Festival of Learning and Teaching 2025

Festival of Learning & Teaching 2025

Each year we organise a conference which showcases the work of staff and students designed to enhance student engagement and success. This festival truly is a celebration of excellent teaching and its impact on student outcomes. It is open to all UWL staff, students with a teaching/supporting students responsibility, and to colleagues from our partner institutions. Details of how you can submit an application and contribute to the Festival will be published on these pages.

Festival of Learning and Teaching 2025
Theme: ‘Re-thinking practice to enhance student outcomes and wellbeing’

Date and Location:

Thursday, 3rd July 2025 at St Mary’s Road campus (Ealing)

Register your attendance here.

Higher education has rapidly changed over the past years. Teaching and learning now occupies in-person, hybrid and online spaces. The shift from high-stakes exams to authentic assessments is challenged by technological advancements and availability of Generative AI. Simultaneously, students are facing a cost of living and mental health crisis. To meet students’ needs, more personalised educational experiences are required: more flexibility in approaches to engaging with their learning materials, course teams, peers, and support services.

This year’s festival aims to share initiatives to support these changes through innovation in teaching, learning and assessment practice to assure the delivery of high-quality education that meets our learners’ needs.

Sub themes:

  1. Re-thinking delivery: Blended, hybrid, online and alternative delivery models
    Contributions to this theme may include, but not be limited to:

    1. Designing inclusive and accessible online courses.
    2. Designing flexible pathways through modular courses and stackable credentials
    3. Preparing students for the future workplace through alternative delivery models
    4. Best practices for interactive engagement online, including engaging and supporting students in hybrid, online or alternative delivery models.
    5. Leveraging technology to enhance learning experiences.
  2. Innovative Assessment Practices
    Contributions to this theme may include, but not be limited to:

    1. Evidence-based practice
    2. Moving from high-stakes exams to authentic assessments.
    3. Integrating Generative AI in assessment design.
    4. Alternative assessments
  3. Student Wellbeing and Mental Health
    Contributions to this theme may include, but not be limited to:

    1. Strategies to support student mental health and wellbeing in the curriculum
    2. Addressing the cost-of-living crisis and its impact on students.
    3. Creating a supportive and inclusive learning culture.
  4. Personalised Learning
    Contributions to this theme may include, but not be limited to:

    1. Tailoring teaching and learning practice to meet individual students’ needs.
    2. Using data and analytics to inform personalised learning.
  5. Equity, Diversity, and Inclusion
    Contributions to this theme may include, but not be limited to:

    1. Promoting equity and inclusion in higher education.
    2. Addressing barriers to access and success for underrepresented students.
    3. Inclusive teaching practices and curriculum design.

Call for papers: To submit an abstract, please click here!

The submission deadline for abstracts is 5 June 2025

Before making your submission, please ensure you familiarise yourself with our FLT 2025 Contribution guidance and review criteria which details contribution formats, review criteria and relevant timelines (.pdf, 256KB).

 

 

 

 

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Festival of Learning and Teaching 2024

Festival of Teaching and Learning poster

‘Transforming learning and teaching through artificial intelligence (AI)’

Date and Location: Thursday, 18th July 2024 at St Mary’s Road campus (Ealing)

 

Keynote speech

 

Recent developments in artificial intelligence (AI) and an increase in readily available AI applications has brought about rapid changes to the way we need to prepare our students for the ever-changing demands of the job market. 

This year’s conference will focus on best practice in relation to embedding AI into the curriculum and how to harness its affordances to enhance not only teaching and learning practice but also student outcomes. It will provide a space to discuss current challenges, share best practice and celebrate the innovations and achievements in relation to the following sub-themes:

  1. Generative AI to support curriculum design (e.g. inclusive curricula)
  2. Pedagogies to support AI, VR and simulation: Methods of learning, teaching and assessment
  3. Developing students’ AI skills, literacies and competencies
  4. Sustainable citizenship and AI
  5. AI assisted teaching practice (including materials design, marking, etc.

 

Click here to view Presentations and Workshops 

Click Here to view Poster

Time Event(s)
08:30-09:30 Registration, Tea/Coffee  [Weston Hall, Freddies] 
09:30-09:45 Welcome, Introductions, Signposting to the day, [Weston Hall]
09:45-10:30 Keynote: Rebecca Mace “Empowering and Protecting Voices: Navigating the Benefits and Risks of AI-Assisted Student Participation“ [Weston Hall]
10:30-12:00 Parallel Session 1
Weston Hall 2 Weston Hall 1  Savoy Suite
(BY.GF.010) 		 Savoy Suite
(BY.GF.011-12) 
10:30-10:50

Presentation: Theme 1

Mohammad Sakikhales – SCE

Transforming Curriculum Design: A Case Study on Utilising Generative AI for Developing a Master’s Programme

Presentation: Theme 2

Parisa Saadati – SCE
Rebecca Murray Birnbaum – SCE

Spatial Computing Readiness & VR in Education: Assessing the Impact of Immersive Technologies

Presentation: Theme 3

Alison Hawkings – LSFMD

Good Digital Citizens: Enhancing Media Literacy in the Age of AI

Presentation: Theme 5

Joel Armando – Anthology

Adapting to AI: Navigating Transformative Tools in Higher Education
10:50-11:10

Presentation: Theme 1

Colin Fu – CLBS

Transforming Education with Voice-Based AI: Enhancing Learning, Inclusivity, and Future-Readiness in the Era of Generative A 
Presentation: Theme 1Sam McNab – CNMHAI-Driven Simulation Scenario Generation in Healthcare Education

Presentation: Theme 3

Daniel Pratt – LCM

The 90 songs project: AI assisted mixing and recording tools 

Presentation: Theme 5

Nicoletta Scurtu – SCE
Fateme Dinmohammadi – SCE

Optimizing Learning Experiences: Practical Strategies and Case Studies in Implementing AI for Personalized Teaching and Enhanced Student Engagement 
11:10-11:30

Presentation: Theme 5

Malte Ressin – SCE

Participation Is All You Need  

Presentation: Theme 2

Anna Impey – CNMH
Dana Irons – CNMH

Who dunnit?! Can AI enhance a simulated interdisciplinary meeting based on the murder mystery format? 

Presentation: Theme 2

Anosha Sirpath – CNMH

Enhancing Nurse Prescribing Education through VR and Simulation: A Focus on Diversity and Inclusion 

 

Presentation: Theme 3

Janice Fernandes – Library Services

Navigating the AI literacy landscape: A study of select academic libraries in the UK
   
11:30-12:00

Workshop: Theme 4

Kristin Brewe – LSFMD

Masters of Disaster: Crisis Communications Simulations to Demonstrate Ethical Implications of AI

Workshop: Theme 2

Catherine Lynch – CNMH
Melanie Stafford – CNMH
Neus Carlos Martinez – former staff member and now SL at King’s College University
Veejay Mistry – Careers and Volunteering
Ben Naughton-Rumbo – Bodyswaps

Transformative Learning: Developing Soft Skills with Bodyswaps Immersive Technology 

 

Workshop: Theme 1

 

Manzoorul Abedin – SHSS

 

How to protect students from ‘unacceptable’ uses of AI in dissertations 

 

Workshop: Theme 3

James Goodman – LGCHT

Higher Order Thinking Skills in Universities in the Age of AI 
12:00-13:00 Lunch [Freddies] and Poster presentations [Heart Space] 
13:00-13:45 Keynote: Dr. Ebony Ramsey ”AI and the Future of Higher Education: Five Transformative Opportunities”  [Weston Hall]
14:00-15:00 Parallel Session 2 
  Library
(PE.02.001)   		   Weston Hall 1  Savoy Suite
(BY.GF.010) 		 Savoy Suite
(BY.GF.011-12) 
14:00-14:30 

Workshop: Theme 3

Ben Dunning – LSFMD
Isil Onol – LSFMD

AI as a Collaborative Tool: Developing Better AI Prompts to Propose and Test Visual Concepts

 14:00-14:20  

Presentation: Theme 3

Susan McGlamery – SOL

Robot lawyers and hallucinating chatbots? Preparing law students for AI 

Presentation: Theme 3

Jonathan Eastwood – Careers and Volunteering

Capturing educational gain through employability related tools 

Presentation: Theme 4

Mohamed Daud – SCE
Irida Qyra – SCE
Fateme Dinmohammadi – SCE

Advancing Responsible and Sustainable AI in Education: Ethical Considerations and Best Practices
14:30-15:00 

Workshop: Theme 5

Margaret (Maggie) Danquah – Careers department
Bernie Laffey – Careers Department

Using an AI video interview platform in the curriculum to support student employability 

 14:20-14:40 

Presentation: Theme 3

Vytas Vaiksnoras – CLBS

The urgency and subtleties of developing students’ AI literacies, skills, and competencies

Presentation: Theme 3

Kristin Brewe – LSFMD
Daniel Brennan – LSFMD

Look What You Made Me Do: AI in Industry-Driven Creative Assessment Practices 

Presentation: Theme 5

Colin Fu – CLBS
Soumya Raya – University of Manchester

Balancing Efficiency and Fairness: Evolving Student Assessment with Revised Rubrics and AI Integration 
14:40-15:00    

Presentation: Theme 1

Gary Hung – CELT

Lesson Planning 2.0: Unlocking the Power of AI for Smarter Teaching

 

  
15:00-15:30  Celebration of Fellowships and Drinks reception
15:30-15:45  Feedback and Closing 

Keynotes

Presenter : Rebecca Mace Title: “Empowering and Protecting Voices: Navigating the Benefits and Risks of AI-Assisted Student Participation“
A short bio:

As a philosopher of education, Rebecca’s research focuses on how technology influences human experience and alters our presence in the world.
With nearly two decades of experience teaching philosophy and ethics at the secondary school level, Rebecca spent a year as a Research Associate at the University of Oxford’s Internet Institute Digital Ethics Lab before pursuing her doctorate at UCL Institute of Education. Over the past seven years, she has extensively collaborated with the EdTech and AIEd industries to develop tools that enhance both teacher and student education. Her work has spanned a wide range of educational settings, including partnerships with organizations such as UCAS, HEPI, Pearson, AQA, NCFE, Warwick Business School, Apex2100, QPR Academy, POST, ISC, COBIS, and HMC. These collaborations have involved projects such as developing AI-augmented marking systems, AI-assisted note-taking platforms, personal assistant study bots, and examining AI’s impact on personal statements and university applications, as well as contributing to school policy development.
Central to Rebecca’s work is her educational philosophy, which views learning as a personal journey to cultivate individual thinking and find one’s voice. She believes it is crucial to empower, amplify, and encourage student voice through the judicious use of generative AI.
A keynote blurb:
 “Empowering and Protecting Voices: Navigating the Benefits and Risks of AI-Assisted Student Participation”
In her talk, “Empowering and Protecting Voices: Navigating AI-Assisted Student Participation,” Rebecca explores practical, research-based strategies for leveraging AI to enhance student engagement while considering their social and emotional well-being. She will share actionable insights and effective methods to empower student voices using AI tools, aiming to create a balanced and supportive educational environment. This talk will resonate with anyone working with young people who seeks to understand how technology can be integrated into education in a more holistic and effective manner.
Presenter: Ebony Ramsey Title: AI and the Future of Higher Education: Five Transformative Opportunities  
A short bio:

Ebony M. Ramsey, PhD has been an active proponent for learning and development since the start of her career. Ebony started at EAB in 2024 as a member of the Research Advisory Services team. Ebony has over 20 years’ experience within the higher education, and she delivers best practices research to higher education leaders. She received her undergraduate degree in Theatre and Mass Communications from the University of North Carolina at Charlotte. Ebony then went on to pursue a Master’s degree in Adult Education with a concentration in Higher Education Administration from North Carolina Agricultural and Technical State University, a historically Black college in Greensboro, NC and she has a PhD in Human Resources Development with a concentration in Higher Education & Leadership from Colorado State University. Ebony has a passion for working at historically Black colleges and universities which is the focus of her scholarly work. She has worked at several institutions and considers herself a higher education generalist.

Through her career she has carved a niche in helping folks to understand more about activism, education, leadership development and dealing with critical issues & concepts around equity and inclusion. By serving on various committees, writing policy, presenting and challenging the status quo; Ebony has acquired the knowledge and expertise that affords her the opportunity to be a resource to others throughout the country. Ebony has served as a presenter, trainer, keynote speaker and volunteer for various national associations which has allowed her to further her knowledge and continue lifelong learning.

Ebony currently serves in the capacity of director for research advisory services at the Education Advisory Board (EAB). Ebony’s commitment to the holistic development of people is unwavering. She is a change agent and continually works to make the world better for all who encounter it.

AREAS OF EXPERTISE
Diversity, Equity, and Inclusion, Finance and Operations, Professional and Adult Education, Strategy, Student Success and Experience, Talent
SPECIALTIES
College and University Strategy, Student Success, Human Resources, Underrepresented Students, Title IX and Sexual Misconduct
A keynote blurb:

AI and the Future of Higher Education: Five Transformative Opportunities  

How will AI transform higher education? This isn’t just a question for the future—the changes have already begun. From reshaping curricula to hyper-personalizing student support services, AI’s footprint in higher ed is growing fast. In this partner intensive, an EAB expert will discuss with you what senior leaders need to understand about this disruptive force. We’ll share our latest research, including reflections on the most common questions we’re hearing from your peers and discuss: 

 * Why ChatGPT and other generative AI tools mark a new era in AI capabilities 

* 3 common misconceptions about AI and why they are not true 

* The biggest opportunities AI presents for higher education 

* How leaders across higher education are considering the potential risks and rewards of AI 

Presentations

Presenter: Mohammad Sakikhales – SCE
Title: Transforming Curriculum Design: A Case Study on Utilising Generative AI for Developing a Master’s Programme
Abstract:
We will also look at how two modules provide an introduction to AI to students. In the first-year ‘English Legal System’ module, students study the sources of law, the institutions responsible for creating, interpreting and enforcing the law, and the systems within which the law operates.  In the second year, the ‘Legal Practice, Ethics and Regulation’ module looks at AI in more detail, specifically as it relates to ethical issues.  This presentation will provide examples of how AI is examined in relation to legal research, legal reasoning and access to justice in these modules.
Presenters: Parisa Saadati – SCE
Rebecca Murray Birnbaum – SCE
Title: Spatial Computing Readiness & VR in Education: Assessing the Impact of Immersive Technologies
Abstract:
This study offers an in-depth examination of spatial computing within the educational sphere, scrutinizing how ready educational systems are to assimilate technologies like Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR). While these immersive technologies have been identified as powerful enhancers of interactive learning experiences, their integration into education is still in its early stages.Employing the Readiness and Long-term Potential Impact (RLPI) framework and integrating insights from Craig and Georgieva (2020), the research reveals a contrasting effect of enthusiasm against significant barriers to the adoption of spatial computing. These include infrastructural challenges, the need for extensive educator training, and resistance within institutions. Empirical evidence from the Bodyswaps platform and Spatial Computing readiness survey highlights the positive effects of these technologies on student engagement and outcomes, emphasizing their ability to significantly boost confidence and emotional connectivity in learning scenarios.The implications of the findings are profound, signalling an imperative for strategic development, infrastructural investment, and educator professional development. The research calls for collaborative efforts among policymakers, technology developers, and educators to address these challenges and harness the comprehensive potential of spatial computing in education. Ultimately, this study lays the groundwork for ongoing research and underscores the importance of cutting-edge educational practices in the digital age.
Presenter: Alison Hawkings – LSFMD
Title: Good Digital Citizens: Enhancing Media Literacy in the Age of AI
Abstract:
Today, we live, study and work as digital citizens where three quarters of devices globally interact with Artificial Intelligence (www.pega.com, 2018). For the consumer, the benefits of being online outweigh the risks. In this reality, we as educators can help strengthen good digital citizenship in HE settings by developing students’ knowledge, awareness and understanding of the opportunities and risks of AI.The Office for Communications Adult Media Use and Attitudes 2023 Report found that 16 – 24 years olds in the UK used on average nine social media platforms – the adult average is six. The report also found 77% of internet and social media users are concerned with the truthfulness of content up from 73% in 2021. Adults are also challenged on how to validate media, OFCOM says.This provides evidence that educators should revisit and strengthen media literacy in critical thinking settings to cultivate a better understanding of the risks and raise awareness of AI opportunities. This is reinforced by scholars Meyers, Erickson & Small (2013) who believe that technology is continuously transformational and learning environments need to expand their views of digital literacy in informal and formal spaces. This paper explores the different dimensions of digital media literacy and competency proposing four strategies.Firstly, promoting media literacy is part of supporting informed digital citizens. Embedding hands-on exercises that empower students to create their own media content – both AI and non AI – fosters a deeper understanding of the production processes and its efficacy (Brown, 2021). Here, students could develop video essays instead of written submissions or craft reflection vlogs, podcasts, ezines or video explainers.Secondly, academics can cultivate critical thought by encouraging students to deconstruct media content, discerning biases, and evaluating sources (Smith, 2022). For example, incorporating AI case studies into lectures and seminars that highlight AI’s role in shaping media narratives (Jones, 2023).Thirdly, media literacy helps equip students with the skills to discern fact from fiction. Incorporating interactive workshops on fact-checking and government and industry-based regulation can bolster students’ ability to navigate content integrity (Clark, 2019).Lastly, fostering ethical literacy and discussing the ethical dilemmas being raised by AI around accountability and transparency supports a more conscientious approach to media consumption and creation (Wilson, 2017).References:
Brown, A. (2021). Digital Literacy in the Classroom. Journal of Education, 25(2), 45-60.
Clark, B. (2019). Fact-Checking in the Digital Age. Media Studies Quarterly, 10(3), 321-335.
Jones, D. (2023). AI and Media Narratives: Case Studies in Digital Journalism. Media Analysis Journal, 30(1), 89-104.
Meyers, E, Erickson, I & Small, R. (2013) Digital literacy and informal learning environments: an introduction, 38:4, 355-367
OfCom (2023). Adults’ Media Use and Attitudes report 2023. [online] Ofcom. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0028/255844/adults-media-use-and-attitudes-report-2023.pdf.
www.pega.com. (2018). New research reveals deep confusion about Artificial Intelligence | Pega. [online] Available at: https://www.pega.com/about/news/press-releases/new-research-reveals-deep-confusion-about-artificial-intelligence.
Smith, F. (2022). Critical Analysis of Media Content. Harvard Media Review, 5(3), 55-68.
Wilson, H. (2017). Transparency and Accountability in Media Production. Journal of Media Ethics, 8(1), 78-91.
Presenter: Joel Armando – Anthology
Title: Adapting to AI: Navigating Transformative Tools in Higher Education
Abstract:
The impact of AI generative tools on higher education sparks curiosity and concern among academics and university leaders. These technologies offer transformative potential, yet there are worries about job displacement and evolving academic roles. Our presentation invites an interactive exploration of this topic, featuring quotes from literature, cinema, and music. Participants will be encouraged guess the authors of these quotes and discuss their relevance as we delve into AI’s impact on higher education.”Any sufficiently advanced technology is indistinguishable from magic.”
AI generative tools, like those in Blackboard, assist educators significantly. They automate complex tasks—creating course structures, suggesting discussions, and generating instructional materials such as quizzes and rubrics. This automation saves educators time for personalized instruction and pedagogical development.”The future is not set. There is no fate but what we make for ourselves.”
Concerns about job loss among academics are valid. As generative tools evolve, roles within academia may change. Traditional lecturing roles could shift due to automated content delivery, redefining what it means to be an “instructor.””We are human after all.”
These tools are meant to augment, not replace, human expertise. Educators provide critical thinking and guidance that AI cannot replicate. Instead of fearing displacement, academics and leaders can embrace AI to enhance teaching and learning experiences.”Harder, better, faster, stronger: our work is never over.”
The impact of AI tools on higher education hinges on effective adaptation. Thoughtful integration can enhance offerings, improve outcomes, and empower educators to focus on the human aspects of teaching and mentorship.
Presenter: Colin Fu – CLBS
Title: Transforming Education with Voice-Based AI: Enhancing Learning, Inclusivity, and Future-Readiness in the Era of Generative A
Abstract:
The advent of generative AI and voice-based technologies has unlocked new possibilities for transforming the educational landscape (Sharif & Saleem, 2024). This research work explores how voice-based AI can enhance learning by accommodating diverse learning styles, increasing engagement, and enabling personalized education (Fu, 2023a). The Cognitive AI Framework, comprising five core elements—Explore, Engage, Examine, Formulate, and Reflect—is introduced as an adaptive approach for integrating AI into education (Fu, 2023b, Fu, 2023c). This framework addresses the limitations of traditional educational taxonomies, such as Bloom’s Taxonomy (Bloom et. al., 1956; Anderson, et. al., 2001; Krathwohl, 2002; Wilson 2016;), in the AI era (Kaplan & Haenlein, 2019).The research work emphasizes the significance of pedagogical innovation and AI integration in creating a transformative learning experience (Walczak & Cellary, 2023). Voice-based AI technologies can deliver customized content, provide instant feedback, and foster reflective learning, empowering learners to bridge theory and practice (Damonte & Fu, 2023). The transition from pedagogy to heutagogy is explored, highlighting the potential of adaptive learning systems, intelligent content creation, and virtual tutors in nurturing self-directed learners (Fu, Vaiksnoras, & Kern, 2023).Furthermore, the research work addresses the role of voice-based AI in cultivating an inclusive learning environment that embraces neurodiversity (Ott, Russo, & Moeller, 2022). By leveraging AI-driven inclusivity, educational institutions can tailor learning experiences to accommodate diverse learning needs and styles (Olga et al., 2023).As the job market evolves in the AI-driven era, the research work underscores the importance of preparing future-proof graduates (Morandini, et. al., 2023). Voice-based AI technologies can help develop essential skills such as problem-solving, AI integration, interdisciplinary learning, and ethical reasoning. By integrating these technologies into the curriculum, educational institutions can equip learners with the necessary competencies to thrive in the generative AI landscape, ensuring they are well-prepared for the challenges and opportunities of the AI-driven world (Chui, Roberts, & Yee, 2022).References:
Anderson, L., Krathwohl, D., Airasian, P., (2001). A Taxonomy for Learning, Teaching, and Assessing : a Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R., (1956). Taxonomy of educational objectives: The classification of educational goals. Vol. Handbook I: Cognitive domain. New York: Longmans, Green
Chui, M., Roberts, R., & Yee, L. (2022). Generative AI is here: How tools like ChatGPT could change your business. https://www.mckinsey.com/capabilities/quantumblack/our-insights/generative-ai-is-here-how-tools-like-chatgpt-could-change-your-business [Last accessed: 19/04/2024]
Damonte, J., Fu. C. (2023). How effective is ChatGPT generated code in creating machine learning models to tackle business problems? MSc. University of Surrey. Not published.
Fu, C., (2023a). Effective Assessment Strategies in the Era of Artificial Intelligence. In: The Chartered ABS’s annual LTSE conference, 2023. Wales, United Kingdom, 22-23 May 2023. London York: Chartered Association of Business Schools.
Fu, C., (2023b). Redefine the Theoretical Framework of Bloom’s Taxonomy in the Era of Artificial Intelligence for Positive Learning Outcome. In: The Chartered ABS’s annual LTSE conference, 2023. Wales, United Kingdom, 22-23 May 2023. London York: Chartered Association of Business Schools.
Fu, C., (2023c). (in press) Applications of AI on Business in the Digital Era. In: N. Amirah, H. Malik and A. Afthanorhan, ed. 2023. A new paradigm for the sustainability management in digital age: Advances in data analytics. Stuttgart: Springer Nature.
Fu, C., Vaiksnoras, V., Kern, C. (2023). Make your assignments work. In: Festival of Learning and Teaching 2023, Effective Assessment for Learner Success. Ealing, United Kingdom. 6th July 2023. Ealing: University of West London
Kaplan, A., & Haenlein, M. (2019). Siri, Siri, in my hand: Who’s the fairest in the land? On the interpretations, illustrations, and implications of artificial intelligence. Business Horizons, 62(1), 15–25. [online] https://doi.org/10.1016/j.bushor.2018.08.004 [Last accessed: 19/04/2024]
Krathwohl, D. R., (2002) A Revision of Bloom’s Taxonomy. Theory into Practice. (41) 4. Autumn, 2002. Ohio State University. [online] https://www.depauw.edu/files/resources/krathwohl.pdf [Last accessed : 21/03/2023]
Morandini, S., Fraboni, F., De Angelis, M., Puzzo, G. (2023). The Impact of Artificial Intelligence on Workers’ Skills: Upskilling and Reskilling in Organisations. [online] https://doi.org/10.28945/5078 [Last accessed: 19/04/2024]
Olga, A. T., Saini, A., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., Castro, V., et al. (2023). Generative AI: Implications and Applications for Education. [online] https://doi.org/10.48550/arXiv.2305.07605 [Last accessed: 19/04/2024]
Ott, D. L., Russo, E., & Moeller, M. (2022). Neurodiversity, Equity, and Inclusion in MNCs. AIB Insights, 22(3). [online] https://doi.org/10.46697/001c.34627 [Last accessed: 19/04/2024]
Sharif, M., Saleem, K., (2024) Generative AI in Education: Challenges and Opportunities for Future Learning [online] https://doi.org/10.13140/RG.2.2.34080.39685 [Last accessed: 19/04/2024]
Walczak, K., & Cellary, W. (2023). Challenges for higher education in the era of widespread access to generative AI. Economics and Business Review. [online] https://doi.org/10.18559/ebr.2023.2.743 [Last accessed: 22/04/2024]
Wilson, L., (2016). The Second Principle [online] https://thesecondprinciple.com/essential-teaching-skills/blooms-taxonomy-revised/ [Last accessed: 22/04/2023]
Presenter: Sam McNab – CNMH
Title: AI-Driven Simulation Scenario Generation in Healthcare Education
Abstract:
The integration of AI-driven simulation scenario generation in healthcare education offers a transformative approach to curriculum design, particularly for nursing and other healthcare students. This submission explores the application of AI to create dynamic and varied simulation scenarios, aligning with the sub-theme “Generative AI to Support Curriculum Design.” By utilising AI tools, educators can input specific prompts to generate diverse and realistic clinical situations, enhancing the educational experience and avoiding unconscious bias.AI-driven scenario generation allows for the development of personalised learning pathways that cater to the individual needs and competencies of students. This method ensures that students are exposed to a wide array of clinical conditions and patient demographics, promoting critical thinking and decision-making skills. The relevance of this approach to the overall festival theme, “Transforming Learning and Teaching through Artificial Intelligence (AI),” lies in its ability to revolutionise traditional healthcare simulation methods, making them more adaptable and innovative.Recent studies underscore the potential of AI in educational simulations. Narayanan et al., (2023) highlight AI’s benefits in creating adaptive learning environments that respond to student performance in real-time. Similarly, Harder (2023) demonstrates that AI can enhance the realism and complexity of simulation scenarios, providing students with a more immersive and effective learning experience.The impact of AI-driven simulations extends beyond immediate educational outcomes, significantly enhancing student employability. By simulating a broad range of clinical scenarios, AI prepares students for the diverse and unpredictable nature of real-world healthcare settings. This comprehensive exposure is crucial for developing the practical skills and confidence necessary for professional success.In conclusion, AI-driven simulation scenario generation represents a significant advancement in healthcare education for nursing and other healthcare students. It aligns with the festival’s theme and sub-theme by promoting innovative curriculum design and improving student readiness for real-world clinical practice. The integration of AI in simulation training not only enhances learning outcomes but also contributes to the overall employability of healthcare graduates.References:
Harder, N. (2023). Advancing Healthcare Simulation through Artificial Intelligence and Machine Learning: Exploring Innovations. Clinical Simulation in Nursing, 83, 101456.
Narayanan, S., Ramakrishnan, R., Durairaj, E., & Das, A. (2023). Artificial Intelligence Revolutionising the Field of Medical Education. Cureus, 15(11).
Presenter: Daniel Pratt – LCM 
Title: The 90 songs project: AI assisted mixing and recording tools
Abstract:
In this talk, I will demonstrate the mixing AI tools that we are using in our teaching practice, developed in collaboration with Sonible, a leading company in AI mixing tools. Students have been instrumental as beta testers for new Sonible products, significantly contributing to their development. Additionally, a PhD student is advancing his thesis with guidance from Sonible’s company director. The program’s AI capabilities were demonstrated in a notable test case: the 90 Student Songs Project. This project involved recording and filming 90 student songs in one week, followed by a two-week mixing period using AI tools. Remarkably, AI assistance enabled the completion of mixing 90 songs in under two weeks, a feat nearly double the annual output of a professional mixer. During this talk, I will offer demonstrations of how we approached the 90 Songs Project, showcasing the potential of AI to drastically enhance efficiency and productivity in large-scale audio mixing endeavours.
Presenters: Mohamed Daud – SCE
Irida Qyra – SCE
Fateme Dinmohammadi – SCE
Title: Advancing Responsible and Sustainable AI in Education: Ethical Considerations and Best Practices
Abstract:
The integration of Artificial Intelligence (AI) into educational systems presents a transformative opportunity to enhance learning outcomes, personalize instruction, and streamline administrative processes. However, the deployment of AI in education necessitates rigorous consideration of ethical and sustainability issues to ensure responsible use. This paper delves into the intersection of responsible and sustainable AI in education, focusing on critical ethical considerations such as bias and fairness, privacy and data security, transparency and accountability, and student autonomy. Additionally, it addresses sustainability challenges, including energy efficiency, lifecycle management, resource optimization, and sustainable development practices.Alignment with Festival Theme and Sub-Theme: This submission aligns seamlessly with the festival’s overarching theme of innovative education and directly addresses the sub-theme of ethical and sustainable technology integration. By emphasizing the dual imperatives of ethical responsibility and environmental sustainability, this paper reflects the festival’s commitment to fostering cutting-edge yet conscientious educational practices.Clarity and Cohesion of Argument: The paper articulates a clear, well-structured argument advocating for the integration of ethical and sustainable considerations into the development and deployment of AI in education. It underscores the necessity of mitigating bias, ensuring robust data privacy, maintaining transparency, and empowering student autonomy, while also highlighting the importance of developing energy-efficient and resource-optimized AI systems.Grounding in Scholarly Literature: The analysis is substantiated by comprehensive references to current academic and research literature on AI ethics, educational technology, and sustainability. By leveraging recent studies and expert insights, the paper provides a robust and well-supported examination that contributes meaningfully to the discourse on responsible AI use in educational contexts.Enhancement of Employability: The findings and recommendations in this paper have substantial implications for enhancing employability beyond the immediate educational context. By advocating for the integration of ethical and sustainable AI practices, the paper supports the development of a future workforce that is not only proficient in AI technologies but also possesses a strong ethical and environmental consciousness. This is particularly relevant in preparing students for careers in a rapidly evolving technological landscape where responsible and sustainable practices are paramount.Compliance with Submission Specifications: This submission meets the specified format by presenting an in-depth analysis of the ethical and sustainability considerations in AI for education. It offers practical best practices and policy recommendations that are both actionable and theoretically grounded, ensuring compliance with the academic rigor and relevance required for the festival.In conclusion, this paper underscores the necessity of a balanced approach that leverages AI’s potential to enhance education while adhering to ethical standards and promoting environmental sustainability. By addressing these multifaceted challenges, the paper aims to contribute to the development of responsible and sustainable AI practices in education, aligning with both current educational needs and future societal goals.
Presenter: Malte Ressin – SCE
Title: Participation Is All You Need
Abstract:
The advent of near-universal, multi-modal and ubiqitous artificial intelligence has the potential to transform drastically how higher education operates: easily accessible content-generating AI may render entire classes of assessment methods ineffective and make redundant the most traditional scholarly activities.This poster will suggest an IT-supported lecturing structure for the teaching of large cohorts in the subject area of Computing. While aiming to preserve central characteristics of classical University environment (e.g., a lecture), this participation-based approach will consider modern tools and methods, and utilise both classical and AI-supported IT for delivery and assessment.
Presenters: Anna Impey – CNMH
Dana Irons – CNMH
Title: Who dunnit?! Can AI enhance a simulated interdisciplinary meeting based on the murder mystery format? 
Abstract:
The poster will describe a classroom-based simulation based on a murder mystery format using complex character scenarios to enhance student participation in multi-disciplinary team meetings. The activity was initially piloted with a small group of postgraduate nursing students and then replicated across a large cohort of over 300 undergraduate students. Evaluation data suggested efficacy in meeting the learning objectives and 97% of students who responded felt the activity helped them feel more confident participating in multi-disciplinary meetings in clinical practice. However, on reflection, the development of the complex characters may have been biased based on clinical and lived experience.Could the use of AI to generate characters mitigate against bias? To explore, the poster will compare AI generated character synopses against those used in the simulation. It will suggest ways to incorporate this evolving technology into the design of novel learning activities. Therefore, the poster will address the conference objective of exploring the use of AI to enhance active learning and simulation as well as demonstrating the sub-theme of specific pedagogies used to create an immersive and engaging learning experience. In sum, the “Mystery MDT” is an effective active learning activity that can be replicated across large groups in various disciplines to strengthen confidence in communicating across perspectives, advocacy, employability, and critical analysis. The use of AI could be employed to enhance the fidelity and cultural authenticity of the activity, potentially mitigating against developer bias. However, before handing over creative control, academics must also be aware of AI limitations and potential algorithm bias (AIContentfy, 2023) and take responsibility for guarding against cultural stereotypes that may emerge. The poster seeks to demonstrate these tensions and offer suggestions based on a real-world teaching activity.
Presenter: Anosha Sirpath – CNMH
Title: Enhancing Nurse Prescribing Education through VR and Simulation: A Focus on Diversity and Inclusion
Abstract:
Integrating AI, VR, and simulation into blended learning environments for nurse prescribing courses enhances the educational experiences of students by providing personalised, immersive, and feedback-rich learning opportunities (Holmes, Bialik, and Fadel, 2019). According to Picketts, Warren, and Bohnert (2021), diversity and inclusion in these technologies ensures that the curriculum reflects the cultural, social, and professional diversity of the healthcare field, ultimately leading to better health outcomes.Integrating technology in education enhances accessibility and offers diverse learning opportunities, as highlighted by Bates and Sangrà (2011). This approach is particularly valuable in nurse prescribing courses, where practical, hands-on experience is crucial as VR sessions can simulate realistic clinical scenarios, enabling nurses to apply theoretical knowledge in a controlled environment in preparation for the practice in their clinical area, thereby enhancing their skills and decision-making abilities (Jeffries, 2005). The VR simulations sessions are designed to include scenarios featuring patients from diverse backgrounds, including Black, Indian, and Caucasian individuals of both genders. This inclusion aimed to improve communication skills by emphasising culturally sensitive and inclusive communication in prescribing decisions. The implementation of diverse case scenarios, inclusive storylines, and adaptive technologies in VR simulations has shown to enhance engagement and learning outcomes. Students are to customise their VR experience by adjusting visual and audio settings. By considering the unique needs and backgrounds of the students, VR and simulated technologies can provide accessible, respectful, and effective learning experiences which not only aligns with the Nursing and Midwifery Council (NMC) (2023) standards but also prepares students for advanced clinical practice in a diverse healthcare environment.The scope of inclusivity will be expanded to address learning disabilities and gender inclusivity, including scenarios with transgender patients which aligns with the recommendations of Picketts, Warren, and Bohnert (2021), who advocate for the inclusion of diverse and priority communities in healthcare curriculum to reduce harm to vulnerable populations and improve health outcomes.References:
Bates, A. W., & Sangrà, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. Jossey-Bass.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Jeffries, P. R. (2005). A Framework for Designing, Implementing, and Evaluating Simulations Used as Teaching Strategies in Nursing. Nursing Education Perspectives, 26(2), 96-103.
Nursing and Midwifery Council (NMC) 2023. Simulated practice learning. Available at: https://www.nmc.org.uk/standards/guidance/supporting-information-for-our-education-and-training-standards/simulated-practice-learning/. Accessed 01/09/2023.
Picketts, L., Warren, M.D., & Bohnert, C. (2021). Diversity and Inclusion in Simulation: Addressing Ethical and Psychological Safety Concerns when Working with Simulated Patients. British Medical Journal Simulation and Technology Enhanced Learning, 7, 590–599. doi:10.1136/bmjstel-2020-000853
Presenter: Jonathan Eastwood – Careers and Volunteering
Title: Capturing educational gain through employability related tools
Abstract:
The paper will look at Career Readiness data, My Skills tool and CareerSet. The different tools and the data they produce will be defined and ways to use the data to deliver and demonstrate educational gain will be profiled.The session is slightly adjacent to the conference themes as CareerSet is the only tool which is AI driven; and this is machine learning rules rather than Gen AI.The tools are component parts of the Student Careers and Employability Strategy, and are currently being embedded into the curriculum. They will help academic colleagues identify and justify development areas. The session will draw attention to preparing for the next iteration of the TEF and focus on helping subject teams demonstrate educational gain, specifically supporting the Progression narrative.It will provide a UWL context to existing career readiness and skill development literature.

 

Workshops

Presenter: Kristin Brewe – LSFMD
Title: Masters of Disaster: Crisis Communications Simulations to Demonstrate Ethical Implications of AI
Abstract:
While an essential focus for any educator, teaching ethics can be daunting in more traditional pedagogic formats as the topic can become pedantic and dry, decreasing student engagement. When coupled with complex subjects like AI, it is tempting to avoid discussing the ethics around AI use at all. However, as literature suggests, gamifying the teaching of ethics increases engagement and gets students to deploy the higher order thinking skills requisite in dealing with the opportunities and challenges posed by our complex world (McConnell et al., 2022). Given the serious ethical questions presented by an AI-powered world, it is essential that global citizens grasp the issues posed by this transformational technology.This workshop will help teachers develop crisis scenarios as the basis for an interactive, dynamic classroom intervention to highlight the complexities around using AI. This will not only help students become more ethical practitioners in their future career specialisations, but also, to become more informed citizens. These are consistent with UWL’s student attributes (UWL, 2018) as well as the United Nation’s Sustainability Goals focused on Goal 4, quality education, and Goal 8, decent work and economic growth (United Nations, no date).The interactive workshop will begin with a very short introduction to a successful classroom crisis simulation involving a scenario based on AI and intellectual property (Brewe, 2024). Then, attendees will develop AI-related crisis scenarios for their own subject areas to support the design of their own dynamic, interactive classroom interventions. By creatively exploring what can go wrong when using AI and how we, as humans, respond to that, teachers and students can transform our shared understanding of this latest iteration of the information revolution.A standard teaching space with PC/screen to show slides is all that is required for the session.References:
Brewe, K. (2024) ‘The Weird World of AI’ [PowerPoint] AD50226E: Emerging Technology, University of West London, 18 April.
McConnell, R. and Theume, A. (2022) ‘What Are They Thinking? Teaching Ethics Using Games’, The International Journal of Ethical Leadership, (Summer), pp. 56-63.
United Nations Department of Economic & Social Affairs (no date) The 17 Goals. Available at: https://sdgs.un.org/goals (Accessed: 15 May 2024).
University of West London (2018) UWL Graduate Attributes. Available at: UWL Graduate Attributes | UWL Teaching Hub. (Accessed: 15 May 2024).
Presenters: Catherine Lynch – CNMH
Melanie Stafford – CNMH
Neus Carlos Martinez – former staff member and now SL at King’s College University
Veejay Mistry – Careers and Volunteering
Ben Naughton-Rumbo – Bodyswaps
Title: Transformative Learning: Developing Soft Skills with Bodyswaps Immersive Technology
Abstract:
This workshop, “Transformative Learning: Developing Soft Skills with Bodyswaps Immersive Technology,” aligns with the festival theme of “Transforming learning and teaching through artificial intelligence (AI)” and fits within the sub-theme “Pedagogies to support AI, VR, and simulation: Methods of learning, teaching, and assessment.” The workshop will explore how Bodyswaps, an innovative AI-driven immersive technology platform, can revolutionize the development of soft skills among students, enhancing their employability and preparing them for the dynamic demands of the modern workforce.The relevance of this workshop to the festival’s theme is rooted in its focus on leveraging AI and VR technologies to create transformative educational experiences. Bodyswaps uses AI to simulate real-life scenarios where students can practice essential soft skills such as communication, leadership, empathy, and conflict resolution in a safe, controlled environment. This immersive approach addresses the pedagogical challenges of teaching abstract soft skills, providing an interactive and engaging method for students to internalize and apply these skills effectively.The workshop’s central argument is that traditional methods of teaching soft skills are often insufficient in preparing students for real-world applications (Marougkas et al, 2023). By integrating Bodyswaps, educators can offer a more impactful and experiential learning process. Research by Cheng et al. (2018) and Barmaki et al. (2019) has demonstrated the efficacy of VR and AI in enhancing learning outcomes, particularly in the context of soft skills development. These studies underscore the potential of immersive technology to bridge the gap between theoretical knowledge and practical application and the potential to generate new approaches to assessment using simulation.The workshop will highlight the broader relevance of these skills in enhancing employability. Employers increasingly prioritize soft skills, recognizing their importance in fostering effective teamwork, problem-solving, and adaptability. By equipping students with robust soft skills through AI and VR methodologies, educators can significantly boost their students’ career prospects and readiness for diverse professional environments.Participants can expect to watch a live demonstration of the “Navigating a difficult conversation” module and see how the software tracks eye and hand movement, analyses tone of voice and responses to an angry patient. After the workshop, there will be opportunity for participants to try out the virtual reality headsets for themselves.References:
Barmaki, R. et al. (2019) ‘Enhancement of anatomical education using augmented reality: an empirical study of body painting’, Anatomical Sciences Education, 12(6), pp. 599–609. Available at: https://doi.org/10.1002/ase.1858.
Marougkas, A. et al. (2023) ‘Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade’, Electronics, 12(13), p. 2832. Available at: https://doi.org/10.3390/electronics12132832.
Vats, S. and Joshi, R. (2024) ‘The impact of virtual reality in education: a comprehensive research study’, in S.K. Sharma et al. (eds) Transfer, Diffusion and Adoption of Next-Generation Digital Technologies. Cham: Springer Nature Switzerland, pp. 126–136. Available at: https://doi.org/10.1007/978-3-031-50204-0_11.
Yang, H. et al. (2023) ‘How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach’, Frontiers in Psychology, 13, p. 1081372. Available at: https://doi.org/10.3389/fpsyg.2022.1081372.
Presenter: Gary Hung – CELT
Title: Lesson Planning 2.0: Unlocking the Power of AI for Smarter Teaching
Abstract:

This presentation aligns with the sub-theme “Generative AI to support curriculum design” by exploring the transformative potential of AI in the creation and enhancement of educational content. The session is designed to equip academics with some practical skills and insights into how generative AI can enrich the lesson planning process, thereby supporting more effective and engaging curriculum design.
The primary aim of this presentation is to demonstrate the capabilities of generative AI tools in assisting with lesson planning. By the end of the session, participants will have a better understanding of how AI tools can facilitate lesson planning, and be equipped with strategies to integrate AI-generated content into their existing curriculum, enhancing both teaching efficiency and student engagement.
Presenter: James Goodman – LGCHT
Title: Higher Order Thinking Skills in Universities in the Age of AI 
Abstract:
This workshop focuses on the impact of Artificial Intelligence on teaching and learning in universities. It emphasises the importance of higher-order thinking skills in today’s evolving educational environment. The workshop prompts consideration of the potential outcomes for universities based on whether we are successful or unsuccessful in equipping students and society with these skills. The workshop aims to be engaging and stimulating. Please bring your higher-order thinking skills with you.
Presenters: Ben Dunning – LSFMD
Isil Onol – LSFMD
Title: AI as a Collaborative Tool: Developing Better AI Prompts to Propose and Test Visual Concepts
Abstract:
This presentation will begin with a brief overview of AI’s impact on the law today, including ‘robot lawyers’ and commercial awareness issues such as implementation of AI by some UK law firms.
Presenter: Susan McGlamery – SOL
Title: Robot lawyers and hallucinating chatbots? Preparing law students for AI
Abstract:
Artificial intelligence based on machine-learning has been widely used by large law firms for over a decade, but the advent of generative AI has posed new risks and opportunities for legal professionals and those needing legal advice. As we prepare students for a future role in the legal profession, we must ensure they are aware of these risks and opportunities.This presentation will begin with a brief overview of AI’s impact on the law today, including ‘robot lawyers’ and commercial awareness issues such as implementation of AI by some UK law firms.We will also look at how two modules provide an introduction to AI to students. In the first-year ‘English Legal System’ module, students study the sources of law, the institutions responsible for creating, interpreting and enforcing the law, and the systems within which the law operates. In the second year, the ‘Legal Practice, Ethics and Regulation’ module looks at AI in more detail, specifically as it relates to ethical issues. This presentation will provide examples of how AI is examined in relation to legal research, legal reasoning and access to justice in these modules.Legal research is a skill that students refine throughout the LLB course, not just in the ELS and Legal Practice modules. This presentation will also provide examples of how AI is discussed in the second-year Tort module, in the context of finding relevant law on a topic in preparation for an assessment.
Presenter: Janice Fernandes – Library Services
Title: Navigating the AI literacy landscape: A study of select academic libraries in the UK
Abstract:
Artificial Intelligence in academia is the exciting, challenging and somewhat confusing concept for librarians in Higher Education today. As information access enablers, academic libraries play an important part in untangling this web to simplify information search and retrieval within a boundary of ethical integrity.The AI playfield is expanding in dimension, variety, ease of use, higher intelligence and lower costs. Thornton (2024) boldly provokes librarians into using ChatGPT along with a Libguide so students can see the difference.
According to Pichman (2023), the best solution will most likely not be an AI technology tool, but a hero behind a library desk. Abba (2024) suggests that librarians should be trained and retrained in AI so they can be effective in delivering AI Literacy services. Are librarians being left behind in the newest revolution?Reiterating the role of library professionals in searching, finding, evaluating, and using information, this paper will visualise the role of libraries through an analysis of university library websites. A total of 15 libraries are planned to be included in the research and the evidence of impact will be analysed based on various parameters like visibility through libguides, information literacy teaching, workshops and drop ins, study support, liaison with academics, compulsory IL modules, evaluation and feedback. It is proposed that surveys/interviews with key librarians across the U.K. would provide an understanding of the outcomes and challenges thus assisting library professionals in strengthening their own knowledge and then setting up a similar teaching models in their own workplace.Academic librarians today are seeing a shift both in their roles and skills requirements as they race to keep pace with giant leaps in information technology. It is envisaged that this paper will help academic librarians to match those challenges as they share best practices and grow together.References:
Abba, T. (2024) ‘Use of Artificial Intelligence Technologies in Rendering Library Services: An Empirical Evidence from University Libraries in Africa’, African Journal of Library, Archives & Information Science, 34(1), pp. 23–35. doi:10.4314/ajlais.v34i1.2. (Accessed: 16 May 2024).
Pichman, B. (2023) ‘Pandora’s Box: AI’s Impact on Information, Security, Privacy, and Literacy for Libraries’, Computers in Libraries, 43(10), pp. 10–14. Available at: https://research.ebsco.com/linkprocessor/plink?id=9dbc95a0-fda4-3b69-98aa-5c88701451a6 (Accessed: 12 May 2024).
Thornton, H. (2024) ‘Ai in Academia’, Library Journal, 149(4), pp. 15–17. Available at: https://research.ebsco.com/linkprocessor/plink?id=89894836-e174-3ad7-992b-647081c1f078 (Accessed: 13 May 2024).
Presenters: Nicoletta Scurtu – SCE
Fateme Dinmohammadi – SCE
Title: Optimizing Learning Experiences: Practical Strategies and Case Studies in Implementing AI for Personalized Teaching and Enhanced Student Engagement 
Abstract:
Legal research is a skill that students refine throughout the LLB course, not just in the ELS and Legal Practice modules.  This presentation will also provide examples of how AI is discussed in the second-year Tort module, in the context of  finding relevant law on a topic in preparation for an assessment.
Presenters: Margaret (Maggie) Danquah – Careers department
Bernie Laffey – Careers Department
Title: Using an AI video interview platform in the curriculum to support student employability
Abstract:
This workshop aims to consider how an AI video interview tool can be used within the curriculum to help students develop their communication and presentation skills and prepare for the graduate application process and graduate roles.Asynchronous video interviews (AVIs) are increasingly used by employers at an early stage in the graduate recruitment process.Shortlist.Me is an AI video interview platform available to staff at UWL, which enables students to practice AVIs and receive AI feedback as well as human feedback, if required. To date, this tool has mostly been used by careers consultants in their one-to-one work with students. However, there is scope to use this tool within the curriculum to support students with skills development and career readiness and contribute to improved graduate outcomes.The workshop will firstly outline the platform’s capabilities through a brief demo and then facilitate a discussion and activities around different scenarios in the curriculum where the tool could be used for both formative and summative assessment activities.The aim is to raise awareness of how this tool can support academic staff to deliver employability focused activities within the curriculum.
Presenter: Vytas Vaiksnoras – CLBS
Title: The urgency and subtleties of developing students’ AI literacies, skills, and competencies
Abstract:
The time has come that the need for an AI literacy can no longer be ignored. The paper is considering the ways how non-technical audience (i.e. lacking quantitative and computational backgrounds) can acquire knowledge, skills, and competences in the domain-specific application of AI’s broad-spectrum capabilities. The paper briefly explores different types of machine learning and its relation to the current and future trends as well as potential application of AI in variety of human activities such as creativity, reasoning, and productivity. The work provides a brief overview of LLM’s transition from chatbot, useful for idea generation and brainstorming, to the high quality “senior employee” personalised assistant with more advanced reasoning capabilities. Various LLM capabilities such as data analysis and visualisation are briefly considered. The paper further provides basic review of Transformer architecture and underlying processes with the view that such understanding shall improve application and utilisation of model by the end user. Importance of high-quality prompt engineering is addressed with examples from current semester teaching experience. Moreover, some assessment strategies that were applied in the postgraduate teaching are reviewed. Finally, paper reflects on the variety of risks and limitations associated with the use of AI based on feedback of business leaders as well as experts in AI community.
Presenters: Kristin Brewe – LSFMD
Daniel Brennan – LSFMD
Title: Look What You Made Me Do: AI in Industry-Driven Creative Assessment Practices
Abstract:
This talk will showcase short, dynamic case studies of assessments where teachers encouraged students to use AI informally and formally in assessments to achieve the types of output that industry is looking for. The talk will demonstrate how student achievement was transformed through the use of AI, as learners answered live briefs for real clients and developed concepts for competition briefs.In addition to helping students achieve their creative potential in the classroom, encouraging students to use AI as a tool to problem-solve helps students achieve their career potential in industry. Through consultation with industry professionals across the creative communications sector, it is clear that leveraging AI as a tool is a requisite skill to teach in our classrooms (TedX University of West London, 2024). Industry feedback about the assessment outcomes will also be shared during the talk, evidencing the success of embedding AI in assessment.Higher Education is coming to grips with this reality, as reflected by numerous institutions’ initiatives to embed AI into assessment. The pedagogical approach covered in the talk is an example of Professor Oguz Acar’s PAIR (problem, AI, interaction, reflection) framework in practice (Acar, 2024).Attendees will leave the talk with a better understanding about how to innovate assessment to encourage learners’ ability to properly and transparently deploy AI as one of the many tools available to students for creative problem-solving. To create confident, career-ready graduates, it is imperative that educators feel empowered to create the learning conditions where AI enhances our learners’ problem-solving skills versus AI’s becoming our learners’ replacements.References:
Acar, O. (2024) Pair (problem, AI, interaction, reflection) framework guidance. Available at: https://www.kcl.ac.uk/about/strategy/learning-and-teaching/ai-guidance/pair-framework-guidance (Accessed: 15 May 2024).
TedX University of West London (2024) Kristin Brewe: Digital Dexterity, AI, & the Future of Creative Comms. 22 March. Available at: https://www.youtube.com/watch?v=ChTSVClaCm0 (Accessed: 22 March 2024).
Presenters: Colin Fu – CLBS
Soumya Raya – University of Manchester
Title: Balancing Efficiency and Fairness: Evolving Student Assessment with Revised Rubrics and AI Integration 

Student assessment is a critical component of the educational process, primarily aimed at measuring learning outcomes, informing instruction, guiding student learning, ensuring accountability, and certifying achievements (Black & Wiliam, 1998; Shepard, 2000). However, creating and presenting assessment reports in officially acceptable forms can be labour-intensive, often diverting valuable time away from curriculum design and authentic feedback (Stiggins, 2001). While AI-assisted grading offers potential efficiencies, it introduces significant controversies, particularly regarding bias, fairness, accuracy, and transparency (Crompton and Burke, 2023; Stokel-Walker & Van Noorden, 2023). AI systems may perpetuate existing biases in training data, leading to discriminatory outcomes, and lack the nuanced understanding required for complex assessments (Abram, 2024; Stokel-Walker & Van Noorden, 2023).
Rubrics, widely used for their structured assessment approach, face criticisms of subjectivity, oversimplification, and potential to stifle creativity (Reddy & Andrade, 2010). To address these issues, a revised rubric-based grading system has been proposed. This system maintains clear guidelines while allowing for individual interpretation, thereby enhancing subjectivity and consistency. It reduces development time by aligning with course learning outcomes and provides specific, detailed feedback that promotes student engagement with the learning process rather than merely aiming for grades (Brookhart & Nitko, 2019).
Moreover, this revised system supports educators by freeing up time for curriculum design and offering authentic feedback, thus balancing the rigor of assessment with the need for innovative teaching practices. Future integration of AI to enhance feedback precision, without compromising human oversight, is being considered to further improve assessment quality (Souppez, Debjani & Yuen, 2023; Krause, Panchal & Ubhe, 2024). This approach ensures a fair, effective, and creative educational assessment system that leverages technological advancements while retaining essential human elements.
References
Abram, Z. (2024). Addressing equity and ethics in artificial intelligence. American Psychological Association. [online] Available at: https://www.apa.org/monitor/2024/04/addressing-equity-ethics-artificial-intelligence [Last access: 19/05/2024]
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. [online] Available at: https://doi.org/10.1080/0969595980050102 [Last access: 19/05/2024]
Brookhart, S. M., & Nitko, A. J. (2019). Assessment and Grading in Classrooms. London: Pearson.
Crompton, H., Burke, D.(2023). Artificial intelligence in higher education: the state of the field. Int J Educ Technol High Educ 20, 22. [online] Available at: https://doi.org/10.1186/s41239-023-00392-8 [Last access: 18/05/2024]
Krause, S., Panchal, B.H., Ubhe, N. (2024). The Evolution of Learning: Assessing the Transformative Impact of Generative AI on Higher Education [online] Available at: https://arxiv.org/html/2404.10551v1 [Last access: 20/05/2024]
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. [online] Available at: [online]https://doi.org/10.1080/02602930902862859 [Last access: 18/05/2024]
Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14. [online] Available at: https://doi.org/10.3102/0013189X029007004 [Last access: 21/05/2024]
Souppez, J-B, Debjani, G. & Yuen, J. (2023). Assessment and Feedback in the Generative AI Era: Transformative Opportunities, Novel Assessment Strategies and Policies in Higher Education. [online] Available at: https://www.researchgate.net/publication/375715238_Assessment_and_Feedback_in_the_Generative_AI_Era_Transformative_Opportunities_Novel_Assessment_Strategies_and_Policies_in_H
Presenters: Manzoorul Abedin-SHSS
Title: How to stop undergraduates write AI assisted dissertations
The growing use of AI-assisted tools in students’ academic writing poses significant challenges to the integrity and fair use policies of writing dissertations. To mitigate ‘unacceptable’ uses of AI, courses/modules may need to adopt a multifaceted approach. This workshop relates to the conference theme of AI assisted teaching practice and will utilise a question-answer method to generate and synthesise ideas for teaching staff supervising and assessing dissertations. Several key elements in understanding the ‘unacceptable’ uses of AI will be presented, including how to raise awareness among students and staff about the ethical implications of using AI in dissertations and in what ways universities can employ advanced plagiarism detection software capable of identifying AI-generated content up until now. The workshop will then review several supervision and assessment strategies for dissertations to foster a culture of honesty and responsibility. These include: asking students to explain their interest extensively in dissertation’s introduction, relating their learning to their personal and/or professional circumstances, working with given data sets or case studies closely together, interpreting or evaluating real-world examples/artefacts and engaging with real-world communities. The workshop will end with discussing pros and cons of emphasising oral defenses, practical applications, and incremental submission of dissertation for regular check-ins and progress reviews. Overall, the workshop aims to reinforce the learning process and promote the development of critical thinking ensuring that dissertations reflect genuine student effort and understanding.
References:
Cotton D., Cotton P., Shipway J. R. (2023). Chatting and cheating. Ensuring academic integrity in the era of ChatGPT. EdArXiv. https://doi.org/10.35542/osf.io/mrz8h
Swiecki Z., Khosravi H., Chen G., Martinez-Maldonado R., Lodge J. M., Milligan S., Selwyn N., Gašević D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3, 100075.
https://doi.org/10.1016/j.caeai.2022.100075
Thorp H. H. (2023). ChatGPT is fun, but not an author. Science. https://www.science.org/doi/full/10.1126/science.adg7879

 

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