{"id":19767,"date":"2024-12-12T14:51:15","date_gmt":"2024-12-12T14:51:15","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/?page_id=19767"},"modified":"2025-02-27T10:35:06","modified_gmt":"2025-02-27T10:35:06","slug":"ai-talks","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/ai-talks\/","title":{"rendered":"AI Talks"},"content":{"rendered":"\t\t
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What do LLMs and rubber ducks have in common<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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by Dr Artie Basukoski<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Large Language Models can help to clarify complex ideas, generate fresh perspectives and enhance problem-solving across all disciplines. However, they still suffer from unreasonably strange limitations. This talk explores their capabilities and limitations, and offers practical knowledge on how to best use them and avoid common pitfalls.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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AI-Driven insights: challenges and examples when embedding AI in teaching and research<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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by Dr. Gustavo R. Espinoza-Ramos<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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The impact of artificial intelligence (AI) solutions has been seen in different industries, including health, manufacturing, and communications. One of the latest industries that AI has been transforming is education, bringing opportunities and challenges. This webinar will provide examples of how AI can be embedded in learning activities, assessment and research.<\/p>

The learning outcomes<\/p>

  • Understand the current needs of AI in business and higher education<\/li>
  • Develop strategies for effective AI integration in higher education<\/li>
  • Examine examples of embedding AI in Learning Activities and Assessment<\/li>
  • Explore AI tools used in academic research<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Generative AI for Academic Growth: Opportunities and Challenges<\/span><\/b><\/h1>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    by Amy Maclatchy and Venetia Tzanni<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Discover how generative AI can be a powerful tool for improving student learning in this interactive workshop. Drawing on insights from a research project with foundation students, we will explore how students are currently using GenAI in their studies and identify practical strategies to encourage its use as a learning aid, while avoiding overreliance.\u00a0<\/p>

    The session will cover classroom applications, ethical and pedagogical considerations, and examples of AI\u2019s potential in academic contexts. Join us to brainstorm innovative strategies for integrating GenAI into our teaching practice and supporting our students\u2019 academic development effectively.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    To Use Or Not To Use AI in Higher Education - Is That The Question?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    by Emma McClean<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    In her talk, Emma will proceed from the premise that we need to move from a reactionary, activity-based posture to one which proactively anticipates the probable, possible, and the yet to be imagined, uses of AI.\u00a0<\/p>

    By drawing on various AI regulatory models, Emma will ask what would such an anticipatory posture look like in the HE context? Would there be instances or circumstances where we do (not) use AI?\u00a0 If so, what, why and when?\u00a0<\/p>

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    Practical Applications of the AI Design Assistant in Blackboard<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    by Anne-Gaelle Colom<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Anne-Gaelle will provide some insights into the use of the AI Design Assistant in Blackboard to support the development of module VLE sites including:<\/p>


    Learning modules
    Test questions and banks
    Prompts for Assignments, Discussions and Journals
    Images

    She will then explain how she has been using a combination of the AI Assistant in Blackboard, together with ChatGPT, to develop marking rubrics for assignments on taught modules in Computer Science. Anne-Gaelle will show how high-quality marking rubrics can be designed using AI with a net saving in terms of time when compared to a more traditional approach to rubric generation.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    AI, Imagery, and the Classroom: Preparing Students for the New Era of Marketing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    by Chris Walker<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    In this presentation, Chris Walker, a lecturer at the School of Management and Marketing and former advertising creative director, will explore the impact of AI on the creative process within marketing and advertising and its relevance to students. He will focus mainly on image generation, including photography, illustration, logos, and graphics, and delve into film generation, ranging from video to virtual influencers. <\/p>

    Additionally, Chris will touch upon students’ presentation tools, such as Canva and PowerPoint. He will finally look at AI’s broader role in marketing and provide insights on how students can best prepare for the opportunities and challenges these technologies bring to the industry.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    ATLAS Session 3 Student Panel<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Student Panel Discussion – Chair Sal Jarvis, Naima Rahaman (Politics & International Relations; Kolyu Tsonev (Chinese & International Business); Maeva
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    ATLAS Session 3<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    [0.00 – 19.19]<\/strong> Gustavo Espinosa-Ramos (Management and Marketing), AI-academic collaborative nexus: examples when implementing AI in learning activities and assessment.<\/p>

    [19.46 – 34.40]<\/strong> Anne-Gaelle Colom (CS&E), Streamlining rubric creation with AI<\/p>

    [35.06 – end]<\/strong> Sorin Zahan (Applied Management), Smarter Teaching: Enhancing Curriculum Through Generative AI<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    ATLAS Session 2<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    [0.00 – 1.45]<\/strong> Welcome and Opening Remarks, Gunter Saunders, Peter Bonfield<\/p>

    [1.50 – 27.14]<\/strong> Dan Greenwood (Social Sciences), Assessment design and conversations with students about GenAI.<\/p>

    [27.29 – 53.56]<\/strong> Doug Specht (WSMOC), Reduce Reuse Recycle.<\/p>

    [54.26 – 1.17.43]<\/strong> Emma McClean (LAW), Can AI \u2018do\u2019 law?

    [1.18.57 – 1.40.30]<\/strong> Alexa Alfer and Hannah Copley (Humanities), AI in the Professional Writing Classroom.<\/p>

    [1.41.14 – END]<\/strong> Ester Bonnmati-Coll (CS&E), TeacherMatic \u2013 my experience in computer science.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    ATLAS Session 1<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    \n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"ATLAS-Session\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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    [0.00 – 2.15]<\/strong> Welcome and Opening Remarks, Gunter Saunders, Peter Bonfield<\/p>

    [2.51 – 27.25]<\/strong> Amy MacLatchey and Venetia Tzanni (CETI), AI in Academia: Exploring the Dynamics of Integrating Generative Artificial Intelligence for Enhanced Learning Experiences.<\/p>

    [27.33 – 43.05]<\/strong> Caroline Smith (Life Sciences), Reflections on the use of generative AI in the school of life sciences; challenges and opportunities.<\/p>

    [43.11 – end]<\/strong> Natalie Walter (WSMOC), Beyond Storytelling: Exploring the Intersection of AI and the Screen Industries for Education.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    What do LLMs and rubber ducks have in common by Dr Artie Basukoski Large Language Models can help to clarify complex ideas, generate fresh perspectives and enhance problem-solving across all disciplines. However, they still suffer from unreasonably strange limitations. This…<\/p>\n","protected":false},"author":144,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19767","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/pages\/19767","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/users\/144"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/comments?post=19767"}],"version-history":[{"count":119,"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/pages\/19767\/revisions"}],"predecessor-version":[{"id":20295,"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/pages\/19767\/revisions\/20295"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/blackboardhelp\/wp-json\/wp\/v2\/media?parent=19767"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}