Embracing Artificial Intelligence in Education: Falmouth University's Innovative Approach

Kennedy, Martin, Mitchell, Alexander, Crawford, Russell and Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 (2023) Embracing Artificial Intelligence in Education: Falmouth University's Innovative Approach. In: Proceedings of the SICSA Workshop on the Pedagogical Impacts of ChatGPT and Knowledge-Driven Large Language Models, August 24, 2023, Aberdeen, Scotland.

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Abstract / Summary

Falmouth University in Cornwall is accepting artificial intelligence as an innovative toolset for education, adopting an “embrace and understand” position. This will ensure our students not only benefit from its rapid growth but also become aware of its dangers; including the consequences of over-reliance on technology over personal knowledge and skills. Its adoption is guided by three principles: authenticity; responsibility; and accountability. In service of authenticity, course teams will track the evolution of assessment practices in line with novel technologies students will encounter in the future. In service of responsibility, academics will need to consider how to integrate artificial intelligence into learning experiences to avoid undermining the learning outcomes they seek to asses and students will need to avoid undermining the development of their own competencies. In service to accountability, the institution will convey strong messaging to students regarding the professionalism of their creative practice and how to evidence their craft. Towards this end, clear baseline boundaries about what is and what is not acceptable in our assessments are being drafted and communicated. In the longer term, we seek to explore strategies for robust assessment, harnessing artificial intelligence to enhance the student experience and respond to the change in the labour market.

Item Type:	Conference or Workshop Item (Lecture)
Subjects:	Education
Courses by Department:	Academy of Innovation and Research > Research
Depositing User:	Michael Scott
Date Deposited:	24 Aug 2023 17:27
Last Modified:	25 Aug 2023 09:22
URI:	https://repository.falmouth.ac.uk/id/eprint/5063

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