{"id":9860,"date":"2024-02-29T08:00:00","date_gmt":"2024-02-29T08:00:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9860"},"modified":"2024-04-26T16:43:16","modified_gmt":"2024-04-26T15:43:16","slug":"artificial-intelligence-community-of-practice-ii-talking-with-students-about-ai","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/02\/29\/artificial-intelligence-community-of-practice-ii-talking-with-students-about-ai\/","title":{"rendered":"Artificial Intelligence Community of Practice II: \u2018Talking with students about AI\u2019"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong>by <a href=\"https:\/\/profiles.sussex.ac.uk\/p544788-sam-hemsley\">Dr Sam Hemsley<\/a>, Academic Developer, University of Sussex<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-MP3.mp3\"><\/audio><\/figure>\n\n\n\n<div class=\"wp-block-image is-style-default\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic.png\"><img loading=\"lazy\" width=\"465\" height=\"262\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic.png\" alt=\"The letters AI in neon tubes attached to a dark concrete wall.\" class=\"wp-image-9863\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic.png 465w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic-300x169.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic-100x56.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic-150x85.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic-200x113.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/2024-02-29-AI-CoP-2-Pic-450x254.png 450w\" sizes=\"(max-width: 465px) 100vw, 465px\" \/><\/a><figcaption>Photo by <a href=\"https:\/\/unsplash.com\/@omilaev?utm_content=creditCopyText&amp;utm_medium=referral&amp;utm_source=unsplash\">Igor Omilaev<\/a> on <a href=\"https:\/\/unsplash.com\/photos\/a-neon-neon-sign-that-is-on-the-side-of-a-wall-9XtKSci9crg?utm_content=creditCopyText&amp;utm_medium=referral&amp;utm_source=unsplash\">Unsplash<\/a><\/figcaption><\/figure><\/div>\n\n\n\n<p>The second meeting of the Teaching and Learning with Generative Artificial Intelligence Community of Practice (or &#8220;AI CoP&#8221;) is taking place next month and will focus on approaches to talking with students about Generative AI (GenAI).<\/p>\n\n\n\n<p>But, why this topic?<\/p>\n\n\n\n<p>The discussion of GenAI in Higher Education (HE) is both necessary and challenging. Many of us don\u2019t feel very knowledgeable or confident about the use and capabilities of such tools or the impact they have on students\u2019 education and future careers. Another reason is the recent update to the Sussex <a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/support\/artificial-intelligence\/academic-integrity\">AI and Academic Integrity<\/a> page with some standardised statements on the use of AI in assessments, which module convenors can add to their assessment information. However, it remains necessary that tutors also make time in class to talk with students about both the rationale for, and implications of, such permissions and how students might use these tools for self-directed learning. Therefore, our second AI CoP meeting seeks to provide a space to explore and share how such conversations might be initiated and managed, and how they can support GenAI and assessment literacy among students.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>Our meeting seeks to provide a <strong>space<\/strong> to explore and share how such conversations might be <strong>initiated<\/strong> and <strong>managed<\/strong>.<\/p><\/blockquote><\/figure>\n\n\n\n<p>The outline of the meeting is as follows:<\/p>\n\n\n\n<ul><li>Introductions and updates from Educational Enhancement on GenAI in Sussex and the sector.<\/li><li>A lightning talk from Dr Andres Guadamuz, Reader In Intellectual Property Law (LPS) on his approach to having mature conversations with students about AI.<\/li><li>An interactive segment with discussion will form the bulk of the session and provide space to explore and share your challenges and practices.<\/li><li>Finally, a roundup (on the hour) followed by time for informal conversation and networking.<\/li><\/ul>\n\n\n\n<p>The importance of this focus has been further reinforced in recent weeks, not least by the publication in February of a Higher Education Policy Institute (HEPI) <a href=\"https:\/\/www.hepi.ac.uk\/2024\/02\/01\/new-hepi-policy-note-finds-more-than-half-of-students-have-used-generative-ai-for-help-on-assessments-but-only-5-likely-to-be-using-ai-to-cheat\/\">Policy Note on students\u2019 attitudes to AI<\/a>. One of the most attention-grabbing statistics from a poll of 1,250 students shows that 53% use GenAI to explain concepts in assessments, 13% use it to generate text they later edit for assessments, and 5%&nbsp;use it to write assessments for them. What I find concerning is that, in addition to the emergence of a digital divide in the use (legitimate or not) of GenAI, over a third of students aren\u2019t aware of how often such tools \u2018hallucinate\u2019 facts, citations or statistics (creating, as my colleague put it in <a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/11\/intelligent-but-artificially\/\">her recent blog<\/a>, &#8220;data mirages&#8221;). This is a concern shared by our headline speaker, Andres Guadamuz, as quoted in <a href=\"https:\/\/www.theguardian.com\/technology\/2024\/feb\/01\/more-than-half-uk-undergraduates-ai-essays-artificial-intelligence\">this Guardian report<\/a> on the HEPI findings.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>Over a third of students aren\u2019t aware of how often such tools \u2018hallucinate\u2019 facts, citations or statistics.<\/p><\/blockquote><\/figure>\n\n\n\n<p>Similarly, staff may see the potential in AI marking tools for improving the speed, quality and consistency of marking and feedback, thereby freeing them up for more student engagement and support. But, in conversations with students, we hear concerns that such marking would be outsourced, impersonal and represent poor value for money.<\/p>\n\n\n\n<p>The importance of having open conversations with students about GenAI was further reinforced in multiple sessions of the Quality Assurance Agency (QAA) <a href=\"https:\/\/www.qaa.ac.uk\/news-events\">Quality Insights Conference last week<\/a>. The comment that resonated most with me came from the consistently insightful Martin Compton, of Kings College London, who emphasised that students are typically reticent about engaging actively or critically with AI unless they are exposed to deliberate, open, meta-cognitive discussions. In other words, students need to be encouraged and supported to think about and reflect critically on GenAI tools, and the use and impact on their own learning. He also emphasised that academics don\u2019t need to be experts in AI to enable such conversations. Rather, they can use such conversations to learn with students in a spirit of shared curiosity and critical engagement. This is the bread and butter of academic enquiry and something we all, as HE educators, have the skills to support.<\/p>\n\n\n\n<p>Finally, last week\u2019s <a href=\"https:\/\/mcompton.uk\/2024\/02\/23\/college-teaching-fund-ai-projects-a-review-of-the-review-by-chris-ince\/\">Heducationist blog<\/a> provided additional nuance and insight into this kind of collaborative critical engagement with students around the use of GenAI. The blog summarised some interim observations from a range of projects at KCL, many in collaboration with students, looking into the possibility of using AI within their discipline and teaching:<\/p>\n\n\n\n<p><em>\u201cseveral projects identify how students are sceptical of the usefulness of gAI to them and in some that scepticism grows through the project. In some ways this is quite pleasing, as they begin to see gAI not as a panacea, but as a tool. They\u2019re identifying what it can and can\u2019t do, and where it is and isn\u2019t useful to them. We\u2019re teaching about something (or facilitating), and they\u2019re learning.\u201d<\/em><\/p>\n\n\n\n<p>So, <a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/events\/item?id=63474\">please sign up to join us (in person or listening along online)<\/a> and continue the conversation at the second Teaching and Learning with AI CoP on Monday 18<sup>th<\/sup> of March from 14:00 to 15:30 in the University of Sussex Library Open Learning Space.<\/p>\n\n\n\n<p>We hope to see you there!<\/p>\n\n\n\n<h3>Can\u2019t attend?<\/h3>\n\n\n\n<ul><li>Join our AI CoP mailing list for updates by emailing <a href=\"mailto:EducationalEnhancement@sussex.ac.uk\">EducationalEnhancement@sussex.ac.uk<\/a>&nbsp;<\/li><li>Explore and share great links via our shiny new look <a href=\"https:\/\/uofsussex.padlet.org\/tel34\/uos-ai-community-of-practice-teaching-with-ai-c1z21o84ygi5tde3\">University of Sussex Teaching with AI collaborative Padlet<\/a>.&nbsp;<\/li><li>Submit a Case Study of your practice to the \u2018<a href=\"https:\/\/blogs.sussex.ac.uk\/learning-matters\/\">Learning Matters<\/a>\u2019 blog (it&#8217;s quick and easy and supported by us).<\/li><\/ul>\n\n\n\n<p>Additional links:<\/p>\n\n\n\n<ul><li>UPDATED! Sussex <a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/support\/artificial-intelligence\/academic-misconduct\">AI and Academic Integrity webpage<\/a>: New recommended AI use statements for module sand assessment briefs.<\/li><li>NEW! Sussex <a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/support\/artificial-intelligence\/ai-tools\">AI tools webpage<\/a>: Find out about the types of generative AI tools available and how to access them.<a href=\"#_msocom_3\">[SH3]<\/a>&nbsp;<\/li><\/ul>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9860\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/02\/29\/artificial-intelligence-community-of-practice-ii-talking-with-students-about-ai\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow 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created with colleagues from across campus who support academic skills and academic regulations.\u00a0 Learn how generative AI works and the\u2026","rel":"","context":"In &quot;Academic Development&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2024\/05\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":10189,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2025\/02\/10\/academic-developers-february-round-up-2\/","url_meta":{"origin":9860,"position":1},"title":"Academic Developers February round up","date":"10th February 2025","format":false,"excerpt":"Welcome to the February 2025 Academic Developers round up, where we share information, events and news. Sussex Education Festival\u00a0 The Sussex Education Festival is back for its third year! On Friday 2 May, colleagues from across the university will come together to share their experiences, research and reflections on teaching\u2026","rel":"","context":"Similar post","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2025\/02\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9654,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/10\/02\/ai-in-teaching-and-assessment-october-2023-update\/","url_meta":{"origin":9860,"position":2},"title":"AI in Teaching and Assessment: October 2023 update","date":"2nd October 2023","format":false,"excerpt":"Photo by Tincho Franco on Unsplash\u00a0 Welcome to the first of, what we anticipate will become, regular (monthly-ish) updates on new developments in AI and Higher Education.\u00a0\u00a0 As this is the first such blog post, and one which comes at the end of a summer which has seen some significant\u2026","rel":"","context":"In &quot;AI&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/10\/image.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9893,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/03\/14\/academic-developers-march-round-up\/","url_meta":{"origin":9860,"position":3},"title":"Academic Developers: March round up","date":"14th March 2024","format":false,"excerpt":"Education Festival 2024: Call for Participation Following the success of last year\u2019s inaugural Education Festival, we\u2019re excited to announce a Call for Participation for the Sussex Education Festival 2024. Hosted over two days (10th July in person and 11th July online), the festival will provide a space for colleagues from\u2026","rel":"","context":"In &quot;Academic Development&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2024\/03\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9606,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/08\/03\/academic-developers-august-round-up\/","url_meta":{"origin":9860,"position":4},"title":"Academic Developers August round-up","date":"3rd August 2023","format":false,"excerpt":"New tool to support group work at Sussex\u00a0 Coming soon to Canvas \u2013 \u2018Buddycheck\u2019, a new peer evaluation and feedback tool, will be available from August. It can help make group work fairer, more transparent and reduce workloads for staff. It\u2019s Learning Tech that dreams are made of!\u00a0 Read our\u2026","rel":"","context":"Similar post","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/08\/IMG_3149-2-2-scaled.jpeg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9644,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/09\/26\/academic-developers-september-round-up\/","url_meta":{"origin":9860,"position":5},"title":"Academic Developers September round-up","date":"26th September 2023","format":false,"excerpt":"Get Ready for the Start of TermA AI image created in Padlet If you\u2019re not sure where to start with these updates or have any questions, get in touch with the\u00a0Educational Enhancement team, who are happy to help. \u00a0 For the 23\/24 Academic Year, the University of Sussex is continuing\u2026","rel":"","context":"In &quot;Blended learning&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/09\/Screenshot-2023-09-25-at-17.18.11.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9860"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/405"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=9860"}],"version-history":[{"count":2,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9860\/revisions"}],"predecessor-version":[{"id":9864,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9860\/revisions\/9864"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9860"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9860"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9860"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}