Teaching and assessment of the future today: higher education and AI

LACEY, Melissa and SMITH, David (2023). Teaching and assessment of the future today: higher education and AI. Microbiology Australia.

Lacey and Smith 2023.pdf - Published Version
Creative Commons Attribution.

Download (737kB) | Preview
Official URL: https://www.publish.csiro.au/ma/MA23036
Open Access URL: https://www.publish.csiro.au/ma/pdf/MA23036 (Published version)
Link to published version:: https://doi.org/10.1071/ma23036


Artificial intelligence (AI), once a subject of science fiction, is now a tangible, disruptive force in teaching and learning. In an educational setting, generative large language models (LLM), such as OpenAI’s ChatGPT, perform and supplement tasks that usually require human thought, such as data analysis, understanding complex ideas, problem-solving, coding and producing written outputs. AI advances are moving quickly. From the emergence of ChatGPT 3.5 in November 2022, we have witnessed the arrival of other progressive language models, like OpenAI’s GPT-4, Google’s Bard AI and Microsoft’s Bing AI. Most recently, AIs gained the ability to access real-time information, analyse images and are becoming directly embedded in many applications.

Item Type: Article
Uncontrolled Keywords: 0601 Biochemistry and Cell Biology; 0605 Microbiology; 3107 Microbiology; 3202 Clinical sciences; 3207 Medical microbiology
Identification Number: https://doi.org/10.1071/ma23036
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 17 Jul 2023 14:00
Last Modified: 11 Oct 2023 13:30
URI: https://shura.shu.ac.uk/id/eprint/32145

Actions (login required)

View Item View Item


Downloads per month over past year

View more statistics