AI

This piece builds on earlier reflections I’ve shared about responsible, transparent and learning-focused use of AI in SACE assessments, extending that thinking into the wider question of how we gather trustworthy evidence of learning. A few weeks ago, in a curriculum meeting, a HASS (Humanities and

The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....

We reason about a a study showing chocolate improves memory.

Guiding university staff in making informed decisions about using GenAI software.

Researchers identified tendencies for the chatbot to respond to prompts from fictitious teens by promoting harmful behaviors, as long as users told it the information was for a friend or project.

We're walking on a knife edge

Greetings from early September, when fall classes have begun.  Today I’d like to share information about one of my seminars as part of my long-running practice of being open about my teaching…

The very real frustration teachers have over rampant AI usage in classrooms is growing. I think it is fair to say higher education lacks any sort of vision or collective point of view about generative AI’s place on college campuses.

“Everyone is using it”—almost everyone.

Are we tired of talking about this yet?

Centre for Research in Assessment and Digital Learning

Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.

WIRED tested the popular AI video generator from OpenAI and found that it amplifies sexist stereotypes and ableist tropes, perpetuating the same biases already present in AI image tools.

OpenAI's recent updates to DALL-E 3 aim to enhance its image generation capabilities, but the focus on relaxing restrictions for "offensive" content raises concerns. The integration of more violent and explicit imagery could contribute to misinformation, and doesn't contribute to the future of the technology.

The contours of the conversations I want to have with students about their GenAI usage

When working with generative artificial intelligence (AI), users may see productivity gains, but the AI-generated content may not match their preferences exactly. To study this effect, we...

Generative AI (GenAI) systems offer opportunities to increase user productivity in many tasks, such as programming and writing. However, while they boost productivity in some studies, many others...