We have witnessed significant advancements in AI tools over the past few weeks, including notable innovations from industry staples such as Google and Microsoft, with new AI functions soon to be incorporated into the Google Suite and Microsoft workspace. These new developments will have a profound impact on how we work, learn and live, raising important questions about the implications for HE teaching, learning, and assessment.
In this session, we will delve deeper into the impact of AI on education. Our discussion will include:
- A brief exploration of the history of AI and its current state of development
- An examination of AI technologies that are currently in use, and how they have transformed the way we live, work, and interact with one another
- A specific focus on ChatGPT, including a demonstration of its current capabilities and how we can leverage it in the SU TLA context.
Magriet de Villiers is the Learning Technologies Advisor of the Centre for Learning Technologies (CLT) at Stellenbosch University (SU), South Africa. She studied and taught in the field of Theology at SU. She took up the position as the Faculty of Theology's Blended Learning Coordinator, and later that of the Academic Development Coordinator. She is currently the Learning Technologies Advisor at CLT and provides support for the institutional use of ICT in Learning and Teaching. Her teaching and research interests centre on the pedagogy of discomfort, learning spaces, artificial intelligence in Higher Education, instructional- and learning design, and blended- and hybrid learning.
Dalene Joubert is the new addition to the CTL-advisors team at SU. She holds a joint Masters Degree from SU and the University of Leiden, a PGCE from Unisa and she is currently busy with her PhD in Translations Studies at SU. Dalene has a passion for learning and teaching, and has been in the space for over a decade – she taught at both Rhodes University and SU, and has also been a high school teacher. She loves her work, and is currently exploring the intersection where AI, TLA and SU meet.
Philip Southey lecturers in physics at the University of Stellenbosch. He obtained his PhD in Tertiary Physics Education from the University of Cape Town (UCT) after completing a BSc Astrophysics (UCT) and a BA PPE (Oxford). He regards teaching as one of the greatest and most exciting intellectual and personal challenges. His research interest lies at the intersection of science, education and philosophy; particularly the metaphors underlying shifts of paradigm in these disciplines. He has taught English in a rural village in the Himalayas and played bagpipes for the queen.
Hanelie Adendorff is a senior advisor in the CTL at SU. She has a PhD in chemistry but has been working in professional development since 2002. Her career and professional development started with an interest in blended learning, but she has since included work in the areas of assessment, facilitation of collaborative learning, science education and, more recently, the decolonization of the science curriculum. As a member of the Faculty of Science's teaching and learning hub, she works with the Vice-Dean (Teaching and Learning) to enhance the status of teaching in the faculty. Since SU's move to emergency and augmented remote teaching, she has been involved with institutional research on assessment.
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