The document discusses the need to redesign assessment and feedback practices for the era of generative AI. It proposes reducing assessment overload by designing fewer, higher-quality assessments. Assessment should focus on students' thinking processes through scaffolded, cumulative tasks with iterative feedback. Students should be partners in co-designing assessment and providing feedback through methods like oral assessments, digital portfolios, and group work assisted by AI. Developing students' automated feedback literacy is important so they can critically engage with and learn from feedback from AI systems. Overall the document argues for trust-building partnerships with students and a focus on quality learning over catching cheating as new technologies change education.
Generative AI for Teaching, Learning and AssessmentMike Sharples
AI is disrupting education. Students, teachers and academics can access software that writes essays, summarises scientific texts, produces lesson plans, engages in conversations, and drafts academic papers. These are already being embedded into office tools and will soon be interconnected into an AI-enhanced social network. I will introduce the capabilities and limitations of current generative AI and discuss how it is transforming education, including emerging policy. I will suggest new roles for AI in supporting teaching, learning and assessment. Rather than seeing AI solely as a challenge to traditional education, we can prepare students for a future where AI is a tool for creativity, to be operated with great care and awareness of its limitations.
AI in Education must be an opportunity for allMarco Neves
Living tremendous and very challenging days impacted by the Digital Transformation mainly supported by Artificial Intelligence is important that all students learn about AI.
Presentation by Olaf Zawacki-Richter, University of Oldenburg, Senior EDEN Fellow, at the 2019 European Distance Learning Week's fourth-day webinar on "Artificial Intelligence (AI) in Higher Education" - 14 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p7d4zev81s1s/ & https://www.youtube.com/watch?v=4eebqKEIcM8
Protecting Academic Integrity in the Age of Artificial Intelligence - Keynote...Thomas Lancaster
How should universities think about assessment and academic integrity in light of generative artificial intelligence. These slides from a keynote presentation continue a theme of recent ideas I've explored and also consider how tools like ChatGPT can enable students to succeed.
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
Generative AI for Teaching, Learning and AssessmentMike Sharples
AI is disrupting education. Students, teachers and academics can access software that writes essays, summarises scientific texts, produces lesson plans, engages in conversations, and drafts academic papers. These are already being embedded into office tools and will soon be interconnected into an AI-enhanced social network. I will introduce the capabilities and limitations of current generative AI and discuss how it is transforming education, including emerging policy. I will suggest new roles for AI in supporting teaching, learning and assessment. Rather than seeing AI solely as a challenge to traditional education, we can prepare students for a future where AI is a tool for creativity, to be operated with great care and awareness of its limitations.
AI in Education must be an opportunity for allMarco Neves
Living tremendous and very challenging days impacted by the Digital Transformation mainly supported by Artificial Intelligence is important that all students learn about AI.
Presentation by Olaf Zawacki-Richter, University of Oldenburg, Senior EDEN Fellow, at the 2019 European Distance Learning Week's fourth-day webinar on "Artificial Intelligence (AI) in Higher Education" - 14 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p7d4zev81s1s/ & https://www.youtube.com/watch?v=4eebqKEIcM8
Protecting Academic Integrity in the Age of Artificial Intelligence - Keynote...Thomas Lancaster
How should universities think about assessment and academic integrity in light of generative artificial intelligence. These slides from a keynote presentation continue a theme of recent ideas I've explored and also consider how tools like ChatGPT can enable students to succeed.
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
Artificial intelligence (AI) and machine learning (ML) are undergoing revolutionary changes that will affect wide swaths of our society. And the applications of this technology are increasingly diverse. Join us as we narrow in on how researchers in AL and ML are using AWS to identify and prevent financial market manipulation in a high-volume, high-velocity stock market. We also explore how to use natural language processing to aid emergency response organizations in real time during deadly disasters, such as during hurricanes and catastrophic wildfires.
What is the future of plagiarism? How will education cope with students using AI to write their assignments? Are there any benefits from students using AI tools such as ChatGPT?
ChatGPT (and generative AI) in journalismPaul Bradshaw
A brief roundup of tips and examples of using ChatGPT and generative AI for journalism (especially data journalism) - presentation from DataHarvest 2023
A full university without a physical classroom. A math teacher in China becoming multi-millionaire by having millions of online students. Those stories sound illusory but have actually become a reality thanks to the advancement of digital technologies which are reshaping various industries today, from banking, transportation, newspaper to health care and education. How education institutions can change to adapt and operate effectively in the digital age, bringing values to both teachers and students?
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Promoting Academic Integrity in the Age of Generative AI and Contract Cheatin...Thomas Lancaster
These slides look at artificial intelligence, contract cheating and academic integrity, and were delivered to staff at Adelphi University as part of Academic Integrity Awareness week. They include examples showing when generative AI gets things wrong and also suggests ways in which both students and faculty can work with systems like #ChatGPT.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence (AI) refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem solving and decision making; it is inspired by the ways people use their brains to perceive, learn, reason out and decide the action. Especially, AI makes a lot of footprints in education such as automated feedback, Intelligent tutoring, learning analytics, virtual agents, virtual reality, and an online proctored examination. This presentation describes the concept of Artificial intelligence and its pedagogical practices.
The Future of Teaching with Artificial Intelligence final.pptxmichelepinnock
This presentation suggests ways in which AI and VR can be integrated in teaching and learning. Two key points
1. Teachers must begin to work smarter and not harder and
2. Students must be placed at the centre of our teaching & learning experience with the need for curriculum/content following.
Please join the discussion https://innovatorsregion4.blogspot.com/2023/07/using-artificial-intelligence-ai-and.html
How Artificial Intelligence will transform the classroom of the futureMark S. Steed
A presentation given that the Dubai Future Technology Week on how AI will transform the classroom of the future. The presentation draws on the work of Century Technology in producing adaptive learning programmes. These allow pupils to learn at their own speed and to consolidate learning. The presentation also explores how JESS, Dubai are planning to replace School Reports with online live dashboards whereby parents can track their child's progress.
The presentation includes research conducted in Dubai comparing the attitudes of School Principals and Headteachers to the attitudes of School Owners and CEOs to alternative models for secondary schooling. This research highlights potential drivers and roadblocks to the adoption of these new technologies in schools.
Artificial intelligence (AI) and machine learning (ML) are undergoing revolutionary changes that will affect wide swaths of our society. And the applications of this technology are increasingly diverse. Join us as we narrow in on how researchers in AL and ML are using AWS to identify and prevent financial market manipulation in a high-volume, high-velocity stock market. We also explore how to use natural language processing to aid emergency response organizations in real time during deadly disasters, such as during hurricanes and catastrophic wildfires.
What is the future of plagiarism? How will education cope with students using AI to write their assignments? Are there any benefits from students using AI tools such as ChatGPT?
ChatGPT (and generative AI) in journalismPaul Bradshaw
A brief roundup of tips and examples of using ChatGPT and generative AI for journalism (especially data journalism) - presentation from DataHarvest 2023
A full university without a physical classroom. A math teacher in China becoming multi-millionaire by having millions of online students. Those stories sound illusory but have actually become a reality thanks to the advancement of digital technologies which are reshaping various industries today, from banking, transportation, newspaper to health care and education. How education institutions can change to adapt and operate effectively in the digital age, bringing values to both teachers and students?
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Promoting Academic Integrity in the Age of Generative AI and Contract Cheatin...Thomas Lancaster
These slides look at artificial intelligence, contract cheating and academic integrity, and were delivered to staff at Adelphi University as part of Academic Integrity Awareness week. They include examples showing when generative AI gets things wrong and also suggests ways in which both students and faculty can work with systems like #ChatGPT.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence (AI) refers to the ability of machines to perform cognitive tasks like thinking, perceiving, learning, problem solving and decision making; it is inspired by the ways people use their brains to perceive, learn, reason out and decide the action. Especially, AI makes a lot of footprints in education such as automated feedback, Intelligent tutoring, learning analytics, virtual agents, virtual reality, and an online proctored examination. This presentation describes the concept of Artificial intelligence and its pedagogical practices.
The Future of Teaching with Artificial Intelligence final.pptxmichelepinnock
This presentation suggests ways in which AI and VR can be integrated in teaching and learning. Two key points
1. Teachers must begin to work smarter and not harder and
2. Students must be placed at the centre of our teaching & learning experience with the need for curriculum/content following.
Please join the discussion https://innovatorsregion4.blogspot.com/2023/07/using-artificial-intelligence-ai-and.html
How Artificial Intelligence will transform the classroom of the futureMark S. Steed
A presentation given that the Dubai Future Technology Week on how AI will transform the classroom of the future. The presentation draws on the work of Century Technology in producing adaptive learning programmes. These allow pupils to learn at their own speed and to consolidate learning. The presentation also explores how JESS, Dubai are planning to replace School Reports with online live dashboards whereby parents can track their child's progress.
The presentation includes research conducted in Dubai comparing the attitudes of School Principals and Headteachers to the attitudes of School Owners and CEOs to alternative models for secondary schooling. This research highlights potential drivers and roadblocks to the adoption of these new technologies in schools.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Digital Tools and AI for Teaching Learning and Research
Assessment and feedback re-designs for the generative AI era
1. Assessment and feedback
re-designs for the
generative AI era
@CarlessDavid
Faculty of Education, HKU
CUHK Generative AI Conference
June 8, 2023
The University of Hong Kong
3. Key proposition
Assessment adjustments & principles
that are positive in their own right
&
Cater for the realities of the GenAI era
The University of Hong Kong
4. Assessment in higher education …
An impossible mission? (Barnett, 2007)
The University of Hong Kong
6. ChatGPT & Assessment reform
Students struggle with assessment overload
The University of Hong Kong
7. Tackling the assessment arms-race
Proliferation of assessment coursework
Teachers compete for student attention,
using grades as control & reward (Harland
et al. 2015; Harland & Wald, 2021)
The University of Hong Kong
8. Barriers to reducing assessment
Reluctance to relinquish power
Covering and assessing content
The University of Hong Kong
9. Less can be more
Reducing content & quantity of assessment
is not lowering standards
The greatest enemy of understanding is
content coverage (Howard Gardner)
The University of Hong Kong
10. MAKING TIME & SPACE FOR
ASSESSMENT RENEWAL
The University of Hong Kong
11. Assessment re-designs
Process as well as product
Assessment co-design with students
New feedback possibilities
The University of Hong Kong
12. Cumulative assessment designs
Scaffolded series of tasks focused on students’
thinking processes in developing artefacts
(Lodge et al. 2023)
The University of Hong Kong
Week 4 Week 7 Week 9
Task 1 Task 2 Task 3
13. Process & product
Evidence of iterative cycles of drafting & re-
drafting
Digital traces e.g. Google Drive ‘version
history’ (Sayers, 2023)
The University of Hong Kong
Feedback
spirals
16. ChatGPT + group assessment
Pairs or trios working with GenAI
Complex learning cannot be accomplished
in isolation (Boud, 2000)
The University of Hong Kong
19. Student feedback literacy
Understandings, capacities & dispositions to
make the most of feedback opportunities of
different kinds (Carless & Boud, 2018)
The University of Hong Kong
20. My embryonic research
Enhancing synergies between effective
feedback & automated feedback practices
Case studies: education, medicine, science
Internally funded Teaching Development
Grant
The University of Hong Kong
21. Main research goal
The development of a framework for student
automated feedback literacies
Cf. automated feedback literacy (Shibani,
Knight & Buckingham Shum, 2022)
The University of Hong Kong
22. Defining automated feedback literacies
Capacities to engage in dialogue with
automated systems, critically evaluate
outputs, and utilize them appropriately to
enhance work, knowledge or thinking.
The University of Hong Kong
23. Automated feedback literacies
What are student feedback literacies for
principled use of automated feedback?
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24. Student automated feedback literacies (draft)
1. Appropriate prompts & continuing dialogue …
2. Critical engagement with AI outputs …
3. Co-learning with others …
4. Reflection and self-assessment …
5. Principled follow-up actions …
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26. Need to rebuild trust
How is trust developed across an institution?
Partnerships of mutual respect
The University of Hong Kong
27. Integrity is important but …
“Focusing on catching cheating is misplaced
effort”
Sir Tim O’Shea
How are HE leaders responding to
generative AI? – HEPI
The University of Hong Kong
29. What leadership is needed?
Agile learning for unknown futures
Quiet leadership
Humility & flexibility
The University of Hong Kong
30. Concluding summary
+ reduce assessment overload
+ design for quality learning
+ build trust
+ partner with students in AI
The University of Hong Kong
31. References
Barnett, R. (2007). Assessment in higher education: An impossible mission? In Boud, D. & Falchikov, N. (Eds).
Rethinking assessment in higher education. Routledge.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing
Education, 22(2), 151-167.
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment &
Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment and Evaluation in
Higher Education, 44(5), 705-714. https://doi.org/10.1080/02602938.2018.1531108
Carless, D. and Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback.
Assessment and Evaluation in Higher Education, 43(8), 1315-1325.
https://doi.org/10.1080/02602938.2018.1463354.
Harland, T. & Wald, N. (2021) The assessment arms race and the evolution of a university’s assessment
practices, Assessment & Evaluation in Higher Education, 46:1, 105-117, DOI: 10.1080/02602938.2020.1745753
Lodge, J., Thompson, K. & Corrin, L. (2023) Mapping out a research agenda for generative AI in tertiary education,
AJET, 39(1), 1-8. https://ajet.org.au/index.php/AJET/article/view/8695
Nikolic, S. et al. (2023). ChatGPT versus engineering education assessment. European Journal of Engineering
Education, https://doi.org/10.1080/03043797.2023.2213169
Sayers, D. (2023). A simple hack to ChatGPT-proof assignments using Google Drive.
https://www.timeshighereducation.com/campus/simple-hack-chatgptproof-assignments-using-google-drive
Shibani, A., Knight, S. & Buckingham Shum, S. (2022) Questioning learning analytics? Cultivating critical engagement
as student automated feedback literacy. LAK 22, 12th International Learning Analytics and Knowledge Conference,
https://dl.acm.org/doi/10.1145/3506860.3506912
The University of Hong Kong
33. Criticality
“One of the strengths of ChatGPT is that you
don’t know if what it’s telling you is true. We
can use ChatGPT to enable students to
think critically.”
Tim O’Shea, HEPI blog
The University of Hong Kong
34. Staged assessment example
Stage 1: abstract or elevator pitch
Stage 2: annotated bibliography
Stage 3: draft for peer review & AI review
Stage 4: revise & submit
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35. Teacher automated feedback literacy
Modelling & coaching effective use of AI
Motivating or incentivizing appropriate &
ethical use of AI
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36.
37. Alternative assessment & exams
Exams have a long history but are they still
fit for purpose?
“I don’t want to memorize for an exam: I’ve
spent 15 years doing that in school”.
(Business student, Carless, 2015, p. 125)
The University of Hong Kong
39. Concept map of Authentic Assessment
Adapted from Eddy & Lawrence (2013)
The University of Hong Kong
Assessment as
Process
Contextualised
Tasks
Peer & self-
evaluation
Choice and
Flexibility
Students as
Creators