Artificial Intelligence (AI) in Teaching and Learning

Generative Artificial Intelligence (AI) refers to the use of computers to produce original content, whether text, images, audio, video, etc., based on text prompts and examples that don't require any significant knowledge or creative skills. It is distinct from predictive and analytical AIs that are used to analyse data and come up with a result, such as predicting changes in the stock market or detecting cancer in medical scan images. Generative AI is  based on statistical models that are used to convert the input request into an novel output, and while they may seem to have true creativity and understanding, it is simply a convincing illusion. From being a niche technology that few people were even aware of just a handful of years ago, generative AI has become one of the biggest technology trends almost overnight. 

Generative AI tools, such as ChatGPT and Midjourney, are quickly becoming commonplace in both academic and professional workplaces and can be used to perform a variety of tasks. These tools can be both transformative and disruptive depending on how and when they are used. Therefore, rather than prohibit the use of Generative AI tools, it is our aim to support staff and students in using them effectively, ethically, and transparently.

Literacy in Artificial Intelligence

Welcome to this AI literacy resource, designed to support students and staff in developing a clear, practical understanding of artificial intelligence and its growing role in education and professional practice. AI is increasingly embedded in everyday tools and decision-making, so building confidence in how it works, how to use it responsibly, and when to question it is essential.

This resource introduces the key ideas behind AI literacy, beginning with what artificial intelligence is and how different technologies such as machine learning and generative systems operate. It then explores how to use AI thoughtfully and responsibly, including recognising bias, ensuring ethical practice, and protecting data privacy and security. You will also find guidance on applying AI effectively with a focus on academic integrity, helping you navigate appropriate and transparent use of AI in educational contexts.

Accessibility and inclusion are central throughout, supporting equitable use of AI tools for diverse staff and student needs. Finally, the Further Resources section provides opportunities to deepen your knowledge and stay up to date in a rapidly evolving area.
Whether you are new to AI or looking to build on existing experience, this resource aims to provide clear guidance, practical insight, and a foundation for confident and responsible use.

You can access the AI Literacy Resource below: 

The resource is shared with a Creative Commons licence: Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). This licence allows others to remix and build upon the work non-commercially, as long as the original resource is credited and any adaptations or new creations are then licensed under identical terms.

Pros and cons of using Generative AI

Pros:

• Answering questions where answers are based on material which can be found on the internet.
• Drafting ideas and planning or structuring written materials. 
• Generating ideas for graphics, images, and visuals. 
• Reviewing and critically analysing written materials to assess their validity. 
• Helping to improve your grammar and writing structure – especially helpful if English is a second language. 
• Experimenting with different writing styles. 
• Getting explanations of terminology and processes. 
• Debugging code you have written. 
• Getting over writer’s block. 
• Increasing literacy in Generative AI for future employability.

Cons:

• Whilst their output can appear plausible and well written, Generative AI tools frequently get things wrong and cannot be relied upon for factual accuracy. 
• They perform better in subjects which are widely written about, and less well in niche or specialist areas. 
• Unlike a normal internet search, they do not look up current resources and are therefore some months out of date. 
• They cannot currently provide references – they fabricate well formatted but fictitious citations. 
• They can perpetuate stereotypes, biases, and Western perspectives. 
• There is a harmful human cost to creating and testing these tools, particularly in the global south.
• There is a significant resource and environmental cost to using Generative AI, particularly related to electricity and water

Student use of Generative AI tools

Currently, there is no ban on the use of Generative AI tools in students produced assignments, although it is the decision of the academic if they wish to prohibit the use of AI tools on their assignments. If students are being allowed to use Generative AI tools as part of their assessment, they must describe and reference how and when they have used it. Further information on what we say to students can be found in our Guidance on AI In Assessment

If you suspect a student has used Generative AI without declaring it, or in a way which conflicts with academic integrity, the standard procedure is to make a contract cheating referral. The same way you would for any suspicion of academic misconduct or malpractice involving work you suspect was not written by the student themselves. 

Further information for staff can be found on Assessment & Feedback > Academic Integrity. 

Beyond its potential use in assessments, the ability to use Generative AI effectively and ethically is a useful skill for students during their studies and after graduation. As a result, providing learning activities that encourage students to use Generative AI in the 'right' way will give students the opportunity to develop these skills in a supported, yet critical, way.

Using Generative AI in teaching

As an academic there is nothing restricting you from using Generative AI as a teaching tool, as long as it is used in a transparent and ethical manner. Generative AI is a new and rapidly developing field, and there are tools available for many different purposes, from writing text to creating narrative videos, each with their own strengths, weaknesses, educational potential and ethical considerations. You are responsible for ensuring that your use of AI is compliant with the University's Policy on the use of Artificial Intelligence.

You must not submit student work to Generative AI tools that are not licensed by the University (see below), especially websites claiming to be able to detect AI in student work.

If you are planning on, or are interested in, using Generative AI tools as part of your teaching please discuss this with the Digital Learning Team for advice on how this is best achieved. 

Institutionally Available AI Tools

Copilot in Office 365 Chat is now available for all staff and students to use under our Office 365 institutional license (login with your @hallam.shu.ac.uk account), and is the only licensed tool pure generative AI tool. It provides enterprise data protection, meaning the content you add won't be used to train the AI model and is stored safely and privately in line with UK legal requirements. Microsoft provide some guidance on its use for education. 

Blackboard has some AI tools integrated inside it to help support academics - it suggests formative test questions based on a document, file (such as a student reading or transcript of a video), and/or your prompts. This can be a useful way of creating formative knowledge checks for students quickly.  It also has an image generation tool which can generate images inside documents or other rich content areas.

Find out more

Sheffield Hallam Guidance

Policy for the use of Artificial Intelligence (Staff only - on SharePoint)

Finding and generating images for your learning materials

Examples

Jisc has a resource hub of examples of AI use in LTA.

Get Support 

The Digital Education and Service Development Team can support you with using digital tools for teaching, learning, assessment and student support.