{"id":16708,"date":"2024-07-03T09:00:58","date_gmt":"2024-07-03T09:00:58","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/flie\/?p=16708"},"modified":"2024-06-27T15:25:28","modified_gmt":"2024-06-27T15:25:28","slug":"ai-literacy-resources-for-bu-staff-part-4","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2024\/07\/03\/ai-literacy-resources-for-bu-staff-part-4\/","title":{"rendered":"AI Literacy resources for BU staff \u2013 part 4"},"content":{"rendered":"

‘Embrace generative AI in your teaching toolkit by staying curious, experimenting with new tools, and focusing on how these innovations can simplify tasks and enrich student learning experiences.’ – ChatGPT<\/em><\/p>\n

\n<\/blockquote>\n

This is the final part in our series on sharing the resources from our AI Literacy training. We hope you have found these posts useful 😊. This week we’re bringing you our Ten Top Tips<\/strong> for helping you to use GenAI effectively:<\/p>\n

    \n
  1. Bear in mind the strengths and limitations of GenAI. Always remember that AI tools are subject to hallucination and bias.<\/li>\n
  2. Safety first! Never upload student or colleague work or anything containing personal data unless you know BU and the tool provider have a data security agreement (e.g. Turnitin).<\/li>\n
  3. Generic tools like ChatGPT and Google Gemini are good, but remember that you can also use more specialist tools, for example for generating quizzes or PowerPoints.<\/li>\n
  4. It’s very difficult to evidence AI-generated student work with sufficient reliability. One way to deal with academic integrity is to use authentic assessments that are more AI-resistant.<\/li>\n
  5. Use GenAI sustainably. Think of the environment and your own wellbeing.<\/li>\n
  6. While major technological change impacts on the nature of jobs, it changes rather than replaces them. We can prepare students for the AI-enabled workplace through teaching.<\/li>\n
  7. Remember the importance of data privacy and data security.<\/li>\n
  8. Most use cases for AI do not raise data issues. Don’t be put off innovating! Just… innovate carefully.<\/li>\n
  9. Maintain AI-free tasks and spaces in order to mitigate the possible cognitive effects of AI-use.<\/li>\n
  10. Interact respectfully with GenAI tools in order to be sure of maintaining empathy.<\/li>\n<\/ol>\n
    \"Silhouette<\/a>

    Click on the image to access FLIE’s complete AI Literacy training resources<\/p><\/div>\n

    Further help and guidance<\/h3>\n

    You can find the full set of AI Literacy Resources on our\u00a0Brightspace Online Training<\/a>\u00a0pages. For further help and advice, talk to your\u00a0Faculty Learning Technologist<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

    ‘Embrace generative AI in your teaching toolkit by staying curious, experimenting with new tools, and focusing on how these innovations can simplify tasks and enrich student learning experiences.’ – ChatGPT This is the final part in our series on sharing the resources from our AI Literacy training. We hope you have found these posts useful… Read more » about AI Literacy resources for BU staff \u2013 part 4<\/span><\/a><\/p>\n","protected":false},"author":2810,"featured_media":16521,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[904,163,1152,5,704],"tags":[1397,1376],"class_list":["post-16708","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ai","category-digital-skills","category-flie","category-news","category-teaching-and-learning","tag-genai","tag-generative-ai"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/16708","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/2810"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=16708"}],"version-history":[{"count":8,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/16708\/revisions"}],"predecessor-version":[{"id":16731,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/16708\/revisions\/16731"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/16521"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=16708"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=16708"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=16708"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}