Tag: AI literacy

Harvard Business School Uses AI to Evaluate Students’ Work, Dean Says

GenAI:N3
In a sophisticated university lecture hall, reminiscent of Harvard, a female speaker stands at a podium, gesturing towards a large interactive screen. The screen prominently displays "AI EVALUATION SYSTEM" along with various complex charts, graphs, and data points, indicating detailed assessment metrics. An audience of students in business attire are seated at tiered desks, working on laptops. Image (and typos) generated by Nano Banana.
Harvard Business School is at the forefront of integrating artificial intelligence into academic assessments, with its Dean confirming the use of AI to evaluate students’ work. This image illustrates a high-tech academic environment where advanced AI evaluation systems are being employed, signifying a significant shift in how student performance is analyzed and graded in prestigious institutions. Image (and typos) generated by Nano Banana.

Source

The Harvard Crimson

Summary

Dean Srikant M. Datar revealed that Harvard Business School (HBS) is actively using AI tools to evaluate student assignments and provide rapid feedback, such as on spreadsheets. At Boston AI Week, he explained that HBS faculty are integrating AI into teaching and research, including through Foundry, a platform connecting entrepreneurs with HBS content. Administrators emphasised that AI supplements, not replaces, classroom learning—supporting tasks like condensing student feedback into actionable insights and offering 24/7 support. HBS leaders frame AI as part of an ongoing digital transformation, stressing the importance of adaptability and a “30 percent rule” for AI literacy.

Key Points

  • HBS uses AI to evaluate coursework and give students rapid feedback.
  • The Foundry platform leverages AI to connect entrepreneurs globally with HBS resources.
  • AI tools condense student feedback for faculty, improving teaching design.
  • Administrators stress AI complements, not replaces, the classroom experience.
  • HBS promotes the “30 percent rule”: basic literacy is enough to work with AI effectively.

Keywords

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URL

https://www.thecrimson.com/article/2025/10/2/hbs-dean-ai-use/

Summary generated by ChatGPT 5

GenAI News

2025 Horizon Action Plan: Building Skills and Literacy for Teaching with GenAI

GenAI:N3

Source

Jenay Robert, EDUCAUSE (2025)

Summary

This collection of essays explores how artificial intelligence—particularly generative AI (GenAI)—is reshaping the university sector across teaching, research, and administration. Contributors, including Dame Wendy Hall, Vinton Cerf, Rose Luckin, and others, argue that AI represents a profound structural shift rather than a passing technological wave. The report emphasises that universities must respond strategically, ethically, and holistically: developing AI literacy among staff and students, redesigning assessment, and embedding responsible innovation into governance and institutional strategy.

AI is portrayed as both a disruptive and creative force. It automates administrative processes, accelerates research, and transforms strategy-making, while simultaneously challenging ideas of authorship, assessment, and academic integrity. Luckin and others call for universities to foster uniquely human capacities—critical thinking, creativity, emotional intelligence, and metacognition—so that AI augments rather than replaces human intellect. Across the essays, there is strong consensus that AI literacy, ethical governance, and institutional agility are vital if universities are to remain credible and relevant in the AI era.

Key Points

  • GenAI is reshaping all aspects of higher education teaching and learning.
  • AI literacy must be built into curricula, staff training, and institutional culture.
  • Faculty should use GenAI to enhance creativity and connection, not replace teaching.
  • Clear, flexible policies are needed for responsible and ethical AI use.
  • Institutions must prioritise equity, inclusion, and closing digital divides.
  • Ongoing professional development in AI is essential for staff and administrators.
  • Collaboration across institutions and with industry accelerates responsible adoption.
  • Assessment and pedagogy must evolve to reflect AI’s role in learning.
  • GenAI governance should balance innovation with accountability and transparency.
  • Shared toolkits and global practice networks can scale learning and implementation.

Conclusion

The Action Plan positions GenAI as both a challenge and a catalyst for renewal in higher education. Institutions that foster literacy, ethics, and innovation will not only adapt but thrive. Teaching with AI is framed as a collective, values-led enterprise—one that keeps human connection, creativity, and critical thinking at the centre of the learning experience.

Keywords

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URL

https://library.educause.edu/resources/2025/9/2025-educause-horizon-action-plan-building-skills-and-literacy-for-teaching-with-genai

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Gen AI Reports

How AI is reshaping education – from teachers to students

GenAI:N3
A split image depicting the impact of AI on education. On the left, a female teacher stands in front of a holographic 'AI POWERED INSTRUCTION' diagram, addressing a group of students. On the right, students are engaged with 'AI LEARNING PARTNER' interfaces, one wearing a VR headset. A central glowing orb with 'EDUCATION TRANSFORMED: AI' connects both sides, symbolizing the pervasive change AI brings to both teaching and learning. Generated by Nano Banana.
From empowering educators with intelligent instruction tools to providing students with personalised AI learning partners, artificial intelligence is fundamentally reshaping every facet of education. This image illustrates the transformative journey, highlighting how AI is creating new dynamics in classrooms and preparing both teachers and learners for a future redefined by technology. Image (and typos) generated by Nano Banana.

Source

TribLIVE

Summary

In this article, educators in a Pennsylvania school district discuss how AI is being woven into teaching practice and student learning—not by replacing teachers, but amplifying their capacity. AI tools like Magic School help teachers personalise lesson plans, adjust reading levels, reduce repetitive tasks, and monitor student use. A “traffic light” system is used to label assignments by allowed level of AI. New teachers are required to learn AI tools; students begin learning about AI ethically from early grades. The district emphasises that AI should not replace human work but free teachers to focus more on interpersonal and high-order thinking.

Key Points

  • Magic School is used to adapt assignments by subject, grade, and reading level, giving teachers flexibility.
  • Teachers are being trained and supported in AI adoption via workshops, pilot programs, and guided experiments.
  • A colour-coded “traffic light” system distinguishes when AI is allowed (green), allowed for some parts (yellow), or disallowed (red).
  • Starting in early grades, students are taught what AI is and how to use it ethically; higher grades incorporate more active use.
  • The goal: reduce workload on teachers for repetitive tasks so they can devote more energy to student interaction and complex thinking.

Keywords

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URL

https://triblive.com/local/regional/heres-how-ai-is-reshaping-education-from-teachers-to-students/

Summary generated by ChatGPT 5

GenAI News

Enacting Assessment Reform in a Time of Artificial Intelligence

GenAI:N3

Source

Tertiary Education Quality and Standards Agency (TEQSA), Australian Government

Summary

This resource addresses how Australian higher education can reform assessment in response to the rise of generative AI. Building on earlier work (Assessment Reform for the Age of Artificial Intelligence), it sets out strategies that align with the Higher Education Standards Framework while acknowledging that gen AI is now ubiquitous in student learning and professional practice. The central message is that detection alone is insufficient; instead, assessment must be redesigned to assure learning authentically, ethically, and sustainably.

The report outlines three main pathways: (1) program-wide assessment reform, which integrates assessment as a coherent system across degrees; (2) unit/subject-level assurance of learning, where each subject includes at least one secure assessment task; and (3) a hybrid approach combining both. Each pathway carries distinct advantages and challenges, from institutional resourcing and staff coordination to maintaining program coherence and addressing integrity risks. Critical across all approaches is the need to balance immediate integrity concerns with long-term goals of preparing students for an AI-integrated future.

Key Points

  • Generative AI necessitates structural assessment reform, not reliance on detection.
  • Assessments must equip students to participate ethically and critically in an AI-enabled society.
  • Assurance of learning requires multiple, inclusive, and contextualised approaches.
  • Program-level reform provides coherence and alignment but demands significant institutional commitment.
  • Unit-level assurance offers quick implementation but risks fragmentation.
  • Hybrid approaches balance flexibility with systemic assurance.
  • Over-reliance on traditional supervised exams risks reducing authenticity and equity.
  • Critical questions must guide reform: alignment across units, disciplinary variation, and student experience.
  • Assessment must reflect authentic professional practices where gen AI is legitimately used.
  • Ongoing collaboration and evidence-sharing across the sector are vital for sustainable reform.

Conclusion

The report concludes that assessment reform in the age of AI is not optional but essential. Institutions must move beyond short-term fixes and design assessment systems that assure learning, uphold integrity, and prepare students for future professional contexts. This requires thoughtful strategy, collaboration, and a willingness to reimagine assessment as a developmental, systemic, and values-driven practice.

Keywords

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URL

https://www.teqsa.gov.au/guides-resources/resources/corporate-publications/enacting-assessment-reform-time-artificial-intelligence

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Gen AI Reports

Generative AI in Higher Education Teaching and Learning: Sectoral Perspectives

GenAI:N3

Source

Higher Education Authority

Summary

This report, commissioned by the Higher Education Authority (HEA), captures sector-wide perspectives on the impact of generative AI across Irish higher education. Through ten thematic focus groups and a leadership summit, it gathered insights from academic staff, students, support personnel, and leaders. The findings show that AI is already reshaping teaching, learning, assessment, and governance, but institutional responses remain fragmented and uneven. Participants emphasised the urgent need for national coordination, values-led policies, and structured capacity-building for both staff and students.

Key cross-cutting concerns included threats to academic integrity, the fragility of current assessment practices, risks of skill erosion, and unequal access. At the same time, stakeholders recognised opportunities for AI to enhance teaching, personalise learning, support inclusion, and free staff time for higher-value educational work. A consistent theme was that AI should not be treated merely as a technical disruption but as a pedagogical and ethical challenge that requires re-examining educational purpose.

Key Points

  • Sectoral responses to AI are fragmented; coordinated national guidance is urgently needed.
  • Generative AI challenges core values of authorship, originality, and academic integrity.
  • Assessment redesign is necessary—moving towards authentic, process-focused approaches.
  • Risks include skill erosion in writing, reasoning, and information literacy if AI is overused.
  • AI literacy for staff and students must go beyond tool use to include ethics and critical thinking.
  • Ethical use of AI requires shared principles, not just compliance or detection measures.
  • Inclusion is not automatic: without deliberate design, AI risks deepening inequality.
  • Staff feel underprepared and need professional development and institutional support.
  • Infrastructure challenges extend beyond tools to governance, procurement, and policy.
  • Leadership must shape educational vision, not just manage risk or compliance.

Conclusion

Generative AI is already embedded in higher education, raising urgent questions of purpose, integrity, and equity. The consultation shows both enthusiasm and unease, but above all a readiness to engage. The report concludes that a coordinated, values-led, and inclusive approach—balancing innovation with responsibility—will be essential to ensure AI strengthens, rather than undermines, Ireland’s higher education mission.

Keywords

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URL

https://hea.ie/2025/09/17/generative-ai-in-higher-education-teaching-and-learning-sectoral-perspectives/

Summary generated by ChatGPT 5

Gen AI Reports