{"id":17363,"date":"2023-01-23T21:18:40","date_gmt":"2023-01-23T10:18:40","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?page_id=17363"},"modified":"2025-04-17T00:00:03","modified_gmt":"2025-04-16T14:00:03","slug":"ai-and-education","status":"publish","type":"page","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/ai-and-education\/","title":{"rendered":"Artificial intelligence and education at Sydney"},"content":{"rendered":"

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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.<\/p>\n

To chat further about artificial intelligence and education at Sydney, please get in touch with danny.liu@sydney.edu.au<\/a><\/p>\n

We also have a friendly and sizeable AI in Education community of practice which Sydney educators are most welcome to join<\/a>.
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Need to know<\/h2>\n
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The Sydney Assessment Framework<\/a><\/h3>\n

The two-lane approach to assessment balances integrity and relevance to ensure the continued value of our award programs. Find out how this works in practice including the different assessment categories and types that give life to this framework.<\/p>\n<\/div>\n

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Frequently asked questions about generative AI at Sydney<\/a><\/h3>\n

Your questions answered about what ChatGPT and other generative AI means for Sydney and what we can do about it.<\/p>\n<\/div>\n

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Prompt engineering for educators \u2013 making generative AI work for you<\/a><\/h3>\n

Practical worked examples of how different prompts can make teaching and assessment more effective, personalised, and meaningful for you and your students.<\/p>\n<\/div>\n<\/div>\n

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What to do about assessments if we can\u2019t out-design or out-run AI?<\/a><\/h3>\n

It is becoming increasingly clear that there isn\u2019t going to be a way to design take-home assessments that are \u2018AI-proof\u2019.\u00a0But, we still need to assure that students have achieved learning outcomes \u2013 how do we do this, whilst embracing AI?<\/p>\n<\/div>\n

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Aligning our assessments to the age of generative AI<\/a><\/h3>\n

How is the University of Sydney approaching assessment design and implementation in a world where AI is ubiquitous, to ensure that students can learn how to productively and responsibly engage with AI as well as be assured that they graduate with the right knowledge, skills, and dispositions?<\/p>\n<\/div>\n

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Where are we with generative AI as semester 1, 2024 starts?<\/a><\/h3>\n

What has happened in the AI space over the last few months that we need to know about going into 2024?<\/p>\n<\/div>\n<\/div>\n

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Frequently asked questions about the two-lane approach to assessment in the age of AI<\/a><\/h3>\n

Your questions about lane 1 and lane 2 assessments, answered.<\/p>\n<\/div>\n

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Program level assessment design and the two-lane approach<\/a><\/h3>\n

What does program level assessment design mean, and why it is vital to ensure we successfully shift to these assessment models for the age of generative AI?<\/p>\n<\/div>\n<\/div>\n

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Generative AI and students<\/h2>\n
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Student-staff forums on generative AI at Sydney<\/a><\/h3>\n

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.<\/p>\n<\/div>\n

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Supporting students to use AI responsibly and productively<\/a><\/h3>\n

We\u2019ve 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.<\/p>\n<\/div>\n

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Students answer your questions about generative AI \u2013 part 1: Assessments and their future<\/a><\/h3>\n

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.<\/p>\n<\/div>\n<\/div>\n

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Prompt engineering for students \u2013 making generative AI work for you<\/a><\/h3>\n

Worked examples of key generative AI prompts, based in the learning sciences, that can be used by students to improve learning.<\/p>\n<\/div>\n

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Students answer your questions about generative AI \u2013 part 2: Ethics, integrity, and the value of university<\/a><\/h3>\n

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?<\/p>\n<\/div>\n

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Assessments and generative AI<\/h2>\n
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Menus, not traffic lights: A different way to think about AI and assessments<\/a><\/h3>\n

Traffic lights are safe and familiar, but are they the best way to think about AI and assessments? What if the question was not *whether* to use AI, but *how*? These tasty ramblings attempt to move us from cars to cuisine as we keep thinking about how to connect generative AI to assessment in education.<\/p>\n<\/div>\n

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Should we use generative artificial intelligence tools for marking and feedback?<\/a><\/h3>\n

Guidelines developed through consultation with staff and students and agreed by the University Executive Education Committee, to apply University-wide effective immediately<\/p>\n<\/div>\n

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Embracing the future of assessment at the University of Sydney<\/a><\/h3>\n

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.<\/p>\n<\/div>\n<\/div>\n

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How generative AI can make personalised feedback at scale more consistent and efficient<\/a><\/h3>\n

Sydney educators share how they have build AI agents to help improve the quality, consistency, and efficiency of written feedback on assessments, at scale.<\/p>\n<\/div>\n

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ChatGPT is old news: How do we assess in the age of AI writing co-pilots?<\/a><\/h3>\n

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.<\/p>\n<\/div>\n

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Teaching and generative AI<\/h2>\n
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Enhancing pharmacy education using AI coaches<\/a><\/h3>\n

See how an academic designed his own generative AI agents to enhance student learning and engagement through realistic case studies and personalised support.<\/p>\n<\/div>\n

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Dr MattTabolism \u2013 an AI assistant that helps me help students with biochemistry<\/a><\/h3>\n

Students have embraced the integration of generative AI agents into their learning experience, appreciating how their coordinators are embracing AI to enhance learning.<\/p>\n<\/div>\n

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AI as an authentic and engaging teaching tool for occupational therapy students<\/a><\/h3>\n

Read how an academic incorporated an authentic AI-based activity into her classroom to improve student engagement and depth of learning.<\/p>\n<\/div>\n<\/div>\n

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How Sydney academics are using generative AI this semester in class<\/a><\/h3>\n

Examples from across the University about how ChatGPT can be introduced to students and help with class discussion, research, and personalising teaching.<\/p>\n<\/div>\n

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How Sydney educators are building \u2018AI doubles\u2019 of themselves to help their students<\/a><\/h3>\n

If you had an \u2018AI double\u2019 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.<\/p>\n<\/div>\n

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About generative AI<\/h2>\n
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Ten myths about generative AI in education that are holding us back<\/a><\/h3>\n

A mythology has developed around ChatGPT and other generative AIs \u2013 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?<\/p>\n<\/div>\n

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GPT-4 is here. What is it, and what does this mean for higher education?<\/a><\/h3>\n

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.<\/p>\n<\/div>\n

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Large language models, explained<\/a><\/h3>\n

Short 3 minute video from an academic in the School of Computer Sciences demystifying the technology behind ChatGPT and other large language models.<\/p>\n<\/div>\n<\/div>\n

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Archived content – oldies but goodies<\/h2>\n
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How can I update assessments to deal with ChatGPT and other generative AI?<\/a><\/h3>\n

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.<\/p>\n<\/div>\n

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How Sydney academics are using generative AI this semester in assessments<\/a><\/h3>\n

Examples from across the University of assessments that can help students engage productively and ethically with AI and improve their learning.<\/p>\n<\/div>\n

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How AI can be used meaningfully by teachers and students in 2023<\/a><\/h3>\n

Examples of how teachers and students can use generative AI to make teaching easier and learning better.<\/p>\n<\/div>\n<\/div>\n

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As uni goes back, here\u2019s how teachers and students can use ChatGPT to save time and improve learning<\/a><\/h3>\n

An article for The Conversation that outlines effective ways that ChatGPT can encourage learning.<\/p>\n<\/div>\n

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ChatGPT and AI: embracing the future of education<\/a><\/h3>\n

An article from Student News about the University’s approach to generative AI.<\/p>\n<\/div>\n

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What teachers and students should know about AI in 2023<\/a><\/h3>\n

Short article highlighting the limitations and caveats with generative AI like ChatGPT.<\/p>\n<\/div>\n<\/div>\n

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