paid off as players reported higher levels of empathy and emotional reaction to the plight of the characters. The game’s success in this area is attributed to the success of triggering mirror neurons. This suggests that by stepping into someone else’s shoes, or being exposed to people’s experiences and feelings, students learn to see and feel the world from new perspectives.

An image taken from the game "The Walking dead". Two characters have concerned looks on their faces

Problems, solutions & reflection

Videogames offer a playground for people to experiment in a situational context and take on ‘roles’ and simulate solutions from different perspectives leading to better understanding and empathetic approach to effective problem-solving (Cram A., Hedberg J. G., Gosper M., & Dick G. 2011). Not all problems are created equally and some of them have solutions that are correct and knowable; therefore, processes can be followed to a solution, objectively. At the other end of the spectrum, we have conflicting evidence, opinions and assumptions which leave us with different solutions. Our different attitudes, emotions, and values may impact our ideas. A game may offer you the chance to play with those conflicting solutions and challenge your own assumptions and biases. This intention does not always go to plan as Bogost (2021) describes in a scenario where a tutor used a game where students assumed the role of running a McDonalds franchise “a scathing critique of the multinational fast-food industry”. The tutor hoped that students would reflect on the corruption, environmental impact, and questionable employment practices a large multi-national organisation adopts in the name of profit. Instead, students reported an increase empathy for the challenges faced by CEOs.
Effective use of video games in education doesn’t stop at just playing them. The most effective learning happens when students reflect on what they’ve done. After a game session, set aside time for discussions, problem-solving exercises, or even debates. What strategies worked? What didn’t? Reflection helps students solidify their understanding and apply it to real-world situations (Doney, 2019).

Takeaways for Your Teaching

Is it time to start thinking about or even rethink that video games are a serious educational tool? They offer immediate feedback, encourage critical thinking, and make learning fun. Games provide a risk-free environment where students can explore, fail, and try again perfect for subjects where practical experience is key but real-world stakes are high. Next time you’re planning a lesson, why not consider a video game? Whether you’re teaching economics, history, healthcare, or physics, video games have something to offer. Give them a try and watch your students level up their learning!

Places to go to get started

Test Tube Games “Bringing Science to life”.

Games 4 Change

Minecraft Education – The university has access to the library of pre-made (adaptable) Minecraft lessons covering a range of disciplines.

References

Ahn, S. J., Bessarabova, E., Bogost, I., Burgoon, J., Deen, M., Dunbar, N. E. (Norah E., Elizondo, J., Ferri, G., Flanagan, M., Grace, L. D., Hera, T. de la, Jacobs, R., Jansz, J., Jensen, M., Kaufman, G., Ketel, C., Kors, M., Lee, Y.-H., Miller, C. H., … Wilson, S. (2021). Persuasive gaming in context (J. Raessens, B. Schouten, J. Jansz, & T. de la Hera, Eds.). Amsterdam University Press. https://doi.org/10.1515/9789048543939

Bogost, I. (2007) Persuasive Games: The Expressive Power of Videogames. Cambridge, MA: MIT Press.

Cram A., Hedberg J. G., Gosper M., & Dick G. (2011). Situated, embodied and social problem-solving in virtual worlds. Research in Learning Technology, 19(3). https://doi.org/10.3402/rlt.v19i3.17114

Doney, I. (2019) ‘Research into effective gamification features to inform e-learning design’, Research in Learning Technology, 27. Available at: https://doi.org/10.25304/rlt.v27.2093 (Accessed: 4 October 2024).

Gee, E., & Gee, J. P. (2017). Games as Distributed Teaching and Learning Systems. Teachers College Record (1970), 119(12), 1–22. https://doi.org/10.1177/016146811711901202

Gee, J. P. (2008) What Video Games Have to Teach Us About Learning and Literacy. 2nd edn. New York: Palgrave Macmillan.

Gene Carolan. (2021). ‘Papers, Please’ – Using a Video Game to explore Experiential Learning and Authentic Assessment in Immigration and Asylum Law. Irish Journal of Academic Practice, 9(2). https://doi.org/10.21427/PC79-AN45

Madigan, J. (2012) ‘The Walking Dead, mirror neurons, and empathy’, Psychology of Games, 7 November. Available at: https://www.psychologyofgames.com/2012/11/the-walking-dead-mirror-neurons-and-empathy/ (Accessed: 4 October 2024).

Tannahill, N., Tissington, P. and Senior, C. (2012) ‘Video Games and Higher Education: What Can “Call of Duty” Teach Our Students?’, Frontiers in Psychology, 3, pp. 1–10. Available at: https://doi.org/10.3389/fpsyg.2012.00210 (Accessed: 4 October 2024).


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Posted in Educational Enhancement, Learning Design

Spotlight on AI in Education: December 2024

Welcome to December’s Spotlight on AI in Education bulletin. With how fast things are moving, this will help you cut through the noise and catch what’s important. The bulletin highlights on-the-ground practice, institutional perspectives and trends in generative AI use across the sector and beyond. We hope you find this useful.

If you have anything you’d like to contribute or see in this bulletin please email EE@sussex.ac.uk

On-the-ground at Sussex

Workshop: Introduction to Generative AI within teaching

Read this if: You’d like learn about how to use AI tools within your teaching at an introductory level.

Educational Enhancement are once again running this popular workshop on January 28th at 2pm. You will have the opportunity to get some hands-on experience using AI tools such as Microsoft Copilot, as well as learning the basic skills of prompt engineering and considering when and how to use AI to assist with your teaching.

Find out more and book on our events page. Book early to avoid disappointment.


Institutional Perspective

AI in Education at Sussex

Read this if: You want to have a say in developing institutional principles on the use of Generative AI in teaching, learning and assessment.

A series of Faculty and Division workshops will be held in the New Year to capture challenges, solutions and thoughts on AI in Education at Sussex. These will culminate in a cross-university summit in April. The output of the summit will be a set of institutional principles on AI in Education, as well as an action plan for the ongoing development of staff and student facing resources.

Save the date: Friday 11th April, 1pm – 5pm In-person (spaces limited) or online. Registration will open in the new year.


Across the Sector

Generative AI strategies for Australian higher education: Emerging practice

Read this if: Your interested in a comprehensive analysis by TEQSA (Australia’s quality assurance agency for HE) of actions plans addressing the risk generative AI poses to academic integrity.

From the introduction ‘This toolkit has been informed by an analysis of the information institutions provided in response to our request. It seeks to support institutions in further developing and implementing effective strategies for meaningful and ethical integration of gen AI tools into teaching and learning practices, while also mitigating the risk gen AI poses to award integrity.’ It’s a meaty document, but thoughtfully laid out and includes suggested actions for institutions.

Read the document.


Further Afield

Some festive fun

Read this if: You want to try and spot the fake in ‘AI or REAL’ on BBC Bitesize.

We know by now that Generative AI can be used to create plausibly human created text, images and video. Until now though, it’s often been quite easy to spot something generated by AI, however it is becoming more difficult. Here’s a light hearted quiz to see if you can spot what’s real. How did you do?

Take the quiz on BBC Bitesize


In case you missed it

Other links on the topic of AI in teaching and learning you may have missed.

  • On the EE blog: Do not worry if you missed the latest Teaching and Learning with Generative Artificial Intelligence Community of Practice. There will be a write up in the new year. So make sure you’re subscribed to our blog to get the latest straight to your inbox.
  • Elsewhere online: We’ve been exploring Google’s NotebookLM*, but for those of you who are Spotify users, you may have experienced another use for the powerful platform. Yes, your Spotify Wrapped has been ‘enhanced’ by AI. Powered by NotebookLM, Spotify provides you with a personalised ‘My Wrapped AI Podcast’ with two ‘hosts’ discussing your listening habits.

*if you explore platforms not supported at Sussex, please do not share Sussex, student, colleague, sensitive or personal data via these platforms. Not being supported means they have not passed stringent Data Protection assessments and could put you at breach of policy and legislation. For a list of supported platforms for teaching and learning please visit the Educational Enhancement website.

This was a Spotlight on AI in Education update from Educational Enhancement

Posted in AI, AI CoP

Academic Developers December round up

a picture of a megaphone, a mobile phone, a lightbulb, a magnifying glass and the YouTube logo on a pink background, to indicate announcing information

Learning Matters Podcast 

Listen to Luis Ponce Cuspinera and Zahid Pranjol discuss scholarship for science teaching in episode four of the Learning Matters Podcast. This episode covers lots of ground, including decolonising the curriculum and real-world learning and much more.

Learning Matters blog posts

In addition to the podcast and the New Proposals for Digital Pedagogies series, the following posts have recently been published on the Learning Matters blog: 

Gen AI Practical tips for teachers 

The University of Kent Digitally Enhanced Education webinars this month focused on Helping Students Develop Critical Thinking Skills When Using Generative AI. There is something for everyone across the 17 fifteen-minute recordings now available in two playlists on their YouTube channel.  

See also this new educational resource from Tadhg Blommerde  – a comprehensive video guide on using AI to improve your teaching. It covers six practical applications of GenAI and includes real demonstrations using tools like Claude and ChatGPT, with specific prompts and examples you can adapt for your own teaching. Go to the Teaching with AI Community of Practice Padlet to find a summary of timings so you can jump directly to sections that interest you.  

NTF/CATE applications 

A reminder that expressions of interest for the 2025 National Teaching Fellowship Scheme (NTFS) and the Collaborative Award for Teaching Excellence (CATE) awards are now open until Friday 13 December 2024 (see our webpage for full details) For further information or to register your interested please email S.Connelly@sussex.ac.uk  

Scholarship 

The Sussex Digital Pedagogies Toolkit was launched in October. This toolkit has been created collaboratively by a staff-student research team through the Education and Innovation fund. It uses material from a series of online workshops with members of the Sussex community, including faculty, professional services and students. View all posts in this series

The Education and Innovation fund also supported the project Supporting the International Student Experience at Sussex and Beyond. These resources have been co-created with international students and provide guidance and support on inclusive teaching practice that will be beneficial for all students. Here are the resources published so far:  

Posted in Uncategorized

How My Online Learning Experience Has Inspired Me to Enhance Our Online Distance Learning (ODL) Student Experience

by Alice Taylor, Online Distance Learning Officer

I’m involved in supporting Sussex’s Online Distance Learning (ODL) students from their enrolment right through to graduation, but my own recent experience of studying an online course gave me a new perspective. Our students are enrolled on full Master’s courses (twelve modules), PgDips (eight modules) or PgCerts (four modules). The duration of my unaccredited course was seven weeks; the same length as an individual ODL module, so I was able to gain a new appreciation for the pace of online learning and the challenges our students face.

A photo of five university students, sitting using their devices. The photo is from above, framing the devices and the students' legs as they sit side-by-side on the floor. This highlights their diverse clothes, backgrounds and the devices they use to get online.
Students with modern devices studying online indoors (Adobe Stock)

My course consisted of live webinars, pre- and post-session activities, discussion boards, and a bank of additional resources. Because of the short duration of my course, the learning content took precedent and there was little time to seek out extra-curricular material or to engage with peers.

Honestly, I didn’t feel like I came away with a lasting student experience.

Online distance learning is, of course, inherently shaped by its mode of study, but I began to wonder whether more could be done to realise its potential and offer a student experience that fully capitalises on its unique strengths.

Engaging with peers and tutors 

My course was set up so that we had access to the Virtual Learning Environment (VLE) a week before it began. We were able to get familiar with the site, read the course outline and watch a video introduction from the tutor. We were also asked to introduce ourselves to the group via an introductions forum. While this was helpful, it didn’t spark much interaction. I found myself wishing for a more dynamic, creative approach—something like videos or ice-breaker activities. These are techniques we’ve used in some of our online offerings at Sussex, as well as in our team meetings, and I think they really help participants feel more connected. 

Given that most of our ODL courses include only one live session per week, opportunities for organic, spontaneous conversation are limited. I have started thinking about ways we could replicate those “before class” or “after class” moments—perhaps through optional group calls or post-session breakout rooms, where students could casually discuss what they learned or share insights. 

Discussion boards: opportunities and challenges 

In my course, we had weekly activities to complete via discussion boards and were encouraged to comment on each other’s posts. I felt anxious about posting answers visible to everyone, worrying they might resemble other responses and seem to have been copied. This made me think about how we can foster more comfortable, productive exchanges on our own discussion boards at Sussex. 

Our students often engage with each other through the VLE, but because some modules can have hundreds of students, this can feel impersonal. A more tailored, supportive space for peer-to-peer interaction could make a real difference. 

Supporting students beyond the classroom 

Another key takeaway from my experience was how disconnected I felt once the course ended. I didn’t have much opportunity to build long-term relationships or to participate in extracurricular activities. At Sussex, our students have the benefit of a much longer journey, and there’s a real opportunity to create spaces for connection beyond the academic modules. 

I’ve been considering ways to keep students engaged during study breaks or after graduation. A newsletter specifically for online learners could keep students connected with the wider University community, during breaks in study or after they’ve completed their course. I’d like to explore creating a Graduate & Alumni section on our Student Support Site, where students can share updates and stay in touch post-graduation. I recently met with the University’s Alumni Relations Manager, who has agreed to mentor me as part of Sussex’s Mentorship scheme. I’m hoping that she will be able to offer me invaluable guidance that will support some of my ideas.  

Inspired to innovate 

Ultimately, my online learning experience has given me a fresh perspective on the challenges and opportunities in the student journey. I’m excited to explore new ways to create meaningful connections, foster engagement, and offer more opportunities for social interaction in our ODL programmes.

I’m looking forward to working with our team and University partners to bring these ideas to life—whether it’s through new communications, engaging activities, or more opportunities for peer-to-peer connection. It’s all about making the online learning experience at Sussex even better!

Posted in Educational Enhancement, Online Distance Learning (ODL), Student Experience

Spotlight on AI in Education: November 2024

Welcome to November’s Spotlight on AI in Education bulletin. With how fast things are moving, this will help you cut through the noise and catch what’s important. The bulletin highlights on-the-ground practice, institutional perspectives and trends in generative AI use across the sector and beyond. We hope you find this useful. 

If you have anything you’d like to contribute or see in this bulletin please email EE@sussex.ac.uk


On-the-ground at Sussex

Enhancing assessment and feedback

Read this if: You’re interested in ‘the practical implementation of AI in education and its implications for student learning outcomes, equity and academic integrity.’

Angela Ya Gao, Lecturer in Accounting in the Business School, has contributed the case study Changing the paradigm: rethinking assessment in the AI era to a compendium produced by AdvanceHE. Under the theme of Assessment and Feedback in a Digital Era, Angela’s case study details a project to design a Level 7 PG report assessment, introducing the use of AI in an assistive role with students being required to both use and show how they use the tools.

Access and read the compendium on the AdvanceHE website.


Institutional Perspective

Don’t miss out on your place at the next Teaching and Learning with Generative Artificial Intelligence Community of Practice

Read this if: You’ve yet to book your place.

This has both in person and online options, be sure to book so you can be notified of any changes to the schedule.

View the event and book your place.


Across the Sector

Video guide on using Generative AI to enhance teaching in higher education

Read this if: You’d like to see examples of using generative AI tools to support the cycle of teaching admin from planning to dealing with module feedback.

In a video shared via the Generative AI Network Jiscmail list, Dr Tadhg Blommerde, Assistant Professor at Northumbria University presents ‘six practical applications of generative AI to help streamline our work and improve student experience’. Covering such things as creating engaging lesson plans and supporting students with complex topics.

Watch the video on YouTube.


Further Afield

A student’s guide to writing with ChatGPT, by OpenAI

Read this if: You want to see how the platforms themselves guide students in using their tools.

OpenAI have put together this brief guide for using ChatGPT to assist with writing tasks. From getting feedback to helping with the ‘grunt work’ of formatting references.

Read the guide on the OpenAI website


In case you missed it

Other links on the topic of AI in teaching and learning you may have missed.

This was a Spotlight on AI in Education update from Educational Enhancement

Posted in AI, AI CoP

Integrating ArtificiaI Intelligence into Education at the University of Sussex Business School

by Kitty Horne, Academic Development

The University of Sussex Business School is actively exploring the role of artificial intelligence in higher education, focusing on practical approaches to both enhance learning and address the challenges Artificial Intelligence (AI) brings. Through collaborative workshops, events and exploration of assistive tools the School is helping staff and students navigate this evolving landscape. These initiatives are designed to support faculty in adapting assessments, to streamline student support, and to encourage discussions about AI’s impact on teaching and learning.

Co-creating workshops

Over the summer, the Business School collaborated with students to create a series of workshops designed to help faculty adapt assessments in light of advancements in AI. Led by Max Baylis and Aaron Fowler, recent Sussex graduates, and Dr Lisa Blatch, Senior Lecturer in Strategy, the eight sessions were attended by more than 80 members of staff and aimed to support attendees in understanding how to design assessments that are less vulnerable to AI automation.

Three circles showing Max Baylis, Aaron Fowler, Dr Lisa Blatch, left to right.
Max Baylis, Aaron Fowler, Dr Lisa Blatch (L-R)

One central focus of these workshops was on testing assignments for automatability by examining whether AI could easily complete them. By experimenting with putting their assessments through generative AI tools, educators learned how to identify assessment types that are susceptible to AI and, as a result, were able to structure their assessments so that they were based on evaluative and contextualised thinking, and material that is not significantly available online.

Exploring chatbots

In addition to assessment focused workshops, the Business School launched two projects, funded through the Business School Education and Students Small Grant Awards. The first project is led by Dr René Moolenaar, Senior Lecturer in Strategy, and is investigating whether a custom GPT-based chatbot could streamline the work of the School’s Student Academic Success Advisors (SASA). By handling routine queries this chatbot has the potential to make student support more responsive, freeing up SASA staff for more complex cases.

The second is led by Dr Małgorzata (Gosia) Sulimierska, Senior Lecturer in Banking and FinTech, and aims to integrate an interactive chatbot which provides a knowledge assistant that helps with module information and answers student questions on sustainable finance. Developed in collaboration with colleagues in the School of Engineering and Informatics, this chatbot aims to not only improve academic support but also create an interactive, engaging learning experience for students exploring sustainable finance.

A third tool, Plato, is also being explored by the School. Created by a recent Sussex graduate, Nikita Dumitriuc, Plato is an interactive platform that supports student learning by providing personalised resources and insights and can be integrated into Canvas modules. Through Plato students have access to a chatbot, curated study material like revision flashcards and quizzes, as well as a note taking tool.

The logo of AI tool Plato, which itself is a line drawing of the Greek philosopher, similar in style to a bank note engraving.
Plato

Festival of SustAInable Education

In May the School held the inaugural Festival of SustAInable Education, which provided a forum for discussing AI’s impact on education and explored the intersection of AI and sustainability, AI and education, and education in sustainability. With a dedicated strand on AI, the festival featured discussions on the ethical implications of AI in learning and the skills students will need in an AI-influenced world. Faculty, students, and external experts came together to share insights on balancing AI’s benefits with ethical concerns and the need for inclusive practices. The event was organised by a team led by Gabriella Cagliesi and featured guest speakers including: Sir Mark Lowcock, Jean-Christophe Carteron, Sir Anthony Seldon and Sophia the robot.

Three circles showing Dr René Moolenaar, Dr Małgorzata (Gosia) Sulimierska, Gabriella Cagliesi, left to right.
Dr René Moolenaar, Dr Małgorzata (Gosia) Sulimierska, Gabriella Cagliesi (L-R)

Looking ahead

In the coming months, the chatbot tools will be developed further and evaluated to determine their effectiveness in supporting students and faculty. The co-created workshops are set to continue in the Spring term, with updates to reflect the changing AI landscape. These ongoing efforts reflect the School’s commitment to fostering an adaptive and sustainable approach to AI in teaching, learning and assessment. A small group has also been appointed to start formalising the Faculty’s policy position on AI.

Posted in Academic Development, AI, Educational Enhancement, Learning Technologies

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