Oxford Brookes position on the use of Generative AI in teaching, learning and assessment: Embrace and Adapt
In line with the majority of the sector, Oxford Brookes has taken what JISC would describe as a progressive ‘embrace and adapt’ approach to generative AI. The approach recognises the value of GenAI in developing digital literacy and as a learning tool and understands that its use cannot be systematically controlled or detected easily. This ‘embrace and adapt’ (JISC, 2023) approach is sympathetic to Oxford Brookes graduate attributes and lends itself to authentic assessment, which is integral to the IDEAS model of curriculum development. Due to concerns about false positives, we have not, at this stage, adopted the Turnitin AI detection tool, along with many in the sector.
Currently:
- Module leaders have the discretion to advise on AI use in the assessment for their modules;
- Module handbooks should include up to date information on using GenAI in research or assessment;
- Students are asked to declare their use of AI on submission of assessment and check with module leaders before using it, in line with QAA guidance.
To further support this future-facing position, there are three strategic recommendations made by the GenAI Working Group:
- Assure academic integrity:
Establish a cross-university position on the acceptable use of AI in assessment and embed this in the Assessment and Feedback policy. - Build generative AI literacy:
Offer academic development for staff and students, raising awareness of generative AI, its appropriate and critical use in teaching, learning and assessment and associated data security and ethical issues. - Remain agile and responsive:
Be alert to new developments, challenges, risks and opportunities and open to revisiting guidance, policy and practice.
For more information on Talking Teaching across the Globe please see the OCAED website.