AI tools are reshaping how we teach and learn, and it’s a reality that’s changing classrooms worldwide.
Recently, the University hosted its first AI conference called “AI – The Future of Education: Disruptive Learning and Teaching Models.” Keynote speakers included a range of AI experts, as well as University President Nuno Fernandes.
Many of the experts were also faculty members from the University who shared their unique insights and personal experiences integrating AI into education. These faculty members included:
- Dr. Barbara Cliff, School of Health Sciences
- Dr. Tim White, School of Health Sciences
- Dr. Meagan Wilson, School of Health Sciences
- Dr. Bob Barrett, Dr. Wallace E. Boston School of Business
- Dr. Whitney L. Oberndorf, School of Arts, Humanities, and Education
- Dr. Jaclyn Fowler, School of Arts, Humanities, and Education
Rethinking Assessments and Course Design
Dr. Kelsey Hotaling, the University’s Director of Research Experiences, moderated an interactive session called “From Disruption to Assessment: Reimagining Teaching and Learning in the Era of AI.” The participants were Dr. Cliff, Dr. Wilson and Dr. White.
Speakers presented four themes revolving around AI in the classroom: assessment, course development, student usage and the future. They discussed the evolution of the four themes from the emergence of AI to the current landscape.
Screenshots from the “From Disruption to Assessment: Reimagining Teaching and Learning in the Era of AI” presentation. Images courtesy of Kelsey Hotaling.
Dr. Cliff discussed changes in teaching and learning strategies since the emergence of AI software such as ChatGPT. Also, Dr. Cliff, Dr. Wilson and Dr. White shared survey research that was conducted with the Commission on Accreditation of Healthcare Management Education (CAHME) accredited graduate health administration program directors across the United States, showing that:
- 61% of programs surveyed have modified or changed their teaching strategies since the release of ChatGPT
- 35% of programs will be pursuing changes within the next six months
- 4% of programs said their strategies have not changed
As a result, close to 96% of the surveyed programs indicated that they have changed their teaching strategies and approaches since the release of AI software.
However, teaching strategies are not the only element affected by the rise of machine learning and AI tools. Assignments, grading rubrics, exams and discussion forums have also changed to enhance the learning experience. “After the release of AI software, we really had to rethink the structure of how we assess students,” said Dr. Wilson.
By changing the University’s approach to learning and teaching, Dr. White noted, “It allows students to grow and learn by using the technology they would find in their jobs or their roles.”
Leveraging AI for Greater Accessibility for Students with Disabilities
Dr. Barrett delivered an insightful presentation on the human aspects of educational technology, focusing on accessibility and support for students with disabilities.
He explored how new tools can enhance learning for students with diverse needs, providing personalized support and adaptive technologies. “AI technology is only as good as we make and how we use it,” Dr. Barrett remarked. He also explained that the new technology can empower students by providing tools that accommodate their unique needs.
Dr. Barrett also discussed the ethical frameworks guiding the use of technology, emphasizing the need for responsible implementation that prioritizes student welfare. He emphasized that ethics must be at the core of how AI tools are used.
He believes providing education to those with disabilities requires knowledge and understanding by faculty. “We have a responsibility to ensure that technology serves as a force for good in education,” said Dr. Barrett. “That’s why I always advocate for ethical training alongside technical skills.”
Understanding Artificial Intelligence in the Classroom
Dr. Oberndorf’s presentation focused on AI in education. Specifically, the presentation covered trends in K-12 classrooms, current challenges and recommended changes in teacher preparation programs, and some strategies for integrating AI into curriculum.
Dr. Oberndorf mentioned several reasons to advocate for AI in K-12 classrooms, such as providing greater personalized learning, adaptive assessments and educational analysis of data. These are some of the AI trends Dr. Oberndorf has observed in the classroom.
She also stated that AI is considered a “vital technological literacy for the 21st century” and its ability to serve as a resource for educators should be honed and mastered. “AI isn’t going anywhere – it is embedded in our daily lives,” said Dr. Oberndorf.
Dr. Oberndorf mentioned that some common K-12 AI trends include:
- Use of chatbots
- Gamification
- Personalized learning pathways, computer adaptive learning
- Learning management systems – such as Canva, Blackboard or Moodle
- Visual and virtual learning
- Intelligent tutors
- Lesson planning
- Communication tools
- Student monitoring
Teacher Preparation Programs Face Challenges
Teacher preparation programs encounter several challenges, such as the lack of AI integration, suggested Dr. Oberndorf. Educators frequently struggle to effectively use AI tools for teaching and learning due to time and resource constraints.
This struggle has led to a skills gap in training for AI technologies and educational applications, exacerbated by misconceptions and a lack of understanding. To add to it, a natural human tendency to resist change makes it difficult for some educators to transition from traditional methods to embracing AI.
Strategies to Address Teacher Preparation Programs Challenges
Dr. Oberndorf proposed strategies to address the challenges faced by teacher preparation programs, emphasizing skills development, teacher integration and ethical considerations.
She stressed the importance of teachers engaging in coursework that covers the practical applications of AI to deepen their understanding and improve its implementation in the classroom. To succeed, educators must be prepared to effectively integrate AI across various content areas. Dr. Oberndorf also highlighted the need to consider and enforce ethical considerations, such as data privacy, responsible AI use, and maintaining academic integrity.
Strategies for Integrating AI in the Classroom
Integrating AI into the classroom offers numerous opportunities to enhance the learning experience, streamline teaching tasks and personalize education. Dr. Oberndorf put forth these strategies that can help educators effectively incorporate AI tools and technologies to improve student outcomes:
- Lesson planning
- Student assessment
- Personalized learning
- Automated feedback
- Presentation and content generators
- Plagiarism scanners
- Automated teaching functions
Teaching Responsible and Ethical AI Use in Online English Learning
The Department Chair of the English Department, Dr. Jaclyn Fowler, gave a presentation on “Teaching Students to Use AI Ethically and Appropriately in the Online English Classroom.” During her presentation, Dr. Fowler explored the intersection of technology and creativity, examining how AI tools can foster innovation and critical thinking in the classroom.
Dr. Fowler shared how she and her colleagues had to quickly develop a next-generation model to respond to the influx of AI-generated student work they received after ChatGPT was released. She posed the question, “How can we incorporate this new technology into our program in a way that benefits our students and doesn’t hamper the faculty’s work?”
To address the influx of AI-generated student work, Dr. Fowler and her team first researched the approaches other departments at various schools took to learn their concerns and solutions. Also, they examined student expectations and faculty concerns, recognizing that educators have a responsibility to teach students to use AI appropriately and ethically.
This realization meant that faculty members also needed to educate themselves about AI. Dr. Fowler emphasized that a hallmark of a great university is its culture of continuous improvement and the willingness of faculty members to embrace change.
Dr. Fowler also spoke about the necessity for the University to provide the infrastructure for AI tools for students and educators. Dr. Fowler and her team developed “permission structures” that specified what students were allowed to do with AI. They also created policies outlining the consequences for stepping outside these boundaries.
Advancing Education with AI: A Look Forward
From redefining assessments and course design to promoting accessibility and ethical use, the insights shared by the University’s faculty members during the AI conference showcased the immense potential of AI to enhance the learning experience. As education continues to change and adapt, embracing AI innovations thoughtfully and creatively will be essential for preparing students for future challenges.
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