[et_pb_section fb_built=”1″ specialty=”on” _builder_version=”3.17.6″][et_pb_column type=”2_3″ specialty_columns=”4″ _builder_version=”3.0.47″ parallax=”off” parallax__hover=”off” parallax_method=”on” parallax_method__hover=”on”][et_pb_row_inner admin_label=”Row” _builder_version=”3.0.47″][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″ _builder_version=”3.0.47″ parallax=”off” parallax__hover=”off” parallax_method=”on” parallax_method__hover=”on”][et_pb_post_title featured_placement=”above” _builder_version=”3.17.6″ locked=”off”][\/et_pb_post_title][et_pb_text _builder_version=”3.17.6″]<\/p>\n
There is a lot of noise, perhaps even a little bit of hysteria, around ChatGPT. AI tools of this sort are becoming more mainstream; and alongside the challenges they may present for some aspects of our teaching and assessment, they also bring opportunities. ChatGPT is not the first new tech, or approach, to have been seen as a major challenge to teaching and learning at the start – but then adopted, adapted and embraced down the line.<\/p>\n
Presently, ChatGPT and the like are being presented as \u2018the end of assessment as we know it\u2019. Universities and other HEIs have already adapted to a wide range of assessment innovations, before and during the pandemic \u2013 marking online, screening for academic malpractice, and a broader range of assessment types are all relatively recent changes. In earlier days, such changes tended to divide enthusiastic early adopters from more concerned colleagues. With time and guidance, we have developed a more balanced view, learning as we go to achieve improvements in inclusivity, quality, and efficiency. No doubt the same lies ahead with ChatGPT.\u00a0<\/p>\n
There is already considerable work across the University supporting us to understand such AI tools, and to help our students appreciate when and how these can validly be used. After all, if other employment sectors and broader society are going to experiment with and use such tools, we need to ensure our graduates are equipped to do likewise \u2013 with the benefit of a Manchester critical eye.We can also benefit from the positive features these tools can bring to our own work; and adjust our approaches to assessment to future-proof as far as possible against misuse. This \u2018adjust\u2019 part may sound daunting, but we now have a positive opportunity to do something our students are encouraging us to do anyway, and review our assessment practice. Given current concerns about workload for both staff and students, are we assessing too much? Would fewer assessments, more choice and optionality for students, and more formative elements, support their confidence and attainment, while also guarding against the more nefarious aspects of AI?\u00a0<\/p>\n
ChatGPT is just one example of the category of generative AI assistants<\/strong> – \u2018assistants\u2019 because they actively do something for the user; and \u2018generative\u2019 because given a starting question, they will generate a full answer without further input. The outcome may not be complete, because ChatGPT will only work with what it can find (and won\u2019t tell you if it couldn\u2019t find very much). At the time of writing, it is also poor at providing accurate sources or references to where its information came from. So ChatGPT drafts tend to be starting points that would require quite some extra work to turn into quality answers.<\/p>\n These tools also perform better on short (rather than long, nuanced) answer tasks. As it happens, assessment types that are more authentic, inclusive, and thoughtful, tend to be more robust in the face of tools like ChatGPT. More secure assessments might ask students to reach across topics, modules, or disciplines; or to write from a personal perspective; or present the same knowledge in more than one modality (like an essay \/ write-up and a linked presentation). Including stepped approaches with a formative element can create greater academic confidence in the student having done the work, as well as greater student confidence through quality, timely feedback \u2013 which AI can help us generate.\u00a0<\/p>\n Generative AI assistants are not all bad. They can be an aid to learning; or guide students through a series of steps. They can provide students (or staff, indeed) with an initial snapshot of available information on a topic. We already have positive examples of our colleagues working with their students to figure out where ChatGPT could give us a head start (with the emphasis on \u2018start\u2019), and when it is more likely to be a hindrance than a help. As a learning community, our University can and should help engage positively with AI when appropriate, alongside understanding academic integrity.\u00a0<\/p>\n A great deal of work is already underway on safeguarding and enhancing assessment in our University. \u2018Assessment for the future\u2019 (AfF), led by Professor Gabrielle Finn, is developing a strategy for assessment that is relevant, inclusive and trustworthy and incorporates student voice. AfF is running an extended pilot of an online assessment platform called CADMUS, which supports student outcomes by providing an improved online assessment experience with the assurance of academic integrity, whilst also improving equality of opportunity for diverse student cohorts. This links to our existing research-based work on differential attainment and optionality in assessment.<\/p>\n We have considerable research strength in both AI and assessment and will be drawing upon both \u2013 read Professor Mairead Pratschke\u2019s recent talk<\/a> in the national repository for teaching excellence. Professors Gabrielle Finn and Andy Brass have established a working group on AI and Assessment; Dr Miriam Firth is leading on assessment within the Flexible Learning Project; the Library has produced helpful FAQs; and the Institute of Teaching and Learning are working across the University to develop more detailed guidance on generative AI assistants.<\/p>\n To get involved in these projects or for more information and support, just contact the Institute of Teaching and Learning (teaching.learning@manchester.ac.uk<\/a>), who will point you in the right direction (using their knowledge and experience, rather than AI \u2013 for the time being).<\/p>\n Professor April McMahon, Vice President for Teaching, Learning and Students.<\/strong><\/p>\n Given that we are a learning community\u2026I have a lot of colleagues to thank for their contributions to this blog. Many thanks to Craig Best, Gabrielle Finn, Miri Firth, Kim Graakjaer and Judy Williams for pointing out resources, and for helpful discussion and suggestions. And also to ChatGPT, which provided the title for this very blog.<\/em><\/p>\n [\/et_pb_text][et_pb_post_nav in_same_term=”off” prev_text=”Previous” next_text=”Next” _builder_version=”3.17.6″ locked=”on”][\/et_pb_post_nav][et_pb_comments _builder_version=”3.17.6″ custom_button=”on” button_text_color=”#ffffff” locked=”on”][\/et_pb_comments][et_pb_text admin_label=”Related posts” _builder_version=”3.17.6″ locked=”on”]<\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”3.0.47″ parallax=”off” parallax__hover=”off” parallax_method=”on” parallax_method__hover=”on”][et_pb_sidebar area=”et_pb_widget_area_3″ admin_label=”Subscribe” _builder_version=”3.17.6″ locked=”on”][\/et_pb_sidebar][et_pb_sidebar area=”sidebar-1″ show_border=”off” _builder_version=”3.17.6″ locked=”on”][\/et_pb_sidebar][\/et_pb_column][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" There is a lot of noise, perhaps even a little bit of hysteria, around ChatGPT. AI tools of this sort are becoming more mainstream; and alongside the challenges they may present for some aspects of our teaching and assessment, they also bring opportunities. ChatGPT is not the first new tech, or approach, to have been […]<\/p>\n","protected":false},"author":521,"featured_media":3812,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section bb_built=\"1\" fullwidth=\"off\" specialty=\"on\" _builder_version=\"3.17.6\"][et_pb_column type=\"2_3\" specialty_columns=\"4\"][et_pb_row_inner admin_label=\"Row\"][et_pb_column_inner type=\"4_4\" saved_specialty_column_type=\"2_3\"][et_pb_post_title _builder_version=\"3.17.6\" featured_placement=\"above\" locked=\"on\" \/][et_pb_text _builder_version=\"3.17.6\"]\r\n\r\n When I\u2019m out and about meeting staff I hear much debate about the why, what, when and how of change in our University. I wanted to share my thoughts on this often contentious topic \u2013 and hear your views too.<\/p> Early in 2020 we will launch our University\u2019s new vision and strategic plan \u2013 Our future. In order to fulfil Our future we need to ensure that we are in a financially sustainable position so that we have the funds to invest in the new staff, facilities and infrastructure which will be needed to bring our plans to life.<\/p> Our Financial Statements<\/a> for 2018\/19, which have been published following approval by the Board of Governors, confirm that more than 95% of our \u00a31.1bn income is spent on our core goals - on our staff and our students - to deliver research, education and social responsibility; with the remainder invested in the long term sustainability of our University. You can find a summary<\/a> of the Financial Statements on StaffNet.<\/p> However, this is a testing time for UK universities, due to the many external factors that have an impact on us - current home tuition fees are falling in real terms, whilst our costs (not just pay but non-pay too) are increasing. There are further and even greater tuition fee funding risks outlined in General Election manifestos as well as a range of Brexit-related risks that could affect our operations. The Office for Students (OfS) demands that we demonstrate both value for money for our students and our financial sustainability (in the sense of being able to invest to deliver our ambitious strategy, rather than survival). There are, of course, also ongoing unresolved national issues around pay and the continuing challenges around funding pensions in the higher education sector.<\/p> Our Financial Statements show an improved operating surplus (3.7% of income compared to \u00a324.7m (2.3%) in 2017\/18), with a rise in income from tuition fees, education contracts and research. As I mentioned earlier, we re-invest the surplus we achieve each year in activity in line with our strategy. Recently our funds have been used to create some new academic and Professional Services posts; to invest in key infrastructure including IT; to invest in some new buildings like our student accommodation at Unsworth Park; to improve the student experience by funding more full-time Residential Life staff and to upgrade a range of buildings and research and teaching spaces and resources. Increasingly it is also invested in environmental sustainability and meeting our ambitious carbon targets. So even when we are making difficult decisions in some parts of the University we continue to invest our surplus.<\/p> Whilst we have reported an operating surplus, our Board of Governors expects us to deliver a much larger surplus than this (at least 5%) if we are to be sustainable in the long-term. Our strategic change programme (including IT Modernisation<\/a>, the Student Experience Programme<\/a>, and the Research Lifecycle Programme<\/a>), alongside our continuous improvement plans, will ensure that we create the financial headroom to invest in people and facilities. The strategic change programme will also enable us to embrace new technologies and new ways of doing things that better support all our staff and students to be the best that they can be.<\/p> Yes, this means that some individual roles will change. New roles (some that we haven\u2019t yet identified) will be created and some roles will no longer be required. I appreciate that this will cause some uncertainty and where that is the case we will do everything we can to support staff, but the alternative is that we never change anything. If we fail to take advantage of advances in technology and develop more joined-up ways of working we will ultimately find ourselves outdated in the eyes of future students, funders and other stakeholders. Staff want to work for a progressive and successful institution, of which they can be proud. This means we cannot stand still.<\/p> When I talk to staff and students I often hear their frustrations about how difficult it be can be to get some straightforward things done, grappling with paper-based, manual and repetitive processes, on outdated systems and infrastructure, all of which serves to increase staff workloads. Everyone wants to do a good job, but regularly feel that our world-class status is earned in spite of our internal systems and processes, not because of them.<\/p> To deliver our new vision and strategic plan we will need to embrace new opportunities and face challenges with courage and determination. That will sometimes mean we have to make tough decisions and no-one is claiming it will be easy or that mistakes will not be made along the way. But where we do have tough choices to make we will commit to implementing changes fairly and with compassion to support the wellbeing of all our colleagues.<\/p>\r\n\r\n[\/et_pb_text][et_pb_post_nav _builder_version=\"3.17.6\" prev_text=\"Previous\" next_text=\"Next\" in_same_term=\"off\" locked=\"on\" \/][et_pb_comments _builder_version=\"3.17.6\" custom_button=\"on\" button_text_color=\"#ffffff\" locked=\"on\" \/][et_pb_text admin_label=\"Related posts\" _builder_version=\"3.17.6\" locked=\"on\"]\r\n\r\n [related-posts-thumbnails]<\/p>\r\n\r\n[\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=\"1_3\"][et_pb_sidebar admin_label=\"Subscribe\" _builder_version=\"3.17.6\" area=\"et_pb_widget_area_3\" locked=\"on\" \/][et_pb_sidebar _builder_version=\"3.17.6\" area=\"sidebar-1\" show_border=\"off\" locked=\"on\" \/][\/et_pb_column][\/et_pb_section]","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"footnotes":""},"categories":[29,1],"tags":[],"class_list":["post-3720","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching","category-uncategorised"],"_links":{"self":[{"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/posts\/3720","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/users\/521"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/comments?post=3720"}],"version-history":[{"count":8,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/posts\/3720\/revisions"}],"predecessor-version":[{"id":3821,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/posts\/3720\/revisions\/3821"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/media\/3812"}],"wp:attachment":[{"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/media?parent=3720"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/categories?post=3720"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/viewpoint\/wp-json\/wp\/v2\/tags?post=3720"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Related<\/h1>\n
Related posts:<\/h3>
Danielle George: Blended and flexible learning \u2013 a look back and the road ahead<\/h2><\/div><\/div><\/a>
Steve Jordan: Bringing our people and estate closer than ever before<\/h2><\/div><\/div><\/a>
Gemma Dale: What does wellbeing mean?<\/h2><\/div><\/div><\/a><\/div>
Improving our financial performance will help to deliver our ambitious future plans, but we must also increase our capacity to create the funds and time to invest in our core goals. One of the ways we can do this is by changing what we do and how we do things.<\/p>Related<\/h1>\r\n