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. |
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| 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. |
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| 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: |
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| 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.” “The future is not set. There is no fate but what we make for ourselves.” “We are human after all.” “Harder, better, faster, stronger: our work is never over.” |
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| 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: |
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| 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: |
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| 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. |
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| 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. |
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| 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. |
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| 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, critical analysis and . 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. |
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| 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: |
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| 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. |
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Workshops
