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In this case study Chekfoung Tan, Liam Perez and Santiago Chimarro Torres explore how students and tutors can embrace the use of AI tools in the department of Space & Climate Physics.

Case study by Fiona Wilkie.

What did you set out to do?

Chekfoung:

Building on my AI co-creator project last summer, we identified three courses of action for tutors in embracing AI and encouraging responsible use of AI:

1. integrate AI tools in generating prompts into the teaching delivery,
2. encourage students not to just accept AI-generated answers at face value in classroom discussions or assignment workshops, and
3. conduct a feedback session with students after completing a teaching session to see how they felt about the technology and use the feedback to adjust future teaching sessions.

I planned to use my own module, SPCE0018 Delivering Complex Projects (DCP), as the basis for this project. The aim of this project was to evaluate the effectiveness of these AI-integrated teaching strategies in enhancing student engagement and understanding. By analysing the outcomes from DCP, I hoped to gain insights into how AI can be effectively incorporated into our teaching methods to improve learning outcomes and foster a more interactive and critical learning environment. The findings should further strengthen the human-AI collaboration in our teaching practices, hence leading to pedagogical innovation.

How did you work with students to achieve this?

Our collaboration was structured in three key phases. Firstly, examine the applicability of three specific steps related to AI with the students, and gather their preliminary feedback. This initial phase was crucial for understanding the student perspective and integrating their insights into our exploration of AI. Secondly, based on the feedback, collaboratively seek the most effective way to incorporate AI into the DCP module delivery. Part of this phase involved jointly designing a survey to capture more extensive feedback from the students, ensuring that the approach is responsive to learning needs and perspectives. Thirdly, work together to synthesise and write up our findings. This final stage was a critical part of our collaboration, as it will involve analysis of the data gathered and drawing conclusions about the integration and impact of AI in our educational setting.

What were the learnings around the benefits of AI?

Chekfoung:

1. AI could be a good study companion for students if used responsibly;
2. The development of AI pushes academics to be more creative when assessing students. Conventional assessments such as essay or coursework writing might not work anymore;
3. With OpenAI providing the education licence soon, it would be good if Ïã¸ÛÁùºÏ²Ê could sign up so all students could have equal access to the tool;
4. This also opens up opportunities for human-machine collaboration, especially in integrating AI into our teaching and learning process, e.g., a tutor bot.

Liam:

It's interesting to find that some of the concerns from staff and students are similar - some students state that they are not clear on what is and isn't acceptable, and staff are in the same boat.

Did the project reveal any concerns about AI?

Chekfoung:

1. IP Issue: We found that some students have created their own GPT by uploading all the teaching and reading materials. Is it ethical or allowed? Our current AI policy has not explicitly covered this;
2. Boundary of AI Use: Where is the boundary of the use of AI? (see the grey area bucket in our project outcome, slide 9);
3. Policy for Tutors: What about the policy guiding tutors in the use of AI for teaching preparation and delivery? If we want to encourage transparency among students in the use of AI, should tutors also be open about their use?

Liam:

There isn't anything particularly new here. Although we found different staff members had different ideas about what is and is not acceptable, it was interesting to see that even staff couldn't agree—for example, some staff members thought it was fine for students to use GenAI to generate ideas for assignments, but another staff member thought the ability to think creatively and find their own suitable case was a valuable skill.

In what ways will your findings feed into your teaching or future aims?Ìý

Chekfoung:

It is very likely to educate students on how to use AI responsibly by setting clear boundaries. For instance, guidelines on how AI can be used and to what extent they need to declare its use. I intend to recommend the assessment change to the subject group.

Liam:

Although the project is still wrapping up, I'm hoping that I can work with my other student team member to help enhance our department's introduction to AI in the welcome week for the coming academic year.

I would [also] use this experience to enhance my experience in project management and stakeholder engagement.

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