Stay up to date with the most recent teaching and learning resources, events and news from both HASS and ITaLI.
Adapting your assessment to respond to the emergence of generative artificial intelligence
Generative artificial intelligence (AI) has risen to prominence in recent weeks due to the emergence of a tool called ChatGPT.
ChatGPT and similar tools are somewhat like predictive text on your phone. They are based on predictions that draw on a huge corpus of written text. The algorithms in the system adapt as more generative AI tools allow users to enter a prompt and receive an output that simulates the kinds of output we ask students to produce, particularly in HASS.
For example, ChatGPT, a free open source chatbot, can simulate a response to an essay, produce a contextualised lesson plan, translate texts from a variety of languages, and write a screenplay, poem or critical essay within seconds. Depending on the prompt given, it can also produce passable work for many kinds of assessment tasks.
Here is an example of an essay on student engagement produced following prompts added to ChatGPT. The structure is logical and factual. ChatGPT can be instructed to include references in certain formatting styles. However, in the above example, many of the references are made up (tend to be more recent) with older references citing actual papers.
Generative AI tools like ChatGPT can also be given explicit instructions to write in particular styles. For example, it can be asked to write in a style reminiscent of a first-year university student. It can produce text Australian or US English as well as write fluently in many languages such as French or Indonesian. It can also translate texts into a variety of languages. Generative AI are now powerful tools but have a range of limitations. The ChatGPT system acknowledges it:
- May occasionally generate incorrect information
- May occasionally produce harmful instructions or biased content
- Limited knowledge of world and events after 2021
(ChatGPT, OpenAI, 2023).
There are some implications of these tools for academic integrity. It’s critical to point out that most of our students do not want to nor intend to cheat. However, these tools are now widely available, publicised, and pose critical questions for the way we assess our students. Assessment at UQ often relies on written artefacts to infer that students have learned effectively. Generative AI can produce many of these artefacts without the learning by simulating or predicting what the artefact should look like.
What should I do?
We recommend you:
- Try these tools for yourself. Explore https://chat.openai.com.
- (You may need to log in with a private email.)
- Decide the impact of these tools on your course and assessment. This could involve
- revising your assessment task/s and
- making clear the expectations of academic integrity.
- Articulate your rationale and expectations for the use of AI tools in your course. This may include additional text in your ECP in section 6 “other course guidelines”.
- Communicate with your students about these tools early in the course and throughout the semester.
While AI tools can add value to your teaching – even presenting new learning opportunities, the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another – including AI generated outputs – constitutes plagiarism at UQ (outlined in 6.1 of all UQ ECPs).
We will continue to monitor the situation as the technology, policies and practices associated with generative AI evolve. More guidance and opportunities to discuss the implications of generative AI will be forthcoming during the semester.
There are a wide range of resources, support options and events available to teaching staff at UQ. Many of these are designed and managed by the Institute of Teaching and Learning Innovation (ITaLI).
Resources include:
- Teaching guidance such as getting ready to teach, assessment guidance, teaching practices, learning spaces and modes, principles of learning and curriculum design and review;
- Digital learning such as eLearning tools and guides, digital learning design and devlopment, learning analytics and digital learning pilots;
- Advancing teaching through teacher career development, awards, fellowships and grants, evaluation of teaching, higher education research and initiatives.
We also have a number of HASS specific resources created and updated by our HASS Learning Designers, and teaching staff. These can be found on the HASS Online 2020 Blackboard organisation site. To access these resources, follow these steps:
- Open Learn UQ
- Scroll down and type 'HASS Online 2020' in the Organisation Search bar on the left of the screen
- Click 'Enrol
HASS Teaching and Learning Seminar Series
An ongoing series with approximately 15 seminars held yearly. Each seminar is centered around a current teaching and learning topic at the request of our teaching colleagues. There are usually three or four presenters that share their experience, strategies, and ideas on the theme, with time dedicated to Q&A.
The dates and times of upcoming seminars are emailed to all HASS teaching staff, including casual staff, in advance of the scheduled dates. You can also access the Zoom recordings and resources from all past seminars on the HASS Online 2020 Blackboard site, (instructions for how to access this site are in the 'Resources' tab above).
ITaLI Events
ITaLI have a number of teaching and learning related events throughout the year. These range from communities of practice, to digital tool workshops, Ready to Teach Week and UQ's Teaching and Learning Week.
Open Course Scheme
ITaLI's Open Course Scheme provides an opportunity for staff to visit classrooms to observe the great teaching happening at UQ. This scheme allows you to attend a lecture or tutorial with an academic who has opened their course to colleagues who wish to observe. Whether you are a novice or an expert, watching someone else teach is a great way to get new ideas, see pedagogies (that you may have only heard or read about) being implemented, rediscover old favourites or find comfort in your own teaching achievements.
There are a range of teaching and learning news sources that are available to all staff.
- The HASS T&L Monthly Top 3 is automatically emailed to all staff at the beginning of each month. This highlights three of the most useful items in the teaching and learning sphere within HASS for that month.
- Browse other teaching and learning news items on ITaLI's main news page.
- Subscribe to the monthly UQ Teaching Community Update, a newsletter curated by ITaLI with a range of teaching and learning news that has relevance for the whole of UQ.
- The Teaching and eLearning News is emailed fortnightly to all staff who are enrolled in a Blackboard course as a member of teaching staff. This newsletter keeps you informed about eLearning systems and tools, digital learning practice, eLearning related events and other opportunities.
- The Director of Teaching and Learning in your School will circulate key information to School staff and report on the discussions from the HASS T&L Committee. Find out who your Director of Teaching and Learning is by visiting your School's website.
There are a range of support services available to you for teaching and learning related matters.
IT Support and eLearning Support
The eLearning team offer support with UQ supported tools through one to one consultations, online guides, workshops and technical support.
HASS teaching, learning and assessment support
The HASS Learning Designers offer pedagogical advice, support with curriculum reviews and design, course design, assessment design, and other teaching and learning topics and issues. Email them with your query.
ITaLI teaching, learning and assessment support
ITaLI have a number of Learning Designers with a range of expertise. Contact them to book a consultation.
| Category | Support offered |
|---|---|
| New to Teaching at UQ | |
| Teaching technology | |
| Central teaching spaces | |
| Course or program design | |
| Learning resources for your students |