Imperfect Collaborators: The Strategic Embrace of AI in Education

At the recent International College of Management, Sydney (ICMS) Faculty Day, Professor Danny Liu delivered a stimulating presentation on the strategic integration of generative AI in higher education

Faculty Days at ICMS form part of a series of professional development opportunities for academic staff at the institution. The most recent Faculty Day took place on 16 May 2024.

On this occasion, the launch of the Artificial Intelligence in Education (AIED) Framework was the focus of the day with Prof Liu’s masterclass integrated into the program, providing a real sense of the collaboration across the education sector on the topic.

“By sharing practices, knowledge, and experiences across the sector, we can collectively advance the integration of AI tools into our curricula, develop AI literacy, and equip our students with the skills needed for the future job market,” confirmed Dr Heidi le Sueur, Deputy Vice-Chancellor (Learning & Teaching).

The AIED Framework is a strategic guide for the effective and responsible integration of AI in learning and teaching within the higher education context, with a focus on ethical use, academic integrity, and preparing students for the future AI-influenced workplace.

As Jonathan Hvaal, ICMS Head of Learning, Teaching and Innovation, stated, the “AIED framework aims to balance the benefit of AI with its risks, ensuring that AI tools enhance learning without replacing critical thinking and creativity.”

To provide guidance to both students and faculty on the appropriate incorporation of generative AI in educational assessments, ICMS has adopted the dual-lane approach originally developed by Sydney University (Liu, 2023).

This approach categorises assessment designs into two lanes, referred to at the institution as track 1 (secured) and track 2 (open).

Speaking from (a wealth of) Experience

Professor Liu possesses a wealth of experience and knowledge in artificial intelligence and its applications in education.

With a strong educational background and a history of working on projects related to AI, he brought a deep understanding of the subject matter to the masterclass.

Professor Liu’s engagement with industry, academia, and his active research collaborations underscores his dedication to AI advancements, solidifying his reputation as a thought leader and a credible educator.

The Importance of Generative AI in Higher Education

Professor Liu highlighted Neil Leitch’s reflection on the past ban on computers in architecture design classes, which led to a generation of unemployable graduates in the field.

This is not how to adequately educate in an age of AI.

“Fundamentally, we need our students to be adaptable, be flexible, to be lifelong learners, and to be critical thinkers,” Professor Liu said.

He highlighted that while AI can enhance educational processes by providing new possibilities for analysis and creativity, it should not replace the need for students to showcase their knowledge and critical thinking skills.

“AI should be seen as a complementary tool that aids students in mastering the material rather than a substitute for genuine learning and comprehension.”

Generative AI, a Powerful Tool

Generative AI, also known as creative AI, has become a powerful tool in various industries.

Generative AI refers to a type of artificial intelligence that can create new content, such as text, images, or even music, based on patterns and data it has been trained on.

In the context of higher education, students often encounter generative AI in tools like an assistant for essay-writing that can suggest ideas, rephrase sentences, or provide feedback on their writing.

Another common example is in language translation services that use generative AI to accurately convert text from one language to another.

Creative platforms that help students generate artwork, design layouts, or even compose music through AI-based algorithms also fall under the umbrella of generative AI applications in education.

Joanne Gao, Executive Officer (Learning and Teaching), believed that “these tools can empower students to enhance their creativity, productivity, and learning experiences by leveraging the capabilities of the AI technology.”

But, she noted, “its application in education is still an emerging topic that requires further exploration”.

Prof Liu advised that “the most helpful way to see AI is as a colleague, or as a teaching assistant, or as a partner, or as a collaborator, basically.”

However, he reminded the ICMS faculty, that “it is an imperfect collaborator; … we all are imperfect collaborators to each other.

“AI can be seen as just another team member.

“It’s not going to replace you by any means, definitely not, because we still have the humanity amongst us, but it is an additional team member, a resource that we can draw upon.”

AI in Assessments – A Two Track System

Regarding AI usage in assessments, Professor Liu emphasised the importance of students being able to leverage AI tools while demonstrating a solid understanding of the subject matter.

While AI can enhance educational processes by providing new possibilities for analysis and creativity, it should not replace the need for students to showcase their knowledge and critical thinking skills and evaluative judgement.

AI should be seen as a complementary tool that aids students in mastering the material rather than a substitute for genuine learning and comprehension.

A dual-track assessment system could be implemented to cater to different learning objectives.

ICMS echoes the University of Sydney’s dual-lane approach to educational assessments by implementing a 2-track model this year.

This model categorises assessments into:

Track 1 (secured): AI use is generally prohibited, focusing on ensuring students master the course requirements. These assessments are supervised, and unauthorised AI use is considered a breach of academic integrity.

Track 2 (open): AI use is permitted and encouraged responsibly. These assessments are less supervised, promoting engagement with AI and preparing students for an AI-integrated society. There are types and ways AI is permitted in these assessments which is made clear through the assessment instructions on Assessment Briefs.

By incorporating both tracks, educational institutions can cultivate a balanced assessment environment that values both self-reliant learning and skillful usage of AI resources for enhanced academic performance and essential capabilities.

“Through this approach we aim to ensure that students not only demonstrate their foundational knowledge and critical thinking skills but also acquire practical experience in using AI technologies that are increasingly prevalent in various industries,” Le Sueur said.

By equipping students with the skills to navigate and leverage AI tools responsibly, educational institutions play a crucial role in preparing them for the technological landscape they will encounter in their future careers.

ICMS’ AIED Framework Launch

With the launch of the Artificial Intelligence in Education (AIED) Framework, ICMS provides structured guidance on the incorporation of artificial intelligence in educational settings.

It is based on five key pillars: Learning & Teaching and Scholarship, AI-Literacy and the Future of Work, Academic Integrity and Assessments, Governance and Risk Management and IT Support, Data & Privacy.

This Framework, detailed in the document available at this link, outlines a comprehensive approach to leveraging AI technologies effectively within the academic environment.

This framework aligns with the guidelines provided by the Tertiary Education Quality and Standards Agency (TEQSA) on the Assessment reform for the age of artificial intelligence, published in November 2023.

Implications for the Future of Education

As the use of generative AI becomes more prevalent in education, it is important to consider its potential implications for the future of learning.

Professor Liu inspired ICMS faculty not to fear AI, but to focus on finding the best ways to use it effectively.

“I think the challenge for us now as educators is to use our imagination, to use AI to harness it, to think of inventive ways of operating with it,” and he encouraged, “not to think, what is left for us as humans, but what is now possible because we have AI.”

Harnessing AI’s power requires acknowledging its capabilities and limitations, and implementing it responsibly and ethically.

With the arrival of AI, as educators we are certainly required to question what students really need to learn and what the role of us as educators is in fostering critical human skills and characteristics towards developing the Graduate Capabilities employers are looking for.

• This talk is the first in a series organised for the implementation of the AIED Framework. ICMS will provide more training sessions on the use of generative AI in the future to both students and staff at the institution.