صورة الغلاف

Prompting higher education towards AI-augmented teaching and learning practice.

Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to...

وصف كامل

التفاصيل البيبلوغرافية
Institution:	University of Tasmania
المؤلفون الرئيسيون:	Eager, Bronwyn, Brunton, Ryan
منشور في:	Journal of University Teaching & Learning Practice v.20 n.5 https://doi.org/10.53761/1.20.5.02 2023
الموضوعات:	Artificial intelligence Curriculum design Educational quality Learning environment Outcomes of education Plagiarism Teaching methods Test construction University teaching Higher education Case studies Large language model ChatGPT Australia
الوصول للمادة أونلاين:	https://doi.org/10.53761/1.20.5.02

مواد مشابهة

Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI).
حسب: Crawford, Joseph, وآخرون
منشور في: (2023)

Higher education's Generative Artificial Intelligence paradox: The meaning of Chatbot mania.
حسب: Rudolph, Jürgen, وآخرون
منشور في: (2024)

Humanising Peer Review with Artificial Intelligence : Paradox or Panacea?
حسب: Crawford, Joseph, وآخرون
منشور في: (2024)

Artificial Intelligence use in feedback: A qualitative analysis.
حسب: Pang, Toh Yen, وآخرون
منشور في: (2024)

Governance of artificial intelligence and data in Australasian higher education : A snapshot of policy and practice.
حسب: Selvaratnam, Ratna, وآخرون
منشور في: (2024)

Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines.
حسب: Kelly, Andrew, وآخرون
منشور في: (2023)

The Artificial Intelligence Assessment Scale (AIAS): A Framework for ethical integration of Generative AI in educational assessment.
حسب: Perkins, Mike, وآخرون
منشور في: (2024)

Learning with Generative Artificial Intelligence within a network of co-regulation.
حسب: Lodge, Jason, وآخرون
منشور في: (2023)

Transforming Exams : Processes and Platform for e-Exams in Supervised BYOD Environments : final report.
حسب: Hillier, Mathew, وآخرون
منشور في: (2014)

From 'perplexities of plagiarism' to 'building cultures of integrity' : A reflection on fifteen years of academic integrity research, 2003-2018.
حسب: Bretag, Tracey
منشور في: (2019)

Learning and teaching academic standards project : building and construction : learning and teaching academic standards statement.
حسب:
منشور في: (2011)

Assessing students unfamiliar with assessment practices in Australian universities : final report to the Carrick Institute for Learning and Teaching in Higher Education 2006.
حسب: Jackson, M., وآخرون
منشور في: (2006)

Making connections : Future-proofing the generalist Bachelor of Arts Program : final report.
حسب: Gannaway, Deanne
منشور في: (2020)

Transition in, Transition out : a sustainable model to engage first year students in learning : a Practice Report.
حسب: Chester, Andrea, وآخرون
منشور في: (2013)

Developing a 4-dimensional interdisciplinary learning environment for construction industry professionals : Final Report.
حسب: Landorf, Chris, وآخرون
منشور في: (2016)

Teaching Large Classes project 2001 : final report.
حسب: Chalmers, Denise
منشور في: (2003)

An Approach to Aligning Assessment with Threshold Learning Outcomes in the Creative and Performing Arts : Final Report.
حسب: Lebler, Don, وآخرون
منشور في: (2015)

Constructive alignment in university teaching.
حسب: Biggs, John
منشور في: (2014)

Final Report : Developing Leaders of Change in the Teaching of Large University Chemistry Classes.
حسب: Bedgood, Danny R., وآخرون
منشور في: (2012)

Raising the Profile of Diagnostic, Formative and Summative e-Assessments : Providing e-Assessment Design Principles and Disciplinary Examples for Higher Education Academic Staff : ALTC Associate Fellowship Report.
حسب: Crisp, Geoffrey
منشور في: (2008)

Collaborative Building Design Education Using Building Information Modelling (CodeBIM) : Final Report.
حسب: Mills, Julie, وآخرون
منشور في: (2013)

The APP : Assessment of Physiotherapy Practice Instrument : clinical educator resource manual.
حسب: Dalton, Megan, وآخرون
منشور في: (2009)

Enhancing Tertiary Chinese Foreign Language Learning Through Task-Based Language Learning in 3D Multiuser Virtual Environments : Final Report.
حسب: Grant, Scott, وآخرون
منشور في: (2016)

Working in the third space : promoting interdisciplinary collaboration to embed English language development into the disciplines : final report.
حسب: Briguglio, Carmela
منشور في: (2014)

Lifelong Learning Pathways : Addressing Participation and Diversity in Higher Education : Final Report.
حسب: McLaughlin, Patricia, وآخرون
منشور في: (2013)

Development of the APP (Assessment of Physiotherapy Practice) instrument : a standardised and validated approach to assessment of clinical competence in physiotherapy : final project report.
حسب: Dalton, Megan, وآخرون
منشور في: (2009)

Exploring Intercultural Competency in Engineering : Final Report.
حسب: Goldfinch, Thomas
منشور في: (2013)

Factors influencing Chinese students' academic success in an Australian university's pathway program : An empirical test. Final report.
حسب: Yang, Helen Hong, وآخرون
منشور في: (2020)

Professional Education in Built Environment & Design.
حسب: Savage, Susan, وآخرون
منشور في: (2010)

Defining a Unified Model of Vocabulary Acquisition via Extensive Reading : Final Report.
حسب: Uitdenbogerd, Alexandra Louise, وآخرون
منشور في: (2017)

Assessing the assessments: evidencing and benchmarking student learning outcomes in chemistry : final report.
حسب: Schmid, Siegbert, وآخرون
منشور في: (2018)

Stopping 'Pass the Parcel' with practice-based student learning : Establishing education governance frameworks between academia and industry to facilitate collaborative design of practice-based experiences and constructive alignment with discipline standards and targeted learning outcomes : final report.
حسب: Henderson, Amanda
منشور في: (2020)

The Block : A catalyst for ongoing innovation.
حسب: Konjarski, Loretta, وآخرون
منشور في: (2023)

Pathways into a Maze : Final Report for a 1999 National Teaching Development Grant (Individuals).
حسب: Newton, Clare, وآخرون
منشور في: (2000)

Working from the Centre : Supporting Unit and Course Coordinators to Implement Academic Integrity Policies, Resources and Scholarship : Final Report.
حسب: Henderson, Fiona, وآخرون
منشور في: (2014)

OnTask : Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts : final report.
حسب: Pardo, Abelardo
منشور في: (2020)

Construction education in Australia : a review of learning and teaching challenges and opportunities.
حسب: Williams, Anthony, وآخرون
منشور في: (2010)

Final Report : IS-IT Learning? Online Interdisciplinary Scenario-Inquiry Tasks for Active Learning in Large, First Year STEM Courses.
حسب: Gahan, Lawrence, وآخرون
منشور في: (2011)

Handbook of Scenario Resources for Inquiry Learning in STEM : IS-IT Learning? Online Interdisciplinary Scenario-Inquiry Tasks for Active Learning in Large, First Year STEM Courses.
حسب: Gahan, Lawrence, وآخرون
منشور في: (2011)

Augmenting students’ learning for employability through post-practicum educational processes : final report.
حسب: Billett, Stephen, وآخرون
منشور في: (2019)