Socio-economic, cultural, geographic and other factors mean that some students know more about AI than others, and we can’t have an effective discussion about AI and academic integrity until we all know what we’re talking about, writes John Weldon
Teaching our students about modern-day challenges is imperative if we want a fairer world. However, it can be frustrating and disheartening when we focus on the issues rather than the solutions, writes Paulina Millán Aguilar
Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood
Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers
Educators should familiarise themselves with the foundational values and beliefs that inform Indigenous Knowledges in order to integrate them into their teaching in a meaningful way, write three First Nations lecturers
Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence
The encounter gives students a chance to apply newly gained knowledge to a real-world situation and, perhaps more importantly, it models productive discussion among people who disagree with one another, writes Curt Stager
The ability to use generative AI is akin to time management or other learning skills that students need practice to master. Here, Vincent Spezzo and Ilya Gokhman offer tips to make sure instructions land equally no matter students’ level of AI experience
Interactive workshops and user-friendly guides can unlock the potential of ChatGPT in assessment and overcome initial hesitation around its use. Here, Dianne Stratton-Maher looks at ethical and responsible use of generative AI
