Guidance for Schools Programmes and Modules

Using Generative AI applications for learning, teaching and assessment

This guidance offers principles and practical suggestions for the ethical and effective use of Generative Artificial Intelligence (GenAI) within teaching, learning and assessment (TLA). It builds upon the Brookes’ Strategy 2035 the IDEAS inclusive curriculum model and Brookes’ guidance for digitally enabled programmes and reflects the university’s position on the use of GenAI.

Using GenAI ethically means we must consider issues of data security and privacy. Therefore any use of GenAI software not supported by the University must be in accordance with the IT Acceptable Use Policy and sanctioned by the relevant authority in the IT Directorate before being introduced (please contact info.sec@brookes.ac.uk to discuss your requirements). 

Note any software or hardware "devices" not sanctioned found on the Oxford Brookes University network could potentially expose Oxford Brookes University to the risk of a personal data breach or security incident. 

Principles for the effective and ethical use of Gen AI in TLA at Brookes

The use of generative and other AI is emerging as an essential graduate skill (QAA, 2023) and we must ‘embrace and adopt’ these fast evolving technologies, developing the critical, digital literacies necessary to use them responsibly, ethically and with integrity. 

Whilst there is deep anxiety about the threat AI poses to HE teaching, learning and assessment and academic integrity, at the same time, it is acknowledged that Generative AI has the potential for deep impact on teaching and learning experiences, enabling efficiencies and a personalised experience that can drive engagement. This highlights the importance of fair and equal access to AI (Illingsworth, 2023) and digital security. It is an issue relevant to all disciplines, levels of study, taught and research programmes.

The following four principles can help ensure effective and ethical use of GenAI in Teaching, Learning and Assessment. Each principle is explained and underpinned by supporting pedagogic practices and further resources to inspire future-fit teaching, learning and assessment practices.

These principles can be applied in every subject discipline and programme area. Their specific application should be discussed and agreed at programme/course and module level.

Every module should:

Principle 1:
Ensure equity in student access to GenAI

Principle 2:
Uphold academic rigour and integrity

Every programme is advised to:

Principle 3:
Develop students’ GenAI literacy and skills

Principle 4:
Adopt authentic assessment, where possible taking advantage of the technological advances afforded by GenAI while avoiding any associated issues.

This guidance will be regularly updated to include and highlight further developments as the technology advances.

GenAI TLA: further sources of inspiration

In addition to the examples given under the four principles, a growing number of examples demonstrate how and where teaching staff have modified their curriculum, teaching and assessment processes to take advantage of GenAI. 

You may find the following examples especially useful:

  • The Oxford Brookes’ produced Talking Teaching Across the Globe webinar series is focusing on "Approaches to the Use of Generative Artificial Intelligence" for 2023/24. Upcoming episodes will be publicised throughout the year and videos of previous events are available in the archive.

  • The University of Kent’s Digitally Enhanced Education Webinars channel on YouTube includes several playlists relating to various aspects of GenAI and education.

  • The recent JISC collection of ‘Assessment Ideas for an AI-Enabled World’ contains 40 examples of innovative, AI-augmented assessment types, 29 of which explicitly moot the production of a ‘written document’ (e.g. as a blog, traditional essay, reflective account or portfolio) or highlight the development of academic writing skills as a key learning outcome.

You may also find the following reference list useful.

Acknowledgement

We thank Professor Peter Hartley PFHEA (Visiting Professor, Edge Hill University), Dr Adrian Wallbank SFHEA (OCAED), Martha O’Curry SFHEA (Centre for Academic Development) for their work on the practices that support the 4 principles.