Reader in Entrepreneurship and Innovation; Queen Mary Academy Fellow
Project team: Dr Xue Zhou, Dr Joanne Zhang, Dr Lilian Schofield (School of Business and Management); Dr Lesley Howell (School of Physical and Chemical Sciences); Dr Aisha Abuelmaatti (School of Electronic Engineering and Computer Science) with Graeme Hathaway (Queen Mary Academy)
This project was established to improve AI skills among students and staff by building understanding of AI concepts, tools and applications, helping to address the challenges and ethical considerations associated with the use of AI-powered tools in education.
The project used a co-creation process. Students and staff worked in partnership to identify and explore the use of AI across different disciplines, with the ultimate goal of fostering high-quality teaching and learning experiences.
The project team, along with three student research assistants, collected 20 case studies from students and staff, demonstrating the different ways educators have applied artificial intelligence in their practice. They then conducted a survey completed by 106 staff members, providing insights into AI's current and potential impact on education and capturing staff perceptions of AI usage in HE.
Three AI best practices sessions were arranged and delivered from February to May 2024, covering topics of AI in teaching and learning, AI in assessment, and using AI in research. In these sessions, the team showcased innovative ways in which students and staff are harnessing artificial intelligence to redefine teaching, learning, and research in the academic community. Students were also invited to present how they use AI for learning and research.
The AI literacy training was eye-opening. It made me realize how AI is interwoven with our daily lives and the potential it holds for our future.— Student workshop attendee
Survey results indicate that only 11% of staff have undergone AI training, 56% feel uncertain about using AI in their teaching and research, and 58% are sceptical about AI's potential to positively impact student outcomes and enhance learning experiences. The qualitative data revealed a significant gap in technological pedagogical knowledge, impacting on the ability to effectively integrate GenAI into teaching and research practices.
Over 150 staff attended the three AI best practice workshops. With 100% of staff satisfied with the sessions, there's a clear indication of the session's success in meeting its objectives. Willingness to implement AI practices is substantial, with 42% of staff very likely to apply what they've learned and 58% somewhat likely to do so, suggesting a broad consensus on the potential benefits of integrating AI into academic and research practices. However, while there's a high rate of satisfaction and intent to apply AI best practices, 41% of staff feel confident in their ability to do so, highlighting an area for further support and development to bridge the confidence gap and enhance AI application skills.
Following one colleague's demonstration in the last ‘Using AI for Assessment and Feedback’ session, I created a JSON file containing form details, prompts, responses, and finalised discursive feedback. These files can be easily compiled for further reporting and analysis, which has significantly reduced the time I spend on marking.— Staff workshop attendee
Find out more from the Queen Mary Festival of Education 2024 poster presentation