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Making space for AI

November 5, 2024 — 

This article was not written by artificial intelligence (AI). But the fact that it could be, as well as academic papers, assignments and evaluation, is creating many discussions in higher education. 

 Although academic integrity is an important consideration, institutions like UM are also evaluating the benefits AI can bring to expanding learning capabilities, sparking creativity, improving productivity and so much more. 

When AI is used safely and ethically it can create better post-secondary experiences for learners, educators and staff. 

Enhancing teaching and learning

Brenda Stoesz acknowledges it can be cognitively demanding for educators to understand how they want to incorporate AI, if at all. She’s the Research Lead for the Science of Teaching and Learning at UM’s The Centre for the Advancement of Teaching and Learning. 

 “A lot of people are thinking genAI (generative AI) is going to be used to cheat on the final assessment. But what about using it for just a general learning activity in the class to support the learning experience, and modeling or showing how one might use these tools in ethical ways in the classroom?” Stoesz says. 

“Educators really have to understand what the goals of their courses and programs are. If genAI can help take some of the workload off students in areas that are not necessarily the expectation for or outcome of the course, then finding a way to incorporate the technology might be a good idea. For example, a learning outcome of a lot of courses is not “by the end of the course, a student will be able to brainstorm”. And so then perhaps it makes sense for students to feel comfortable using different technologies to help them get past the thing that could prevent them from getting to the actual outcome.”

She highlights a recent discussion with faculty about requiring students to have skills in debating where it can be difficult to have opportunities to practice. “Bringing in generative AI or a chat bot of some kind and setting it up to practice debating skills might be a great learning opportunity.”

Xinli Wang, an instructor in the Department of Mathematics, has used AI to help students understand foundational mathematical concepts and appropriately use mathematical symbols and language. She asked students to revise a flawed mathematical proof generated by ChatGPT, followed by group discussion and review. By the end of the course, students had developed the skills required to use the tools effectively and identify errors appropriately.

Ensuring AI tools are used properly is something that resonates with Tess Poulton, a second-year law student. Her exposure to AI has happened mostly outside the classroom: while doing research with one of her professors, Dr. Katie Szilagyi (an expert in law and technology), and while working at a law firm over the summer where she had access to paid legal resources with AI capabilities that could help with legal research and writing.

All of this has made her realise the importance of developing the right skills first so AI tools can be used appropriately.

“Even though law school is a program with a direct career after it, it’s still about learning the law … with the goal of developing legal minds,” she says. “I think it’s more important to develop critical thinking skills and to emphasize mind development, like needing to figure out how to problem solve and to work your way through different resources. Because if you’re able to do that, you’re going to be able to use these AI models after you finish law school when you’re working.”

Cross-campus benefits

Proper training and digital literacy is key when using AI and will be at the forefront of any UM strategies.

Currently IST, in collaboration with the Provost’s office, is running a pilot project on M365 CoPilot to explore and assess its potential as an innovative and empowering tool for faculty, staff and administrators. Before gaining access, participants completed two training courses that introduced them to the concepts and principles of the technology and how to use it responsibly and ethically. 

The majority of participants are using Copilot for content generation and refinement (such as Word, PowerPoint), document and email summarization, and data analysis and manipulation (such as Excel). Copilot has a variety of features, including using simple prompts to create presentations, analysing trends across Excel files, and creating meeting notes and action items in real time.  

 The initiative is part of UM’s broader digital strategy, which now includes a university-wide task force that is identifying the value and risks associated with AI as well as what tools can be most beneficial. 

In the coming months, The Centre for the Advancement of Teaching and Learning will launch generative AI training modules for educators in UM Learn.

Those interested in learning more about digital technology in the education environment can check out the following resources:

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