Contents
Presenters
Professor Susan Blake – Associate Dean (Digital Learning), The City Law School
Workshop
Many students find generative AI useful, but for effective learning rather than short cuts they need to prompt efficiently, and critically review outputs effectively. This creates a significant opportunity for staff to engage students using generative AI in class in interactive ways to support critical thinking, authentic assessment and employability.
The key issues to be addressed are:
- The HEPI Student Generative AI Survey 2025 shows widespread student use of generative AI tools
- Various studies are emerging showing that generative AI tools can be effective in support learning, or be used as a shortcut that undermines learning (Sallai et al, 2024) (Abbas et al, 2024)
- There is significant concern that improper use of generative AI can undermine the validity of assessment (Klyshbekova and Abbott, 2023)
- The capabilities of generative AI provide imaginative opportunities for effective collaborative engagement with students in learning, and open conversations between staff and students can foster ethical and effective use of it in learning.
- Learning effective use of prompting and critical review of generative AI outputs is an employability skill that can usefully be developed in a seminar environment.
- Staff and students care about authentic assessment – exploring proper use of generative AI together in class is a good way to share understanding and avoid misuse of generative AI.
- Many staff are concerned about the implications of generative AI for obtaining and using knowledge. Working together is a good way to develop critical thinking skills.
- In a digital age it is ever more important to focus on learning not output; thinking rather than wordcount; reasoning and persuasion rather than predicted answers. Engaging students in a shared learning experience can assist with all of these things.
Learning Outcomes for Teaching staff:
- Develop understanding of the value of using generative AI in class to engage with students.
- Develop criteria for reviewing how existing teaching materials might be used to foster effective use of generative AI.
- Constructively consider the value of teaching effective generative AI prompting and critical review skills for supporting authentic assessment.
References
HEPI Student Generative AI Survey 2025 https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/
D. Sallai, J. Cardoso-Silva, M. Barreto, F. Panero, G.Berrada and S. Luxmoore (2024) Approach Generative AI Tools Proactively or Risk bypassing the Learning Process in Higher Education, LSE Public Policy Review. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4886015
M. Abbas, F.A. Jam and T.I Khan (2024) Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students, International Journal of Educational Technology in Higher Education, 21 (1) 10. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4754305
M. Klyshbekova and P. Abbott (2023) ChatGPT and Assessment in Higher Education: A magic wand or a disruptor? The Electronic Journal of e-learning. https://www.researchgate.net/publication/378103407_ChatGPT_and_Assessment_in_Higher_Education_A_Magic_Wand_or_a_Disruptor
