New and existing artificial intelligence tools present urgent and compelling challenges and benefits for higher education at Sydney. Our approach to generative AI at Sydney is one of productive and responsible engagement. In the articles below, we explore the implications of tools such as ChatGPT on learning, teaching, and assessment at Sydney and how they can be leveraged to make these activities more effective, efficient, and improve student learning.
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Need to know
Your questions answered about what ChatGPT and other generative AI means for Sydney and what we can do about it.
Practical worked examples of how different prompts can make teaching and assessment more effective, personalised, and meaningful for you and your students.
It is becoming increasingly clear that there isn’t going to be a way to design take-home assessments that are ‘AI-proof’. But, we still need to assure that students have achieved learning outcomes – how do we do this, whilst embracing AI?
What has happened in the AI space over the last few months that we need to know about going into 2024?
Generative AI and students
Catch up on recordings from our student panels where we explore what students think about what generative AI means for their study and their future, and how the University can help them grow their ethical and productive use of AI.
We’ve released a new resource, co-created with students, to help students upskill in their understanding and application of generative AI. Our goal is to democratise knowledge and skill around generative AI so that all students everywhere can be equipped with the ability to use this new technology productively and responsibly.
How might AI help students with assessments and provide feedback? How would students actually use AI, and what do they think this means for their future employment prospects? Students answer our frequently asked questions and more.
Worked examples of key generative AI prompts, based in the learning sciences, that can be used by students to improve learning.
Students answer your questions about generative AI – part 2: Ethics, integrity, and the value of university
How do students feel about using generative AI in their study, and its impacts on academic integrity? Are they worried about how they can develop critical skills in a world where AI will be prevalent?
Assessments and generative AI
Guidelines developed through consultation with staff and students and agreed by the University Executive Education Committee, to apply University-wide effective immediately
In an era where generative artificial intelligence (AI) is reshaping the educational landscape, Sydney is pioneering a refreshed approach to assessment and feedback. Find out about our refreshed assessment principles and our approach to assessment design.
AI-powered generators will soon be available right within the tools that we and our students use everyday, like Word. With the temptation to just ask AI to ‘write it for me’, in this extended piece we explore what this urgently means for assessment.
Examples from across the University of assessments that can help students engage productively and ethically with AI and improve their learning.
Tips on tweaking assessments and teaching to meet the challenges and opportunities of generative AI, including open conversations, in-class writing, personalising assessments, and effects on exams.
Teaching and generative AI
Examples from across the University about how ChatGPT can be introduced to students and help with class discussion, research, and personalising teaching.
If you had an ‘AI double’ of yourself, what would you tell that clone to do? With the University’s AI platform ‘Cogniti’, this is now possible. Find out about what AI agents colleagues are building and how you can too.
Read how an academic incorporated an authentic AI-based activity into her classroom to improve student engagement and depth of learning.
About generative AI
A mythology has developed around ChatGPT and other generative AIs – and this can cloud how we engage responsibly and productively with these tools. What are some of these myths and how can we overcome them?
We explain how GPT-4’s much-improved powers of reasoning and creativity impact on assessment and teaching, and what we need to do about it.
Short 3 minute video from an academic in the School of Computer Sciences demystifying the technology behind ChatGPT and other large language models.
Archived content – oldies but goodies
Examples of how teachers and students can use generative AI to make teaching easier and learning better.
As uni goes back, here’s how teachers and students can use ChatGPT to save time and improve learning
An article for The Conversation that outlines effective ways that ChatGPT can encourage learning.
An article from Student News about the University’s approach to generative AI.
Short article highlighting the limitations and caveats with generative AI like ChatGPT.