Academic originality is not about chance, genius or magic. It is about engagement and a clear sense of scholarly contribution. And it can be taught, writes Alastair Bonnett
Higher education is only beginning to understand the impact that generative AI tools such as ChatGPT will have on teaching and research. Three intrepid explorers join us in this episode to share what useful functions they’ve discovered for the technology
Generative AI and how it can be used for plagiarism has provoked fear in higher education. However, the technology can also improve and accelerate your writing process if it is applied in a constructive, positive manner
Students urgently need to develop their AI literacy skills if they are to gain graduate-level jobs and help society tame the perils of the technology, write Christine O’Dea and Mike O’Dea
What if there was a way to maintain the essay in all its three constituent parts – reading, thinking, writing – in the age of ChatGPT? Dave Sayers thinks he has an answer
When set a task, how does ChatGPT really perform and what does this tell educators about how to craft their questions and assignments to avoid students relying entirely on this AI tool to generate answers?
Generative AI tools mean that our pedagogy, understanding of specialisation and how we value human abilities such as empathy, compassion and critical thinking must change
A guide to working with AI writing tool GPT-4 to train it as a useful teaching assistant to answer students’ questions, based on Benjamin Liu’s experience doing so in law
Assessment methods that require students to produce authentic, novel and personalised responses can help educators stay ahead of the uncertainty and workload that AI writers create
