This principle means integrating GenAI within teaching, learning and assessment across a programme of study and within specific modules. There are several necessary steps to achieve Gen AI literacy and skills:
- Understanding the fundamental structures of GenAI and their practical implications.
- Increasing student’s critical awareness of the GenAI application you plan to use and the limitations of the technology more generally.
- Developing necessary skills for students to make the most effective and ethical use of GenAI applications.
Before these can be considered it is important to take a strategic approach to addressing Gen AI Literacy across a programme of study. This is not just an agenda for individual staff – it is an important development for all programme and course teams. Students can rightly expect that GenAI will be used consistently and fairly by all their teaching staff. We can expect legitimate complaints if staff are inconsistent in their approaches – e.g. if different staff apply different restrictions to assessment tasks which make similar demands on student skills and workload. This is conversant with ‘consistency’ and ‘coherence’ elements of the Brookes’ Digitally Enabled Programmes’ guidance.
Course teams might like to develop a ‘GenAI map’ which demonstrates where and how GenAI is incorporated into the course/programme. This map could be shared with students as an opportunity for consultation and possible co-creation. As well as informing ongoing practice and dialogue between staff and students, such maps could be invaluable assets during course revalidation.