{"id":243483,"date":"2023-11-08T18:23:49","date_gmt":"2023-11-08T18:23:49","guid":{"rendered":"https:\/\/test.sta.uwi.edu\/fac_test\/cetl\/?page_id=243483"},"modified":"2026-05-08T15:25:48","modified_gmt":"2026-05-08T19:25:48","slug":"artificial-intelligence-ai","status":"publish","type":"page","link":"https:\/\/sta.uwi.edu\/cetl\/resources\/technology\/artificial-intelligence-ai\/","title":{"rendered":"Generative Artificial Intelligence in Higher Education"},"content":{"rendered":"[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.23&#8243; width_tablet=&#8221;100%&#8221; custom_padding=&#8221;0px|12%||12%|false|true&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.23&#8243; custom_padding=&#8221;0px||0px||true|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text _builder_version=&#8221;4.27.6&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; custom_margin=&#8221;0%|0px|0%|0px|false|true&#8221; global_colors_info=&#8221;{}&#8221;]\n<h1><strong>Generative Artificial Intelligence in Higher Education<\/strong><\/h1>\n<p>Generative AI (Gen AI) is transforming how we teach, learn and work.\u00a0 This resource hub provides the insights and ethical grounding you need to thrive in this new digital landscape.<\/p>\n<p>Throughout this web page, \u201cAI\u201d refers specifically to Generative AI.\u00a0 We recommend starting with <a href=\"https:\/\/sta.uwi.edu\/cetl\/uwi-ai-policy\/\">The UWI AI Policy Framework<\/a>, before diving into our FAQ section to ensure your use of AI tools aligns with university standards.<\/p>\n<p>&nbsp;<\/p>\n<p>This section, including the AI FAQs, is designed to:<\/p>\n<ul>\n<li>Provide foundational knowledge of AI concepts<\/li>\n<li>Support informed and responsible usage<\/li>\n<li>Encourage critical reflection on ethical considerations<\/li>\n<li>Enhance teaching and learning practices<\/li>\n<\/ul>\n<p>We \u00a0encourage you to actively engage with these materials as part of your ongoing professional development.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||30px|||&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;1.4em&#8221; body_line_height=&#8221;2em&#8221; use_background_color_gradient=&#8221;on&#8221; background_color_gradient_direction=&#8221;236deg&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion_item title=&#8221;1. What is Artificial Intelligence (AI) and where can I find out about it? &#8221; open=&#8221;on&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]\n<p>Artificial Intelligence (AI) refers to computer systems that perform tasks requiring human intelligence, such as problem-solving and decision-making. Generative AI, sometimes called gen AI, is artificial intelligence (AI) that can create original content such as text, images, video, audio or software code in response to a user\u2019s prompt or request. You may additionally explore the following sources:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/www.unesco.org\/en\/articles\/guidance-generative-ai-education-and-research\">Guidance for Generative AI in Education &amp; Research<\/a><\/li>\n<li><a href=\"https:\/\/www.educause.edu\/research\/2026\/the-impact-of-ai-on-work-in-higher-education\">The Impact of AI on Work in Higher Education<\/a><\/li>\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/embracing-ai-in-education\/\">Embracing AI in Education<\/a><\/li>\n<li><a href=\"https:\/\/www.cloudskillsboost.google\/journeys\/118\" target=\"_blank\" rel=\"noreferrer noopener\">Introduction to Generative AI<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;2. Is there a policy related to the use of Generative AI at The UWI?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>There is an institutional AI policy: The UWI AI Policy Framework v1.8, approved in October 2025 by BUS and BGRS. However, the use of AI tools as a lecturer, you have the discretion to determine the degree to which Generative AI may be used in the context of your class and this should be communicated via the course outline. Notwithstanding, faculty should remind students that the work they present should be their own and therefore discourage students from presenting Generative AI output as their own work. Please see The UWI plagiarism policy <a href=\"https:\/\/sta.uwi.edu\/cetl\/uwi-ai-policy\/\">UWI_AI_Policy_Framework_v1.8.pdf<\/a> For additional information please see the AI assessment scale link <a href=\"https:\/\/aiassessmentscale.com\/\">https:\/\/aiassessmentscale.com\/<\/a>.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;3. Should I rely on Turnitin\u2019s AI detection feature?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Turnitin introduced AI detection capabilities in April 2023. This feature is not foolproof and lacks full transparency in how results are generated. Meaning, AI-produced content may still be misidentified or go undetected; as a result, GenAI should be used with caution and not as the sole basis for determining academic misconduct. A concern reflected by institutions such as Vanderbilt University which have disabled the feature due to questions about its reliability, and instead, it is recommended that AI detection be complemented with academic judgement and other assessment methods. However there are rear cases of false positives. A <a href=\"https:\/\/www.turnitin.com\/blog\/understanding-false-positives-within-our-ai-writing-detection-capabilities\">false positive<\/a> refers to incorrectly identifying fully human-written text as AI-generated. There is also a The UWI policy on Plagiarism <a href=\"https:\/\/libguides.uwi.edu\/citingreferencing\">https:\/\/libguides.uwi.edu\/citingreferencing<\/a>.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;4. What should I do if I suspect students are using AI to complete assessments?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Faculty are encouraged to take a proactive approach by clearly communicating expectations for AI use in the classroom, \u00a0including outlining acceptable practices and the penalties for misconduct as defined in the UWI Plagiarism Policy, and reinforcing this through honour code statements or course-specific guidelines; tools such as Generative AI should be addressed explicitly so students understand appropriate use, and if AI misuse is suspected, lecturers may seek the student\u2019s permission to review the work using a plagiarism detection tool like Turnitin as part of a constructive discussion, using the results as a basis for further inquiry rather than definitive proof. Some instructors in higher education have tried embedding invisible text in assignment pages or assignment sheets in an attempt to detect AI-generated student work. If a student copies and pastes the assignment or attaches the assignment in a chatbot, the hidden instruction can shape the AI&#8217;s output in seemingly detectable ways.\u00a0 Explore the use of <a href=\"https:\/\/uwi-ai-policy-navigator.pages.dev\/\">UWI AI Framework Policy Builder<\/a> to assist in creating your course level AI Policy.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;5. How do I design assessments to minimize cheating using AI?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>AI is reshaping assessment design, so educators should adopt strategies that promote critical thinking and reduce opportunities for misuse while acknowledging tools such as Generative AI may be used by students; this can include requiring staged submissions (e.g., drafts), asking students to provide evidence of their process, and designing more specific, contextualised questions that require personal reflection or application rather than generic responses, while also considering AI as a support tool in developing assessments, and as noted by <a href=\"https:\/\/www.timeshighereducation.com\/campus\/chatgpt-and-rise-ai-writers-how-should-higher-education-respond\">Nancy Gleason (2022<\/a>), institutions should evolve towards alternative assessment methods that incorporate AI use, preparing students for real-world environments where such technologies are increasingly common.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;6. What message should I share with students about using Generative AI?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Faculty should begin by familiarising themselves with AI and its role in education, then engage students in open discussions about tools such as Generative AI and other generative AI, acknowledging that many students may already be using them. It is important to clearly communicate expectations for appropriate use in your course, emphasise alignment with university policies on academic integrity, and guide students to use AI responsibly and ethically, including proper citation and referencing (e.g., via the UWI referencing guide). \u00a0While also encouraging the use of credible resources to deepen understanding of AI as a learning support tool rather than a substitute for original work. <a href=\"https:\/\/libguides.uwi.edu\/citingreferencing\">https:\/\/libguides.uwi.edu\/citingreferencing<\/a>.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;7. Is it appropriate to encourage students to use Gen AI in assessments?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Yes, provided it is done intentionally and in alignment with course-specific Ai policy as many students are already using tools Gen AI. Rather than taking a purely punitive approach, educators can guide students to use Gen AI ethically and contextually by designing assessments that incorporate its use\u2014for example, asking students to generate an initial screenplay draft using AI and then critically refine it, or having students solve a problem independently and compare their approach with an AI-generated solution <strong>(e.g. Photomath, Mathway), <\/strong>thereby fostering critical thinking, reflection, and responsible engagement with AI as a learning tool.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;8. How can AI be used for content creation?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>AI can support content creation by helping faculty efficiently develop engaging teaching materials, including video content, through tools such as <strong>(DALL-E, Deevid AI and <\/strong><a href=\"https:\/\/pictory.ai\/\"><strong>Pictory.ai<\/strong><\/a><strong>)<\/strong> . These tools can automate tasks like generating subtitles, summarising videos, improving audio quality, and even creating visuals. Also analysing student engagement data to inform improvements, enabling faster production of high-quality, interactive content that enhances teaching and learning experiences.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;9. What is prompt engineering?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Prompt engineering refers to the intentional and structured way of communicating with AI tools such as Generative AI to achieve accurate and useful responses; it involves designing clear and effective prompts that guide the AI in completing a specific task, and a strong prompt typically includes key elements such as Context (setting the background), Task (what you want the AI to do), Instruction (how the task should be done), Clarify (confirming understanding), and Refine (iteratively improving the prompt), enabling educators and students to interact more effectively with AI for teaching, learning, and content development.<\/p>\n<p>&nbsp;<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;10. When does using a chatbot become a violation of the learning process?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>The use of AI tools such as Generative AI does not in itself violate the learning process; rather, it depends on how the technology is used, and misuse occurs when students engage in indiscriminate copying or submit AI-generated content without proper attribution, as this limits critical thinking, reduces skill development, and undermines the achievement of intended learning outcomes.<\/p>\n<p>The key principles of the AI policy framework (2025) are human-centred approach, responsible use, context-appropriateness and maintenance of academic integrity.\u00a0 This means that AI is not banned university-wide, individual courses must establish clear AI policies, policies should be pedagogically justified, students must understand and follow course-specific guidelines and misuse\/abuse is treated as academic dishonesty.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;11. How can AI support teaching and learning?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>AI tools such as Generative AI can enhance teaching and learning in higher education by supporting lesson planning, including the development of course outlines, learning outcomes, and assessments, while also enabling imitative learning through modelling and guided practice, where students observe and refine their own work based on AI-assisted examples, with educators demonstrating responsible and ethical use of the technology.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;12. How do we teach students to use AI ethically and selectively?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Educators can guide ethical and selective use of AI by reinforcing academic integrity policies and clearly outlining expectations for acceptable use, while drawing on frameworks such as UNESCO\u2019s AI ethics guidelines; practical strategies include assigning both AI-assisted and independent tasks with multiple drafts and reflective components, encouraging early and guided interaction with tools like Generative AI, requiring students to revise and justify AI-supported work, and emphasising the value of proper citation and acknowledgement of sources\u2014including AI\u2014so that students develop responsible, transparent, and critical approaches to using technology in their learning.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;13. Where can I get assistance with assessment design or teaching using AI?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>Faculty can access support for designing assessments and using AI tools such as Generative AI by booking a consultation with CETL via the UWI consultation clinic, while guidance on citation practices and referencing can be obtained from library personnel; it is also important to exercise caution when using generative AI, as any information shared may not remain confidential, and therefore all use should align with ethical standards and university guidelines. <a href=\"https:\/\/sta.uwi.edu\/cetl\/uwi-ai-policy\/\">https:\/\/sta.uwi.edu\/cetl\/uwi-ai-policy\/<\/a>).\u00a0 You may also want to use our AI powered \u201c<a href=\"https:\/\/uwi-ai-policy-navigator.pages.dev\/\">Ask Betty<\/a>\u201d which is name after our first Director \u2013 Dr. Betty-Ann Rohler.<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;14. What if my question is not listed here?&#8221; _builder_version=&#8221;4.27.6&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]\n<p>If your question is not included in this FAQ, you are encouraged to contact CETL via email at [cetl@sta.uwi.edu), and a member of the team will respond as soon as possible; enquiries are typically addressed during office hours, Monday to Friday, 8:30 a.m. to 4:30 p.m.<\/p>\n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_tabs active_tab_background_color=&#8221;#256597&#8243; inactive_tab_background_color=&#8221;rgba(223,217,207,0.4)&#8221; active_tab_text_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; tab_text_color=&#8221;#256597&#8243; body_font=&#8221;||||||||&#8221; body_font_size=&#8221;1.3em&#8221; body_line_height=&#8221;1.8em&#8221; tab_font=&#8221;|600|||||||&#8221; tab_font_size=&#8221;1.2em&#8221; body_link_font=&#8221;||||on|||#2190E0|&#8221; body_link_text_color=&#8221;#2190E0&#8243; body_ul_font=&#8221;||||||||&#8221; body_ul_font_size=&#8221;1.1em&#8221; body_ul_line_height=&#8221;2em&#8221; background_enable_color=&#8221;off&#8221; custom_padding=&#8221;2%|5%|2%|5%|true|true&#8221; border_color_all=&#8221;rgba(223,217,207,0.23)&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_tab title=&#8221;References&#8221; _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]\n<p>Gleason, Nancy. (2022, December 9). ChatGPT and the rise of AI writers: how should higher education respond? Times Higher Education. Retrieved 29 August, 2023 from<span>\u00a0<\/span><a href=\"https:\/\/www.timeshighereducation.com\/campus\/chatgpt-and-rise-ai-writers-how-should-higher-education-respond\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/www.timeshighereducation.com\/campus\/chatgpt-and-rise-ai-writers-how-should-higher-education-respond<\/a><\/p>\n<p>Sabzalieva, E. and Valentini, A. (2023) ChatGPT and artificial intelligence in higher education: quick start guide, UNESCO Digital Library. France: UNESCO International Institute for Higher Education in Latin America and the Caribbean. Available at:<span>\u00a0<\/span><a href=\"https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000385146.locale=en\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000385146.locale=en<\/a><span>\u00a0<\/span>(Accessed: 09 May 2023).<\/p>\n<p>Tamsin, S. (2023, January 14). THE ART OF WRITING CHATGPT PROMPTS FOR ANY USE CASE. Https:\/\/Sarahtamsin.com\/. Retrieved August 29, 2023, from<span>\u00a0<\/span><a href=\"https:\/\/sarahtamsin.com\/the-art-of-writing-chatgpt-prompts\/\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/sarahtamsin.com\/the-art-of-writing-chatgpt-prompts\/<\/a><\/p>\n<p>Torres, J., &amp; Mayo, C. P. (2023, September 19). AI Eroding AI? A New Era for Artificial Intelligence and Academic Integrity. Faculty Focus Magazine. Retrieved August 29, 2023, from<span>\u00a0<\/span><a href=\"https:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/ai-eroding-ai-a-new-era-for-artificial-intelligence-and-academic-integrity\/\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/ai-eroding-ai-a-new-era-for-artificial-intelligence-and-academic-integrity\/<\/a><\/p>\n[\/et_pb_tab][et_pb_tab title=&#8221;Resources, Tools, Guidelines &#8221; _builder_version=&#8221;4.23&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]\n<ul role=\"list\">\n<li data-aria-level=\"1\" data-aria-posinset=\"1\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/padlet.com\/kathrynconrad\/critical-ai-literacy-for-educators-umh8r80mykrw0d68\" rel=\"noreferrer noopener\" target=\"_blank\">Critical AI Literacy for Educators<\/a>, a Padlet curated by Kathryn Conrad and Sean Kamperman of the KU English Department. It includes excellent resources on AI literacy, ethics, plagiarism and academic misconduct, policies, potential applications, and tools.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"2\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/criticalai.org\/2023\/07\/17\/a-blueprint-for-an-ai-bill-of-rights-for-education-kathryn-conrad\/\" rel=\"noreferrer noopener\" target=\"_blank\">A Blueprint for an AI Bill of Rights for Education<\/a>, by Kathryn Conrad. Critical AI blog (July 2023).<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"3\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"http:\/\/sentientsyllabus.org\/\" rel=\"noreferrer noopener\" target=\"_blank\">Sentient Syllabus Project<\/a>, a collaborative resource created by professors in Canada, the United States, and Japan to help instructors use artificial intelligence resources meaningfully. The site can be challenging to navigate, but it contains many thoughtful materials related to syllabus language, objectives, and activities.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"4\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/wac.colostate.edu\/repository\/collections\/ai-text-generators-and-teaching-writing-starting-points-for-inquiry\/\" rel=\"noreferrer noopener\" target=\"_blank\">AI Text Generators and Teaching Writing: Starting Points for Inquiry<\/a>, curated by Anna Mills of the College of Marin and hosted by Colorado State University. Also see:<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"5\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/drive.google.com\/file\/d\/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq\/view\" rel=\"noreferrer noopener\" target=\"_blank\">A Teacher\u2019s Prompt Guide to ChatGPT<\/a>, by Andrew Herft.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"6\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/oneusefulthing.substack.com\/p\/the-practical-guide-to-using-ai-to\" rel=\"noreferrer noopener\" target=\"_blank\">The practical guide to using AI to do stuff<\/a>, by Ethan Mollick of the Wharton School of Business.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"7\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/sites.google.com\/view\/ai-highered?pli=1\" rel=\"noreferrer noopener\" target=\"_blank\">AI in Higher Education Metasite<\/a>, by Ray Schroeder.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"8\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/medium.com\/@rwatkins_7167\/updating-your-course-syllabus-for-chatgpt-965f4b57b003\" rel=\"noreferrer noopener\" target=\"_blank\">Update Your Course Syllabus for ChatGPT<\/a>, by Ryan Watkins, George Washington University.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"9\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/docs.google.com\/document\/d\/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U\/mobilebasic\" rel=\"noreferrer noopener\" target=\"_blank\">Classroom Policies for AI Generative Tools<\/a>, compiled by Lance Eaton of College Unbound. Material from classes at several universities.<\/li>\n<li data-aria-level=\"1\" data-aria-posinset=\"10\" data-font=\"Symbol\" data-leveltext=\"\uf0b7\" data-list-defn-props=\"&quot;hybridMultilevel&quot;}\" data-listid=\"6\" role=\"listitem\"><a href=\"https:\/\/docs.google.com\/document\/d\/1BU7Ahqoa4psMjmbgC0X8qJyAnjjZcuzjU15gQukSz-A\/edit?fbclid=IwAR1C5Lsb6JEdHLu-EvwV3-mXf0QJHBLrIWz6Id5RJMIGxDtG2OjiQryfdVo\" rel=\"noreferrer noopener\" target=\"_blank\">ChatGPT Resources for Educators<\/a>, compiled by Ben Erwin, Syracuse.<\/li>\n<\/ul>\n[\/et_pb_tab][\/et_pb_tabs][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"<p>Generative Artificial Intelligence in Higher Education Generative AI (Gen AI) is transforming how we teach, learn and work.\u00a0 This resource hub provides the insights and ethical grounding you need to thrive in this new digital landscape. Throughout this web page, \u201cAI\u201d refers specifically to Generative AI.\u00a0 We recommend starting with The UWI AI Policy Framework, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":40,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"<p>Welcome to our Frequently Asked Questions (FAQs) section on Artificial Intelligence (AI)! In this rapidly evolving digital age, AI has become an integral part of our lives, transforming the way we work, communicate, and solve complex problems. As AI technologies continue to advance, it's natural to have questions about how AI works, its applications, ethical implications, and much more. Whether you're a curious individual looking to understand the basics or a professional seeking deeper insights, our AI FAQs are designed to provide clear and concise answers to the most common inquiries. Explore this section to demystify the world of artificial intelligence and gain a better understanding of the technology shaping our future.<\/p>","_et_gb_content_width":"","footnotes":""},"difl_page_category":[],"class_list":["post-243483","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\r\n<title>Generative Artificial Intelligence in Higher Education - Centre for Excellence in Teaching and Learning<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/sta.uwi.edu\/cetl\/resources\/technology\/artificial-intelligence-ai\/\" \/>\r\n<meta property=\"og:locale\" content=\"en_US\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"Generative Artificial Intelligence in Higher Education - Centre for Excellence in Teaching and Learning\" \/>\r\n<meta property=\"og:description\" content=\"Generative Artificial Intelligence in Higher Education Generative AI (Gen AI) is transforming how we teach, learn and work.\u00a0 This resource hub provides the insights and ethical grounding you need to thrive in this new digital landscape. 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