Artificial Intelligence for Teaching and Learning: Why Bother? And Where to Start? (Re-run)

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Date : 17 February 2021 (Wednesday)
Time : 2:00pm – 3:00pm
Venue : Virtual Venue – via Zoom
Speaker : Dr Leon Lei, Ms Sharon Keung

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[This webinar is a re-run of the seminar organized on 22 January 2020, with new examples added.]

Artificial Intelligence (AI) is the fastest-growing technology in various fields. The adoption of AI spans the global learning landscape and has been used in experiential learning, tutoring, language learning, and knowledge testing. In higher education, some educators have identified the affordances of AI and utilized this technology in making teaching and learning more effective. In particular, there is a high demand for teachers to provide meaningful and prompt feedback to students within and beyond the classroom. However, designing such an experience can be challenging as this requires a lot of teachers’ time and attention to their students. Systems powered by AI can provide 24/7 support to teachers and multiple learners at the same time, with personalized support and guide them in an engaging way in the virtual environment. Some may worry that creating an AI tool from scratch requires complex computer programming skills but there are more and more AI-facilitated tools for teaching and learning.

In this webinar, we would like to discuss the potential and affordances of AI in education with some examples of AI tools for classroom engagement and assessment. Through the webinar, participants can reflect on better practices and design considerations in AI-facilitated teaching and learning.

Upon completion of this seminar, the participants will be able to:

  • Identify the opportunities and challenges of adopting AI tools in the classroom; and
  • Use the concept of AI learning technologies and learning analytics to facilitate classroom learning and assessment.

Winter Sandbox Series 6: Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning

Date : 28 January 2021 (Thu)
Time : 4:00 p.m. – 5:00 p.m. (HK time) / 8:00 – 9:00 am (GMT)
Venue : Zoom
Speaker : Dr Alison Gilmour, Lecturer in HE Learning and Teaching, University of Greenwich

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Abstract
University student wellbeing has been of growing concern to the higher education sector; heightened in the last year in the context of a global pandemic and widespread adoption of blended and online models of teaching by campus-based universities. Over the last six years or so, international and UK-based literature has increasingly directed attention to ‘whole-university’ approaches to student wellbeing, and the need for us to consider the relationship between wellbeing and learning, teaching and assessment. This approach is supported in the UK-based University Mental Health Charter (Hughes and Spanner, 2019).

But what does this mean for those of us teaching university students in blended and online environments? How can our teaching practice positively shape student wellbeing? This Winter Sandbox will: explore ways of thinking about embedding wellbeing in the curriculum; the relationship between wellbeing and academic practice; and provide the space to explore practical ways in which we can embed wellbeing in our curriculum, having taken a wellbeing lens on our academic practice.

About the Speaker
Dr Alison Gilmour is a Lecturer in HE Learning and Teaching at the University of Greenwich with specific expertise in enhancing teaching practice in online and blended contexts and supporting student engagement at a distance and in dispersed learning communities. Based in Greenwich Learning and Teaching, Alison works with staff across the university to enhance teaching practice, teaches on a PGCert in HE Learning and Teaching, and leads a cross-institutional project: Embedding Wellbeing in the Curriculum including research on introducing compassion focused pedagogy. During 2020, Alison co-ordinated the university’s Adjusting to Blended Learning Environment self-paced online CPD. She previously worked at Queen Mary University of London and as a Learning Enhancement Manager at The Open University in Scotland, including leading cross-sector enhancement projects commissioned as part of Quality Assurance Agency Scotland Enhancement Theme work: Staff: enhancing teaching, Student perceptions of ‘good’ feedback and The use of data and evidence in retention and progression.