Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April. Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Embracing AI for student and staff productivity
THEATA 2023
Professor Michael Sankey
Director, Learning Futures and Lead Education Architect
President, Australasian Council on Open Distance and eLearning (ACODE)
michael_sankey

2. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
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3. Artificial Insemination
What AI are we talking about?
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4. ‘a commitment, even in the face of adversity, to six
fundamental values: honesty, trust, fairness, respect,
responsibility, and courage. From these values flow principles
of behaviour that enable academic communities to translate
ideals to action’
- International Centre for Academic Integrity, 2014
Academic Integrity
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https://intelligence.weforum.org/topics/a1Gb0000000pTDREA2?tab=publications

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13. AI doesn’t always get it right
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15. • CEO Sam Altman has said that
OpenAI will devise ways to identify
ChatGPT plagiarism.
• But creating tools that perfectly
detect AI plagiarism is fundamentally
impossible, he said.
• Altman warns schools and policy
makers to avoid relying on plagiarism
detection tools.
ChatGPT
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https://news.yahoo.com/ceo-chatgpt-maker-responds-schools-174705479.html

16. Do we fight back?
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Join us as we conduct a series of round table discussions to benchmark and
understand were our institutions stand on this complex, but exciting issue.

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• 'Embracing AI for student and staff productivity'
• N = 35 (27 Institutions)
UniSA AIB AUT CDU CQU Curtin Federation
Griffith IHM La Trobe Macquarie UQ Deakin Waikato
Massey USC QUT Adelaide Auckland Canberra Newcastle
Otago UTas Monash
College
Edith
Cowan
VU
Wellington
Western
Sydney
Pre-ACODE88 Survey

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Who is leading the charge at your institution…?
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The range of responses in your institution to the release of
generative AI tools
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Has you revised/adapted current academic integrity
policies and processes as a result of the greater
awareness of generative AI tools?
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Of these concerns (question above) what does
your institution consider to be the top priority?
66% (21)
16% (5)

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What tools/approaches does your institution use
to detect and/or limit academic dishonesty?
18% (26)
12% (18)
10 (15)
10% (15)
10% (15)
7% (10)

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What opportunities have been identified at your institution
related to the use and availability of generative AI tools?

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What are you hoping most to get out of ACODE 88?

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• 240+ people attended the workshop
• Each session started with a provocation
• Broke into group and worked on the topics with a facilitator

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33. • Pre-Workshop Survey - Response to AI
• The Workshop and Roundtables
• Top AI priority areas across the tertiary
sector
• Enablers and barriers for AI in learning,
teaching and assessment
• Strategies for addressing academic
integrity and generative AI
• AI affordances for productivity
• Post-Workshop Top Priorities
• Recommendations for practice
• https://doi.org/10.14742/apubs.2023.401
Whitepaper
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34. • AI can be used to generate assessment-based documents such
as rubrics and learning outcomes, as a launch pad for ideas,
and to automate tasks such as Excel formulae.
• AI can be used to generate meeting transcriptions, create
agendas and schedules, summarise long emails and create
templates for student feedback.
• Using AI with students challenges their thinking and involves
them in the process of learning.
For teaching staff
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35. • AI can provide instant feedback on students’ academic writing,
simplify complex information for neurodivergent students or
students with English as a second language, and start to
scaffold information on how to approach a specific task.
• Students struggling to understand concepts in real-world
applications can ask AI to provide examples to aid their
understanding.
• The use of AI by students pivots them from being consumers
of learning materials to creators of their own learning
resources.
For students
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36. • AI can prepare draft transcripts of media content for bilingual
delivery, generating code, creating videoscripts and producing
a first-draft case study based on a supplied structure of
information.
• AI can also create ‘how to’ documents and assist with
mundane tasks such as generating material forsoftware or
applications.
For educational designers, technologists and
developers
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37. 1. Embrace AI in learning, teaching, and assessment, but consider potential risks and
challenges that come with it, such as academic integrity concerns and workload issues.
2. Foster a culture of transparency, collaboration, and partnership between educators,
students, and AI experts, to ensure that AI is used ethically and effectively.
3. Develop evidence-based support systems and guidelines for AI use in education, and
regularly update them to keep up with the latest developments and challenges.
4. Identify and provide appropriate training and professional development opportunities for
educators to build their AI competencies, confidence and fluency.
5. Consider the potential impact of AI on equity and accessibility and ensure that AI solutions
are designed to benefit all students, regardless of their background or circumstances.
6. Collaborate with external bodies, such as accrediting bodies and regulatory agencies, to
align educational responses to AI across primary, secondary, and tertiary education sectors.
7. Continuously monitor and evaluate the impact of AI on learning, teaching, and assessment,
and be open to making necessary adjustments based on the evidence.
8. Institutions prioritise assessment redesign, by adopting more authentic forms of assessment
to minimise the option for students to use AI based tools in generating assessment content.
Recommendations
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38. ACODE Whitepaper
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39. “… the power of generative AI tools
requires a deep rethink of approaches
to teaching and learning and
assessment practices and how higher
education institutions are ensuring that
students have attained the skills and
knowledge they need to graduate with
their awards.”
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TEQSA Chief Commissioner Peter Coaldrake