Higher education is only beginning to understand the impact that generative AI tools such as ChatGPT will have on teaching and research. Three intrepid explorers join us in this episode to share what useful functions they’ve discovered for the technology
In this episode of the Campus podcast, we’re embarking on a journey into a realm of the unknown. A world full of possibilities and creative opportunities but not without risks and ethical quandaries.
Three intrepid pioneers are our guides as we learn how tools such as ChatGPT can enhance student feedback and academic research. Jennifer Rose, senior lecturer in accounting and finance at the University of Manchester, and David Nicol, research professor in the Adam Smith Business School at the University of Glasgow, explain how they are using the AI generator in their teaching – while being sensitive to its limitations and risks. They use it to help students use inner feedback to improve their writing (through comparison with ChatGPT output), to save time, to make thinking visual, and to foster critical thinking and academic skills.
Our third guest is Brooke Szücs, a research assistant and advocate for diversity in education at the University of Queensland. Brooke, who has autism, uses ChatGPT as “a conversation partner” to enhance her academic writing through feedback, polishing and drawing out key ideas, and even asking it to suggest journals where she could submit her work.
Two academics who are steeped in policy expertise, having worked in government in the UK and US, share practical insights on what works when trying to get research before the eyes of decision-makers.
Hear academic leaders in the UK and Singapore discuss what is needed for effective cross-border collaboration.
Personal insights from a range of higher education voices on how they preserve their own well-being.
Learn what contributes to quality research across an institution and how that work should be kept secure
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