AI in Higher Education: A Collaborative Approach
Date 8 February 2024
Billy Little, lecturer in marketing at UON, shares his experiences of introducing AI to his students and in using them as a collaborative tool within a marketing project.
Captured by Kelly Lea (Learning Technologist)
Billy little, a Lecturer in Marketing in the Faculty of Business and Law, worked on a consultancy project with his final-year students who were tasked with creating an advertising campaign focused on disability awareness. Billy highlighted that the main difficulty for his students was that, for many of them, they lacked personal experiences with disabilities.
In his initial sessions, Billy introduced the use of AI tools to act as a collaborator to help develop students’ ideas. He suggested using chatbot tools, such as ChatGPT, to ‘streamline’ their research and DALL-E for visual inspiration and allowed them to explore their use.
Interestingly, Billy found that most students were not well versed in AI, and some had never even heard of ChatGPT. There was initial trepidation, almost a “fear factor”, as Billy described. However, as the project progressed, the students gradually embraced the concept of AI and began to see its potential as a collaborative tool.
One crucial aspect that Billy emphasised was the need for ethical considerations. The use of AI necessitated transparency, ensuring that the students acknowledged that AI had played a part in their work. ‘It was about using AI as an aid rather than as a means to an end’. Billy discussed with his students the limitations of AI, including data from 2021 and beyond, and the biases that AI systems may carry.
Billy also discussed with his students some of the issues that persist in using Visual AI, such as, AI generated images exhibiting distortions and often failing to represent the diversity of disabled individuals. An intriguing aspect discussed was how AI learned from previous inputs, implying a constantly evolving technology.
Looking ahead, Billy was already contemplating further integration of AI into his courses. Beyond the disability awareness project, he envisioned AI as a valuable resource for students with varying strengths, levelling the playing field for all. The goal was to boost the students’ confidence in expressing their ideas without feeling restricted by software limitations.
The students involved in the project quickly grasped the essence of using AI as a tool, rather than a shortcut. They understood the importance of not compromising their creativity and originality by relying solely on AI-generated content.
In conclusion, Billy felt that AI had the potential to enhance learning, foster creativity, and prepare students for the future. While challenges and ethical considerations remain, Billy underscores the importance of a collaborative and ethical approach to using AI in education.
Billy Little is an Associate Lecturer in Marketing. During Billy’s teaching career he has specialised in digital marketing, professional practice, campaign planning and international marketing strategy.
Billy’s research interests lie in international marketing strategy within the carbonated soft drinks industry, with particular focus on attitudes towards global and local products. Other research interests include the marketing of corporate social responsibility within the food and beverage industry and its influence on customer attitudes, behaviours and perceptions of value.