Generative artificial intelligence (AI) is reshaping the way we learn, and we're working with you to make sure the use of AI at university is equitable, ethical and educationally sound.
Last month, students and staff came together for two panel events, AI and You, to discuss the University's approach to AI, share experiences using AI for learning and assessments, and explore the evolving role of AI in higher education.
Hosted by by Professor Adam Bridgeman, Pro Vice-Chancellor (Teaching and Learning) and Professor Danny Liu, Professor of Educational Technologies, the panels were an opportunity for students and staff to engage in open conversation, share practical advice, and reflect on how AI is being, and should be, used across the University.
Read on to find out what students and staff had to say, and how we're responding to the educational challenges and opportunities presented by AI.
Students voice different perspectives on AI in education
Student panellists, representing a wide range of disciplines, spoke to how they're using AI in their studies. From debugging code and synthesising research to generating practice questions and simulating debates, they shared different use cases for and perspectives on learning with AI.
Jack, a neuroscience and software engineering student, described creating "AI roundtables" with agents assigned to different expert roles to challenge his thinking. Minh, a first-year medical science student, recounted how over-reliance on AI for chemistry notes led to poor exam performance. "AI is a great tool, but it's not a substitute for learning," he said.
Will, a Bachelor of Arts/Bachelor of Advanced Studies student, was concerned that some students relied heavily on AI due to a lack of confidence, often accepting its outputs without scrutiny. PhD student Sathsara highlighted the importance of understanding what generative AI is and isn't. "Many students use Grammarly or spellcheck without realising these are forms of AI," she said.
AI can support your learning, but doesn't replace your critical thinking and problem-solving skills
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LinkAcademics reflect on AI's role as supportive, not a shortcut
Academic staff shared their perspectives and advice for students in using generative AI at university.
Associate Professor Huw Griffiths, from the Discipline of English and Writing, emphasised the importance of critical thinking. "If you reach an answer and you don't know how you got there, you've skipped the learning process," he said. Dr Ben Miller, a writing studies academic, added that using AI well requires a good understanding of the learning process. "Assessment is a moment to check in on your progress," he said. "AI can support that, but it shouldn't shortcut it."
Dr Joanne Hart from the Sydney Medical Program emphasised the importance of safe data practice. "Even if platforms say they delete your data, you can never be completely sure," she said. She reminded audience members that University-supported AI tools like Copilot and Cogniti are 'protected', meaning the inputs are confidential, anonymised and not stored or used for training purposes, so the risk of confidential information leaking is reduced.
Assessments and AI
Professor Bridgeman opened the panels by outlining our updated assessment and academic integrity policies. Our assessments are now categorised into two distinct lanes:
- Secure lane: Assessments where AI use is prohibited or controlled. They include exams, orals, practicals, and placements.
- Open lane: Assessments where AI use is allowed under the guidance of educators. They include essays, quizzes, and collaborative tasks, and require you to correctly acknowledge your use of AI.
Professor Bridgeman emphasised that these policy changes are designed to build student confidence and skills in using AI; an opportunity for you to experiment with and test the limits of AI use across a range of disciplines. "Our approach is about clarity and trust," he said. "We want students to use AI to accelerate their learning, not replace it."
Student panellists also agreed there should be more open conversations in classrooms and tutorials about the use of AI. "If you do something cool with AI, show your teacher," one student said. "We're all learning together."
Where to next?
Both panels closed with a final message: keep the conversation going. No matter what you're studying, we encourage you to explore, question and collaborate with each other as academics and students alike navigate the future of learning with generative AI.
Catch up on AI and You panels and answers to FAQs from the sessions and read more about our students' experience using generative AI in the Sydney Morning Herald piece: After three years with ChatGPT, what’s the value of a university degree?.