GenAI in Learning and Teaching

This video provides a brief overview of the CTL’s resource on Generative Artificial Intelligence in Learning and Teaching.

Generative Artificial Intelligence (or GenAI) refers to AI models and algorithms designed to generate new content There is an ever-increasing number of GenAI tools, including the ChatGPT and Bard chatbots, which generate text, and Dall-E, which generates images.

Since GenAI tools will soon be integrated into most of the everyday software we use, such as search engines and Microsoft office, and with the increasing use of these tools in the workplace, it’s important that both students and academics have GenAI literacy and are capable and comfortable using these tools.

However, we can’t ignore the threat that GenAI tools pose to academic integrity.

Our resource has been created to provide SCU academics with recommendations for learning, teaching and assessment within the context of our organisation’s policies, procedures and guidelines.

Generally, at SCU, the use of GenAI is supported and encouraged where it does not pose an unacceptable risk to the assurance of academic integrity and standards.

Our approach at SCU is also consistent with the Australasian Academic Integrity Network Generative Artificial Intelligence Guidelines and the Tertiary Education Quality and Standards Agency’s position on GenAI in higher education.

Here on our landing page, we provide:

• a brief introduction to GenAI,
• ​key links for the use of GenAI in the higher education sector

and

• an overview of SCU’s approach to GenAI, with links to find out more about SCU’s position, including reference to policy and guidelines.

In short, SCU embraces the use of GenAI and considers skills in using GenAI tools important in future workplaces, but also recognises the need to mitigate against unacceptable risk to the assurance of academic standards and integrity.

There are also links to:

• the SCU Academic Integrity Framework for more information on academic integrity and GenAI use,

and

• The library’s GenAI resources, which provides information on use, ethics and referencing.

In the next section, we provide recommendations for considering GenAI in assessment design, incorporating current higher education practice recommendations and SCU policy and guidelines.

To help guide academics we have developed the Assessment Adaptation Model-GenAI and you can find out more about this in the next video.

It’s important to keep in mind that GenAI capabilities are evolving rapidly. We can’t possibly stay ahead of it, or even know exactly which GenAI tools students are using. The best we can do is take the necessary steps to maintain academic standards while staying flexible in our approach and focusing on helping students use GenAI ethically and in ways that are authentic to their professions.

As GenAI technologies progress and guidance in the higher education sector continues to evolve, the Centre of Teaching and Learning will continue to add support resources for academics to the knowledge base.

In this video, we introduce the Assessment Adaptation Model-GenAI.

This resource provides a guide for considering GenAI in assessment design at SCU.

We will show you how the Assessment Adaptation Model is organised and how it is intended to be used.

The Assessment Adaptation Model- GenAI steps through the assessment cycle, providing practice recommendations around GenAI within the context of SCU requirements.

In the design step, we design an assessment from scratch, considering all elements of best practice in assessment design, including GenAI resilience.

Analyse is where we follow steps to check an assessment for GenAI resilience.

Act is when we set boundaries for GenAI use in an assessment and mitigate any threats to academic integrity.

The next step is to inform students about the limits of GenAI use in their assessment.

Educate is where we find ways to develop students’ GenAI skills with the unit’s teaching and assessment.

Check is carried out during assessment grading, where we look for signs of unacceptable GenAI use.

Evaluate is where we reflect on the assessment and consider whether changes may be required in future iterations. This evaluation will inform the ‘design’ step should changes be required, which restarts the cycle.

Depending on where you are in the assessment design cycle, or how long before your unit opens to students will determine where you should start.

We define a long timeframe as being when you still have the capacity to change UCMS information, such as the ULOs or assessment type or length. In that instance, you will start with the ‘design’ step.

A short timeframe is when the UCMS deadline has passed and changes for the current assessment cycle are no longer possible. In that instance, you would start with the ‘analyse’ step.

This link will take you to the knowledge base for considering generative artificial intelligence in assessment design where we introduce the Assessment Adaptation Model-GenAI.

These links will take you to each of the knowledge bases where you can find detailed information for each step of the Assessment Adaptation Model- GenAI.

Within the knowledge base, you can also navigate to the individual page for each step by clicking on the relevant icon.

At each step, you will be guided through practice recommendations and SCU requirements for considering the use of GenAI and adapting the assessment and unit teaching accordingly.

It’s important to keep in mind that GenAI capabilities are evolving rapidly. We can’t possibly stay ahead of it, or even know exactly which GenAI tools students are using. The best we can do is take the necessary steps to maintain academic standards while staying flexible in our approach and focusing on helping students use GenAI ethically and in ways that are authentic to their professions.