Turning AI Challenges into Learning Opportunities: Empowering Students to Use GenAI Effectively, Critically, and Ethically, Tadhg Blommerde & Chaturrya Krishnamurthy
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Turning AI Challenges into Learning Opportunities: Empowering Students to Use GenAI Effectively, Critically, and Ethically, Tadhg Blommerde & Chaturrya Krishnamurthy
![[Start of generative AI prompt]
Write a 1500-word research proposal that investigates [Enter Your Research
Topic Here]. The proposal should include the following sections:
Introduction:
Provide a comprehensive introduction to the research topic, emphasizing its
significance and relevance. Clearly state the central research question or
hypothesis to be addressed and its importance in the broader context.
Preliminary Review of the Literature:
Conduct a thorough literature review on the specified topic. Identify relevant
studies, theories, and gaps in the existing literature that highlight the need for
further investigation. Discuss key concepts and perspectives related to the
research topic.
Research Gap:
Specify the research gap identified from the literature review. Clearly articulate
the specific area within the selected research topic that the proposed research
will address. Highlight the uniqueness of your research question and its potential
contributions to the existing body of knowledge or to practice.
Methodology:
4.1 Research Paradigm:
[Choose one: Positivism, Interpretivism, or Pragmatism]
Justify the selected research paradigm based on its alignment with the research
topic and objectives. Dismiss unsuitable paradigms accordingly, providing a
rationale for your choice.
4.2 Research Classification:
Purpose: [Choose one: Exploratory, Descriptive, Explanatory, or Predictive]
Process: [Choose one: Quantitative or Qualitative]
Outcome: [Choose one: Applied or Basic Research]
Logic: [Choose one: Inductive or Deductive]
Clearly explain the purpose, process, outcome, and logic of your research, providing justifications for your chosen
classifications.
Data Collection:
Specify the chosen research approach - quantitative or qualitative - and the corresponding data collection methods
suitable for investigating the selected research topic.
If Quantitative Approach:
Explain how a sample could be realistically recruited by an undergraduate student, provide potential survey questions,
specify variables as independent or dependent, and include their level of measurement (nominal, ordinal, interval, or
ratio) along with precoding. Describe how the collected data will be appropriately analysed.
If Qualitative Approach:
Provide details on how a sample could be realistically recruited by an undergraduate student, and include a set of
sample interview questions that specifically address the research topic. Discuss how the collected data will be
analysed using appropriate qualitative methods.
Data Analysis:
Describe the data analysis techniques that will be used to interpret the collected data and address the research
question/hypothesis. Clearly explain how the chosen analysis method aligns with your research paradigm and
objectives.
Outcomes and Timetable:
Provide a detailed plan for the research project's outcomes and timetable. Specify the time required for each activity,
including literature review, data collection, data analysis, and writing the final research project. Create a realistic
schedule that accounts for potential delays and adjustments.
Addressing Research Ethics:
Provide a comprehensive overview of how ethical considerations for undergraduate students will be integrated
throughout the research project. Describe the steps you will take to ensure informed consent, participant anonymity,
confidentiality, and other relevant safeguards.
Limitations:
Summarise potential limitations of the proposed research. Acknowledge any constraints or challenges that might affect
the validity and generalisability of your findings.
Please ensure to cite at least ten reputable sources within the research proposal to support your arguments and
acknowledge relevant methodological guidance.
[End of generative AI prompt]
Assessment 1](https://image.slidesharecdn.com/blommerdetadhg-day2v2-250529151958-4a147b7d/85/Turning-AI-Challenges-into-Learning-Opportunities-Empowering-Students-to-Use-GenAI-Effectively-Critically-and-Ethically-Tadhg-Blommerde-Chaturrya-Krishnamurthy-10-320.jpg)
![Prompt Writing
Sample of GenAI Chatbot Tools (free use)
Copilot - https://copilot.microsoft.com/ (available for free through the university)
ChatGPT - https://chatgpt.com/ (a classic and good all rounder)
Claude - https://claude.ai/ (excellent tool, very limited free usage)
Perplexity - https://www.perplexity.ai/ (cites sources [supposedly])
Google Gemini - https://gemini.google.com/app (need to use personal Google
account)
Pi - https://pi.ai/talk (emotionally intelligent [supposedly])
Grok - https://x.ai/ (need an X/Twitter account to use)
Poe – https://poe.com/ (access to multiple chatbots)
Meta AI - https://www.meta.ai/ (no login required)
DeepSeek - https://www.deepseek.com/
Non-exhaustive list.
Try out different ones and decide which you like best:
https://teachingnaked.com/prompts/](https://image.slidesharecdn.com/blommerdetadhg-day2v2-250529151958-4a147b7d/85/Turning-AI-Challenges-into-Learning-Opportunities-Empowering-Students-to-Use-GenAI-Effectively-Critically-and-Ethically-Tadhg-Blommerde-Chaturrya-Krishnamurthy-13-320.jpg)
Turning AI Challenges into Learning Opportunities: Empowering Students to Use GenAI Effectively, Critically, and Ethically, Tadhg Blommerde & Chaturrya Krishnamurthy
- 1. Turning AI Challenges into Learning Opportunities: Empowering Students to Use GenAI Effectively, Critically, and Ethically Dr Tadhg Blommerde Chaturrya Krishnamurthy 16.05.2025 PSF: V1, V2, V3, V4, V5, K1, K2, K4, A1, A3, A4, A5 How can you apply and reflect upon these?
- 2. Workshop Objectives and Learning Outcomes • Understand how to design engaging activities that teach students to use GenAI effectively, critically, and ethically. • Develop practical skills in prompt writing, critical evaluation, and structured analysis of AI-generated content. • Gain a reusable template for creating similar exercises tailored to their own teaching contexts.
- 3. Context and Rationale • Did you hear about this thing GenAI? • It’s making me nervous • What’s the point of educators anymore?
- 4. Question: Have you tried to cheat your own assessment (using GenAI)?
- 5. Session Roadmap • Activity 1: Prompt Writing • Activity 2: Critical Evaluation • Student Perspective • Activity 3: Reflection and Discussion
- 6. Introduction to GenAI & AI Literacy • GenAI is “a technology that (i) leverages deep learning models to (ii) generate human-like content (e.g., images, words) in response to (iii) complex and varied prompts (e.g., languages, instructions, questions)” (Lim et al., 2023, p. 2) • It thus includes including commercially available chatbots (e.g., Copilot, ChatGPT, Claude, etc.) and image generators (e.g., Adobe Firefly, etc.) • Issues of AI misuse vs potential for learning • Student disengagement or AI anxiety Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I. and Pechenkina, E. (2023) 'Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators', The International Journal of Management Education, Vol. 21, No. 2, pp. 100790.
- 7. Why Change Is Needed • Traditional assessment methods are increasingly vulnerable to AI- generated content • Focus should shift from preventing AI use to ensuring authentic learning • Assessment redesign presents an opportunity to better align with real- world skills • Key employability skill • ‘Proficient with Microsoft Excel’ claim on graduate CVs will soon become ‘skilled at prompt engineering or prompt craft’
- 8. Current University Responses to AI • Traditional Assessment: Attempting to maintain existing methods whilst preventing AI use • Innovative and Refocused Assessment: Redesigning tasks to focus on what AI cannot replicate • GenAI-incorporated Assessment: Actively including AI tools within the learning process
- 9. A Practical Example of GenAI- incorporated Assessment • SM9538 Business Research and Analysis • Level 5 (second year) module • ~70 students • Runs on Business and Entrepreneurship AND International Business Management (+ language) programmes • First module in Business and Law faculty that integrates GenAI in teaching and assessment • 2023/24: 6 seminars where students are instructed on using GenAI ; 2024/25 all seminars • Final assessment where students mark and critique a GenAI created research proposal. Week Activity Week 1 Week 2 Week 3 Week 4 GenAI for Problem Solving Week 5 GenAI for Writing Literature Review Week 6 GenAI for Writing Research Proposal Week 7 Week 8 Week 9 GenAI for Developing Questionnaire Week 10 Week 11 GenAI for Evaluating Writing Week 12 GenAI for Reflective Writing
- 10. [Start of generative AI prompt] Write a 1500-word research proposal that investigates [Enter Your Research Topic Here]. The proposal should include the following sections: Introduction: Provide a comprehensive introduction to the research topic, emphasizing its significance and relevance. Clearly state the central research question or hypothesis to be addressed and its importance in the broader context. Preliminary Review of the Literature: Conduct a thorough literature review on the specified topic. Identify relevant studies, theories, and gaps in the existing literature that highlight the need for further investigation. Discuss key concepts and perspectives related to the research topic. Research Gap: Specify the research gap identified from the literature review. Clearly articulate the specific area within the selected research topic that the proposed research will address. Highlight the uniqueness of your research question and its potential contributions to the existing body of knowledge or to practice. Methodology: 4.1 Research Paradigm: [Choose one: Positivism, Interpretivism, or Pragmatism] Justify the selected research paradigm based on its alignment with the research topic and objectives. Dismiss unsuitable paradigms accordingly, providing a rationale for your choice. 4.2 Research Classification: Purpose: [Choose one: Exploratory, Descriptive, Explanatory, or Predictive] Process: [Choose one: Quantitative or Qualitative] Outcome: [Choose one: Applied or Basic Research] Logic: [Choose one: Inductive or Deductive] Clearly explain the purpose, process, outcome, and logic of your research, providing justifications for your chosen classifications. Data Collection: Specify the chosen research approach - quantitative or qualitative - and the corresponding data collection methods suitable for investigating the selected research topic. If Quantitative Approach: Explain how a sample could be realistically recruited by an undergraduate student, provide potential survey questions, specify variables as independent or dependent, and include their level of measurement (nominal, ordinal, interval, or ratio) along with precoding. Describe how the collected data will be appropriately analysed. If Qualitative Approach: Provide details on how a sample could be realistically recruited by an undergraduate student, and include a set of sample interview questions that specifically address the research topic. Discuss how the collected data will be analysed using appropriate qualitative methods. Data Analysis: Describe the data analysis techniques that will be used to interpret the collected data and address the research question/hypothesis. Clearly explain how the chosen analysis method aligns with your research paradigm and objectives. Outcomes and Timetable: Provide a detailed plan for the research project's outcomes and timetable. Specify the time required for each activity, including literature review, data collection, data analysis, and writing the final research project. Create a realistic schedule that accounts for potential delays and adjustments. Addressing Research Ethics: Provide a comprehensive overview of how ethical considerations for undergraduate students will be integrated throughout the research project. Describe the steps you will take to ensure informed consent, participant anonymity, confidentiality, and other relevant safeguards. Limitations: Summarise potential limitations of the proposed research. Acknowledge any constraints or challenges that might affect the validity and generalisability of your findings. Please ensure to cite at least ten reputable sources within the research proposal to support your arguments and acknowledge relevant methodological guidance. [End of generative AI prompt] Assessment 1
- 11. Assessment 2
- 12. Evidence-Based Assessment Strategies • Process-oriented assessment tracking the learning journey rather than just the final product • Contextual application requiring students to draw from personal experience • Integration of regular checkpoints and peer feedback • Focus on demonstrable reasoning and critical analysis
- 13. Prompt Writing Sample of GenAI Chatbot Tools (free use) Copilot - https://copilot.microsoft.com/ (available for free through the university) ChatGPT - https://chatgpt.com/ (a classic and good all rounder) Claude - https://claude.ai/ (excellent tool, very limited free usage) Perplexity - https://www.perplexity.ai/ (cites sources [supposedly]) Google Gemini - https://gemini.google.com/app (need to use personal Google account) Pi - https://pi.ai/talk (emotionally intelligent [supposedly]) Grok - https://x.ai/ (need an X/Twitter account to use) Poe – https://poe.com/ (access to multiple chatbots) Meta AI - https://www.meta.ai/ (no login required) DeepSeek - https://www.deepseek.com/ Non-exhaustive list. Try out different ones and decide which you like best: https://teachingnaked.com/prompts/
- 14. Prompt Engineering (many similar frameworks) • CARE (context, ask, rules, and examples) • P (Persona): Defines the AI's role or identity • R (Request): Clearly states the desired output or information • O (Output Type): Specifies the format or type of response • M (Modifier): Shapes the response through constraints or specifics • P (Provide Example): Offers an exemplary response to guide AI • T (Tone): Sets the tone, style, or manner of AI's reply • R: Role • I: Instructions • S: Steps • E: End goal • N: Narrowing
- 15. Fitzpatrick, D., Fox, A., & Weinstein, B. (2023). The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education. TeacherGoals Publishing.
- 16. Even this has been extended
- 17. Activity 1: Prompt Writing • Copy/paste the prompt from the workshop materials into a chatbot of your choice • Replace the squared brackets/highlighted text with something that interests you
- 18. Activity 2: Critical Analysis (at speed) 1
- 19. Activity 2: Critical Analysis (at speed) 2 Assessment Criterion 1: Scope and clarity of research questions or objectives. 15% Assessment Criterion 2: Rationale for the focus of the research with evaluation of the process of identification of chosen area and approach. 25% Assessment Criterion 3: Methodology and ethical considerations. 40% Assessment Criterion 4: Project plan outlining time-bound activities: 10% Assessment Criterion 5: Presentation, structure, spelling and grammar and appropriate APA referencing. 10% What mark would you give the AI?
- 20. Initial thoughts and feedback Early Apprehensions and Uncertainty Despite early hesitation, most students reported becoming more comfortable as the module progressed and expectations became clearer. Prompt engineer framework is essential effective GenAI application. Utilising GenAI Responsibly and Ethically The module promoted thoughtful experimentation balancing creativity with accountability in AI-assisted work. Practical Application in Seminars Played a crucial role in connecting abstract module content with practical, tangible skills that students could carry forward.
- 21. Student Feedback • Strong emphasis on developing employability skills • Feedback was extremely encouraging and insightful "I believe this module points in the right direction, especially as the world continues to integrate more with GenAI." "To me, it’s a great concept. It equips us with the knowledge businesses need today and helps us understand how to use AI in real systems." "I found the topic modern and engaging it really grabbed my interest." "I’m learning how to use a genuinely helpful tool, not just hearing about it in theory." "This has helped me understand how to use GenAI correctly for assignments, future work, and without crossing ethical lines like plagiarism." "I think it’s very forward-looking. Since GenAI is becoming part of everyday life, it’s better to learn how to use it effectively than to just avoid it." "I find this really fascinating. Looking ahead, I believe AI will become a central part of how the world functions. Personally, I plan to start my own business someday, and I’m confident that AI will play a big role in helping me achieve that. Even within the classroom, I think it’s important to accept that AI is here to stay—whether we use it for academic work or in our personal lives. What truly matters is learning how to use it properly and responsibly." "I see this as a very useful skill—something that will be highly valued by employers in the future. "With how fast GenAI is growing, I think knowing how to use it well is becoming a must-have skill." "At first, I was hesitant because using tools like ChatGPT seemed frowned upon in academic settings. But this module really opened my eyes to the ethical and productive ways to benefit from it."
- 22. Challenges and Areas for Improvement 2023/24 Use of Past Student Submissions: Sharing actual examples of student work would help learners compare and evaluate the differences between human and GenAI- generated outputs. Strengthening Technical Practice: Week 9 could benefit from more structured, hands-on tasks focused on applying VBA coding in real scenarios. Challenges and Areas for Improvement 2024/25 More detail on how to identify characteristics of AI writing, compared to human written materials.
- 23. Reflections on module Creative Assessment Format Concerns Around Integrity Was it possible to cheat the final assessment? Value of Reflective Writing
- 24. Impact of GenAI on studies and career Changed how students study and write Improved speed and productivity Built digital skills High quality cover letter creation Raised awareness of ethical use Boosted confidence and creativity
- 25. What did we learn from all of that?
- 27. I hope you all enjoyed this session and found it useful Feel free to contact me any time ( [email protected]) I love talking about how GenAI can be used to make staff more productive and improve student’s outcomes and experience
- 28. References • https://www.tcd.ie/academicpractice/resources/generative_ai/assessment/ • https://dl.acm.org/doi/pdf/10.1145/3573051.3596191?casa_token=I_1VhKXOwdQAAAAA:s-68hky4Mw8ub NLGstLTbDdNyNA_jtvOsh14c_YH2dL-0vbXg9a2ega7t95ejsuH8LSgFcDIkP8 • https://ajet.org.au/index.php/AJET/article/view/9540/2155 • https://qualityframework.hiberniacollege.com/document/view-current.php?id=86 • https://www.ucc.ie/en/ethical-use-of-generative-ai-toolkit/academic-integrity/integrating-responsible-uses -of-genai/ • https://arxiv.org/pdf/2405.01805 • https://my.chartered.college/impact_article/ai-and-assessment-rethinking-assessment-strategies-and-sup porting-students-in-appropriate-use-of-ai/ • https://qqi.ie/sites/default/files/2023-09/NAIN%20Generative%20AI%20Guidelines%20for%20Educators% 202023.pdf • https://msd.unimelb.edu.au/belt/quality/genai/genai-and-assessment • https://aacsb.edu/insights/articles/2024/10/can-that-assignment-be-completed-with-genai • https://cdil.bc.edu/resources/emerging-technologies/engaging-with-ai/ai-assessments/ • https://www.tcd.ie/academicpractice/resources/academic_integrity/strengthening_through_assessment_d