Íomhá chlúdaigh

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...

Cur síos iomlán

Sonraí bibleagrafaíochta
Institution:	University of Tasmania
Príomhchruthaitheoirí:	Eager, Bronwyn, Brunton, Ryan
Foilsithe / Cruthaithe:	Journal of University Teaching & Learning Practice v.20 n.5 https://doi.org/10.53761/1.20.5.02 2023
Ábhair:	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
Rochtain ar líne:	https://doi.org/10.53761/1.20.5.02

Míreanna comhchosúla

Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI).
de réir: Crawford, Joseph, et al.
Foilsithe / Cruthaithe: (2023)

Higher education's Generative Artificial Intelligence paradox: The meaning of Chatbot mania.
de réir: Rudolph, Jürgen, et al.
Foilsithe / Cruthaithe: (2024)

Humanising Peer Review with Artificial Intelligence : Paradox or Panacea?
de réir: Crawford, Joseph, et al.
Foilsithe / Cruthaithe: (2024)

Artificial Intelligence use in feedback: A qualitative analysis.
de réir: Pang, Toh Yen, et al.
Foilsithe / Cruthaithe: (2024)

Governance of artificial intelligence and data in Australasian higher education : A snapshot of policy and practice.
de réir: Selvaratnam, Ratna, et al.
Foilsithe / Cruthaithe: (2024)

Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines.
de réir: Kelly, Andrew, et al.
Foilsithe / Cruthaithe: (2023)

The Artificial Intelligence Assessment Scale (AIAS): A Framework for ethical integration of Generative AI in educational assessment.
de réir: Perkins, Mike, et al.
Foilsithe / Cruthaithe: (2024)

Learning with Generative Artificial Intelligence within a network of co-regulation.
de réir: Lodge, Jason, et al.
Foilsithe / Cruthaithe: (2023)

Transforming Exams : Processes and Platform for e-Exams in Supervised BYOD Environments : final report.
de réir: Hillier, Mathew, et al.
Foilsithe / Cruthaithe: (2014)

From 'perplexities of plagiarism' to 'building cultures of integrity' : A reflection on fifteen years of academic integrity research, 2003-2018.
de réir: Bretag, Tracey
Foilsithe / Cruthaithe: (2019)

Learning and teaching academic standards project : building and construction : learning and teaching academic standards statement.
de réir:
Foilsithe / Cruthaithe: (2011)

Assessing students unfamiliar with assessment practices in Australian universities : final report to the Carrick Institute for Learning and Teaching in Higher Education 2006.
de réir: Jackson, M., et al.
Foilsithe / Cruthaithe: (2006)

Making connections : Future-proofing the generalist Bachelor of Arts Program : final report.
de réir: Gannaway, Deanne
Foilsithe / Cruthaithe: (2020)

Transition in, Transition out : a sustainable model to engage first year students in learning : a Practice Report.
de réir: Chester, Andrea, et al.
Foilsithe / Cruthaithe: (2013)

Developing a 4-dimensional interdisciplinary learning environment for construction industry professionals : Final Report.
de réir: Landorf, Chris, et al.
Foilsithe / Cruthaithe: (2016)

Teaching Large Classes project 2001 : final report.
de réir: Chalmers, Denise
Foilsithe / Cruthaithe: (2003)

An Approach to Aligning Assessment with Threshold Learning Outcomes in the Creative and Performing Arts : Final Report.
de réir: Lebler, Don, et al.
Foilsithe / Cruthaithe: (2015)

Constructive alignment in university teaching.
de réir: Biggs, John
Foilsithe / Cruthaithe: (2014)

Final Report : Developing Leaders of Change in the Teaching of Large University Chemistry Classes.
de réir: Bedgood, Danny R., et al.
Foilsithe / Cruthaithe: (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.
de réir: Crisp, Geoffrey
Foilsithe / Cruthaithe: (2008)

Collaborative Building Design Education Using Building Information Modelling (CodeBIM) : Final Report.
de réir: Mills, Julie, et al.
Foilsithe / Cruthaithe: (2013)

The APP : Assessment of Physiotherapy Practice Instrument : clinical educator resource manual.
de réir: Dalton, Megan, et al.
Foilsithe / Cruthaithe: (2009)

Enhancing Tertiary Chinese Foreign Language Learning Through Task-Based Language Learning in 3D Multiuser Virtual Environments : Final Report.
de réir: Grant, Scott, et al.
Foilsithe / Cruthaithe: (2016)

Working in the third space : promoting interdisciplinary collaboration to embed English language development into the disciplines : final report.
de réir: Briguglio, Carmela
Foilsithe / Cruthaithe: (2014)

Lifelong Learning Pathways : Addressing Participation and Diversity in Higher Education : Final Report.
de réir: McLaughlin, Patricia, et al.
Foilsithe / Cruthaithe: (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.
de réir: Dalton, Megan, et al.
Foilsithe / Cruthaithe: (2009)

Exploring Intercultural Competency in Engineering : Final Report.
de réir: Goldfinch, Thomas
Foilsithe / Cruthaithe: (2013)

Factors influencing Chinese students' academic success in an Australian university's pathway program : An empirical test. Final report.
de réir: Yang, Helen Hong, et al.
Foilsithe / Cruthaithe: (2020)

Professional Education in Built Environment & Design.
de réir: Savage, Susan, et al.
Foilsithe / Cruthaithe: (2010)

Defining a Unified Model of Vocabulary Acquisition via Extensive Reading : Final Report.
de réir: Uitdenbogerd, Alexandra Louise, et al.
Foilsithe / Cruthaithe: (2017)

Assessing the assessments: evidencing and benchmarking student learning outcomes in chemistry : final report.
de réir: Schmid, Siegbert, et al.
Foilsithe / Cruthaithe: (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.
de réir: Henderson, Amanda
Foilsithe / Cruthaithe: (2020)

The Block : A catalyst for ongoing innovation.
de réir: Konjarski, Loretta, et al.
Foilsithe / Cruthaithe: (2023)

Pathways into a Maze : Final Report for a 1999 National Teaching Development Grant (Individuals).
de réir: Newton, Clare, et al.
Foilsithe / Cruthaithe: (2000)

Working from the Centre : Supporting Unit and Course Coordinators to Implement Academic Integrity Policies, Resources and Scholarship : Final Report.
de réir: Henderson, Fiona, et al.
Foilsithe / Cruthaithe: (2014)

OnTask : Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts : final report.
de réir: Pardo, Abelardo
Foilsithe / Cruthaithe: (2020)

Construction education in Australia : a review of learning and teaching challenges and opportunities.
de réir: Williams, Anthony, et al.
Foilsithe / Cruthaithe: (2010)

Final Report : IS-IT Learning? Online Interdisciplinary Scenario-Inquiry Tasks for Active Learning in Large, First Year STEM Courses.
de réir: Gahan, Lawrence, et al.
Foilsithe / Cruthaithe: (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.
de réir: Gahan, Lawrence, et al.
Foilsithe / Cruthaithe: (2011)

Augmenting students’ learning for employability through post-practicum educational processes : final report.
de réir: Billett, Stephen, et al.
Foilsithe / Cruthaithe: (2019)