University of Westminster
Example UK and Ireland HE AI Case Studies
University College London
University of London
For any member of staff that is integrating AI into their assessment at Queen's, it can be useful to understand how other educators are doing the same. Here, you will find a range of case studies from university staff across the UK, showcasing how they have been using AI in their work. You can also discover case studies from staff at Queen's, and hopefully take away some inspiration for how you want to, or continue to use AI.
AI in Assessment
University of Limerick
University of Leeds
Kings College London
Queen's University Belfast
Resources
University College London
Case Study: Integrating AI into Postgraduate Coursework Assessment
What did they do?: In a postgraduate module on immunology, students were asked to use ChatGPT to draft an outline for a standard coursework essay. This was supported by workshops in the responsible use of AI, followed by peer evaluation and final submission without the use of AI.
What was the impact?: University College London noted that the integration of AI into assessments is not a temporary fix, but a strategic necessity. AI literacy training is vital, and AI should be used to support human educators.
Link to University College London Case Study
King's College London
Using AI in Assessment Design
Explore the link below for further advice on using AI in assessment design. King's College London explores appropriate and useful integrations of AI in summative and formative assessments and feedback. This considers financial and ethical limitations, suggesting guidance on overcoming these, as well as assessing students on their AI literacy.
Link to King's College London's 'Using AI in Assessment Design'
University of Leeds
Case Study: Generating ideas and images
What did they do?: In MA advertising and design, students have been encouraged to use Generative AI tools to support ideation techniques such as morphological matrix, and been allowed to use AI-generated images as part of their submission.
What was the impact?: University of Leeds noted that the impact of AI-assisted design processes on assessment was 'reassuring'. They noted that whille there are some limitations on the expression of AI-generated ideas, those who could build on their creative skills saw their outcomes improved through the use of AI.
Link to the University of Leeds' Case Study
Queen's University Belfast
Discover how AI is transforming diverse practices across teaching, research, and professional support services at our own university.
All Queen's University Belfast's Case Studies
University of Limerick
Case Study: Integration of AI in Journalism Education
What did they do?: University of Limerick used a mixed methods approach to highlight the potential advantages of incorporating AI in journalism pedagogy. This comprised of both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.
What was the impact?: AI was used to support drafting, analysis, and feedback, and it was demonstrated that AI can be used to scaffold learning, promote self-reflection, and improve disciplinary writing skills.
Link to University of Limerick's Case Study
University of London
Case Study: AI 'Study Buddy'
What did they do?: Feedback from the student experience surveys displayed that students wanted to be assessed outside of summative assessments and examination periods. To help with this, the University of London piloted an intuitive AI study buddy to provide support for distance learning students.
What was the impact?: During and after the pilot, the university carried out a series of student surveys. As of May 2024, the tool had seen 2,400 chat sessions, 1434 unique users, and 97% of questions had been answered. They also found that as examination periods got closer, the tool was used more, highlighting that students were keen to access the support.
Link to University of London's Case Study
University of Westminster
Case Study: Blackboard Learn Ultra's AI Design Assistant
What did they do?: Westminster are using AI generated knowledge checks and rubrics to support learning and assessment. They described the use of AI generated quizzes within a module designed to support students to write effective research proposals. Students were able to repeat different versions of these quizzes an unlimited number of times, enabling them to master the content and gain in confidence.
What was the impact?: It was suggested that in the future, generative AI could be useful for drafting a task assessing what students had learned in a particular lesson. But instead of focusing solely on the lesson in hand, the AI could suggest ways to incorporate learning from previous lessons into the task.
Link to University of Westminster's Case Study
Extra Resources
Resources from QUB
AI Hub Assessment and Feedback
AI and Assessment Self-Help Guide
Resources from other Institutions
KCL Approaces to Assessment
Trinity College Dublin
AI in Assessment
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University of Westminster
Example UK and Ireland HE AI Case Studies
University College London
University of London
For any member of staff that is integrating AI into their assessment at Queen's, it can be useful to understand how other educators are doing the same. Here, you will find a range of case studies from university staff across the UK, showcasing how they have been using AI in their work. You can also discover case studies from staff at Queen's, and hopefully take away some inspiration for how you want to, or continue to use AI.
AI in Assessment
University of Limerick
University of Leeds
Kings College London
Queen's University Belfast
Resources
University College London
Case Study: Integrating AI into Postgraduate Coursework Assessment
What did they do?: In a postgraduate module on immunology, students were asked to use ChatGPT to draft an outline for a standard coursework essay. This was supported by workshops in the responsible use of AI, followed by peer evaluation and final submission without the use of AI.
What was the impact?: University College London noted that the integration of AI into assessments is not a temporary fix, but a strategic necessity. AI literacy training is vital, and AI should be used to support human educators.
Link to University College London Case Study
King's College London
Using AI in Assessment Design
Explore the link below for further advice on using AI in assessment design. King's College London explores appropriate and useful integrations of AI in summative and formative assessments and feedback. This considers financial and ethical limitations, suggesting guidance on overcoming these, as well as assessing students on their AI literacy.
Link to King's College London's 'Using AI in Assessment Design'
University of Leeds
Case Study: Generating ideas and images
What did they do?: In MA advertising and design, students have been encouraged to use Generative AI tools to support ideation techniques such as morphological matrix, and been allowed to use AI-generated images as part of their submission.
What was the impact?: University of Leeds noted that the impact of AI-assisted design processes on assessment was 'reassuring'. They noted that whille there are some limitations on the expression of AI-generated ideas, those who could build on their creative skills saw their outcomes improved through the use of AI.
Link to the University of Leeds' Case Study
Queen's University Belfast
Discover how AI is transforming diverse practices across teaching, research, and professional support services at our own university.
All Queen's University Belfast's Case Studies
University of Limerick
Case Study: Integration of AI in Journalism Education
What did they do?: University of Limerick used a mixed methods approach to highlight the potential advantages of incorporating AI in journalism pedagogy. This comprised of both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.
What was the impact?: AI was used to support drafting, analysis, and feedback, and it was demonstrated that AI can be used to scaffold learning, promote self-reflection, and improve disciplinary writing skills.
Link to University of Limerick's Case Study
University of London
Case Study: AI 'Study Buddy'
What did they do?: Feedback from the student experience surveys displayed that students wanted to be assessed outside of summative assessments and examination periods. To help with this, the University of London piloted an intuitive AI study buddy to provide support for distance learning students.
What was the impact?: During and after the pilot, the university carried out a series of student surveys. As of May 2024, the tool had seen 2,400 chat sessions, 1434 unique users, and 97% of questions had been answered. They also found that as examination periods got closer, the tool was used more, highlighting that students were keen to access the support.
Link to University of London's Case Study
University of Westminster
Case Study: Blackboard Learn Ultra's AI Design Assistant
What did they do?: Westminster are using AI generated knowledge checks and rubrics to support learning and assessment. They described the use of AI generated quizzes within a module designed to support students to write effective research proposals. Students were able to repeat different versions of these quizzes an unlimited number of times, enabling them to master the content and gain in confidence.
What was the impact?: It was suggested that in the future, generative AI could be useful for drafting a task assessing what students had learned in a particular lesson. But instead of focusing solely on the lesson in hand, the AI could suggest ways to incorporate learning from previous lessons into the task.
Link to University of Westminster's Case Study
Extra Resources
Resources from QUB
AI Hub Assessment and Feedback
AI and Assessment Self-Help Guide
Resources from other Institutions
KCL Approaces to Assessment
Trinity College Dublin