As part of the college’s commitment to stay up to date with new technologies, a working group was formed to address the changes that the introduction of Artificial intelligence brings to the education sector and the destinations of our learners. During CPD week and conference, we ran 2 sessions to provide guidance to encourage staff to embrace AI into their working practice and policy to ensure we meet the college’s responsibilities to staff and learners. The new policy can be found below along with the CPD session run by Dan Vaughan and the conference session by the excellent Ben Whitaker.
What is AI?
According to the Oxford Dictionary AI is:
The capacity of computers or other machines to exhibit or simulate intelligent behaviour
However, it is one specific form of AI that has been hitting the headlines as having the most impact on the education sector: Generative AI.
Generative AI, or generative artificial intelligence, is a form of machine learning that is able to produce text, video, images, and other types of content. ChatGPT, DALL-E, and Bard are examples of generative AI applications that produce text or images based on user-given prompts or dialogue.
Why should we embrace Artificial Intelligence (AI)?
“It is difficult to think of an industry that AI will not transform.”
Andrew Ng – Cofounder and Head of Google Brain
If Andrew Ng is right we as educators will need to embrace AI as part of the learning process to prepare our learners for their chosen destinations.
In the video below Ben Whitaker outlines how he feels generative AI will impact the education sector in his conference talk – AI In Education
In Ben’s video, he outlines Dan Fitzpatrick’s two-step process, PREP and EDIT, to get the most from Chatgpt. The full process can be found in Dan’s book The AI Classroom, available in the library. Let’s take a quick glance at his process.
First, PREP the Machine
| P | Prompt Introduce the question with a prompt | R | Role Give it a role or voice | E | Explicit Be explicit in your instructions | P | Parameters Set the parameters of the answer |
Then, EDIT the output.
| E | Evaluate Evaluate your AI output content for language, facts, and structure | D | Determine Determine accuracy and corroborate with source. | I | Identify Identify biasses and misinformation | T | Transform Transform content to reflect adjustments and new findings |
Here is an example:
- P = Create a lesson plan
- R = You are a … teacher working at a further education college
- E = Create a lesson plan for a lesson for a Level … course in… introducing the key principles of …
The lesson will be for 2 hours with 14 learners it should include a variety of activities of differing group sizes. The activities should be varied and move up Bloom’s taxonomy as the lesson progresses to deepen the learning experience.
At least one activity should use a digital or online tool clearly identify the type of tool. Each activity must provide clear observable outcomes and opportunities for sharing with the wider group. Indicate timings and resources for each activity.
Provide stretch and challenge activities for groups that may complete tasks ahead of other groups. - P = Write in English (United Kingdom) using clear headings, and bullet points.
Why not sign up and try PREPping the ChatGPT machine yourself.
AI CPD session by Dan Vaughan
In this session, Dan outlines how we should embrace AI technologies at Loughborough College.
Help and Support
As always contact the Digital Learning Team to find out more information, guidance, and support.