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The following report provides an overview of the findings of the Generative AI Staff Survey which was available to all staff at UON from the 12th of Feb to 12th of April 2024.

The purpose of the survey is to explore staff understanding and use of Generative Artificial Intelligence tools, and their impact on staff roles at UON.

Author: R Howe. Researchers: K Lea, R Byles.

Staff GenAI Survey 2024
Link to Staff GenAI Survey Report
 

Learning Technologists Richard Byles and Kelly Lea, and Head of Learning Technology Rob Howe have published the outcomes of their research into student perspectives of Artificial Intelligence on the recently launched LTE (Learning Teaching Excellence) platform.  

The insights presented in the report are derived from their student survey launched in May 2023, focusing on a range of topics including reasons and barriers for adopting AI tools, ethical considerations and thoughts on staff use to create new content.

The report provides a clear and concise presentation of their research results, discoveries, and conclusions with input from Kate Coulson, Head of Learning and Teaching Enhancement and Senior Lecturer in Fashion Jane Mills. The central theme here revolves around the crucial dialogue surrounding the inclusion of student opinions in shaping AI guidance within the educational landscape.

Currently, Richard and Kelly are on the lookout for volunteers who can participate in video interviews on uses of AI in the classroom. These aim to shed light on how educators are introducing Generative AI Technologies to students, further enriching our understanding of AI’s role in education. Your voice could be an essential part of this ongoing research.

Click to view.

Report Link (PDF): Exploring Student Perspectives on
Generative Artificial Intelligence Tools in
Higher Education: A Survey-Based Study
R Byles, K Lea, R Howe

More Information

More information about the University’s position on AI is available from:

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Lecturer in Digital Education at the University of Hull

Dr Anastasia Gouseti

The recording of the event (49 mins) held on 23rd March, 2022 is available to view.

The slides from the session are available to download

The Padlet from the session is available for contributions.

For more information on the Detect project

In this presentation Dr Gouseti considered why supporting teachers and students with developing critical digital literacies (CDL) appears to be more timely than ever and she presented a new framework of critical digital literacies created by the DETECT Erasmus+ project. This conceptualisation of critical digital literacies builds on other relevant frameworks but it also introduces a more open-ended approach towards capturing different dimensions that can be associated with CDL practices within and outside formal educational contexts. Furthermore, some project outputs relevant for teachers’ professional development in the area of CDL were discussed during this presentation.

Anastasia Gouseti is a Lecturer in Digital Education at the University of Hull. Her research interests include the use of digital media in educational settings and the role of new technologies in promoting teaching, learning and collaboration. She is currently the Principal Investigator for the Erasmus+ DETECT project which focuses on supporting educators with developing critical digital literacies.

Staff profile: https://www.hull.ac.uk/staff-directory/anastasia-gouseti

Selected publications

Gouseti, A. (2021). ‘We’d never had to set up a virtual school before’: Opportunities and challenges for primary and secondary teachers during emergency remote education. Review of Education, 9(3), https://doi.org/10.1002/rev3.3305

Gouseti, A., Abbott, D., Burden, K., & Jeffrey, S. (2020). Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges. Technology, Pedagogy and Education, 29(5), 613-629. https://doi.org/10.1080/1475939X.2020.1822435

Gouseti, A. (2017). Exploring doctoral students’ use of digital technologies: what do they use them for and why?. Educational review, 69(5), 638-654 https://doi.org/10.1080/00131911.2017.1291492

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Wray Irwin talks about Changemaker Support (highlighting how the team supports staff and students’ digital employability)

The recording of the event is available to view

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Simon Wragg Senior Lecturer in Marketing, FBL. – “It’s just a bit of fun! Really…?” Observations on online games in supporting student learning and student experience: Insights from module evaluations.

The recording of the event is available to view

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Kardi Somerfield Senior Lecturer & Course Leader BA Advertising & Digital Marketing, FBL.

Live client project: Building and promoting a Virtual Reality experience for the Campus Security/Police as part of Safer Nights Out Campaign. Using RiVR Classroom in a Box. The promotional video is also available to view.

The recording of the event is available to view

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Tom Briggs (Maths Teacher, Museum Education Consultant & MA Education Student) – Unreinventing the Wheel: an Example or Two (or, “Almost Every Museum Has Had Digital Resources for Years So Why Did They Struggle So Much When the Pandemic Hit?”)

The recording of the event is available to view

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Emma Whewell and Helen Caldwell (Associate Professors) share their recent paper on: Changemakers as digital makers: Connecting and co-creating. Written in collaboration with Mark Frydenberg from Bentley University, Boston USA and Professor Diana Andone, University of Timisoara, Romania, published in Education and Information Technologies (January 2022)

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.
The article is available here: https://link.springer.com/article/10.1007/s10639-022-10892-1

The recording of the event is available to view

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Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

Alastair Snook is a year 5 teacher in a Warwickshire state school, and graduate of the University of Northampton, Alastair enrolled on UON’s BA Primary Education course in 2018. He was previously employed in the adult educational technology sector, and his third year research and dissertation focused on opportunities and issues associated with primary school usage of ed-tech. During his degree, Alastair also took part in the DLAB2 Erasmus+ project as a student researcher, which sought to enable pupils and teachers to overcome boundaries via educational technologies. He is a UON graduate and presents his undergraduate dissertation findings.

The recording of the event is available to view

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Rob Lambert, Senior Lecturer and Programme Leader for BA Games Design, FAST.

Presentation at: Teaching and supporting a digital future: UoN Showcase 4th February 2022

A dive into the experience of producing a commercial learning product:
3D Gamified training simulation tool for the National Fire Chiefs Council which will educate UK business owners around the laws, protocols and proper conduct relating to fire safety within their premises.
⦁ Getting the project going.
⦁ How we hope to measure the impact of the learning tool.
⦁ How we first intended to gamify learning, how we now intend to gamify learning.
⦁ Production management: Challenges, Milestones and progress, Working with a team of Graduates (925 Studios).
⦁ What may be next?

The recording of the event is available to view

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