AI4ED
Digital Education Projects
The Interdisciplinary Centre for Digital Futures (ICDF) collaborates closely with the Digital Scholarship Centre (DSC) within the University of the Free State (UFS). Together, they synergise efforts to advance digital literacy, promote open access, and explore innovative approaches. This partnership ensures a holistic exploration of digital education. The ICDF places a strong emphasis on integrating artificial intelligence (AI) into education. The goal is to harness AI’s capabilities in research related to personalising learning, automating administrative tasks, and providing data-driven insights for educators and learners alike. Sandbox experiments are conducted to explore this. The sandbox experiments are a pivotal aspect of the ICDF’s work that involves creating and experimenting with AI tools. These controlled spaces allow researchers, educators, and students the opportunity to explore and test various AI algorithms, models, and applications. By doing so, they gain practical insight into AI’s potential impact on education. The ICDF is actively investigating machine learning techniques and language models. These technologies hold immense promise for educational contexts, from natural language processing in chatbots to personalised content recommendations. The focus is on understanding their nuances, limitations, and ethical implications.
The University of the Free State (UFS) has implemented regulatory AI sandboxes as a part of their commitment to fostering innovation, responsible and ethical exploration of generative artificial intelligence. These sandboxes serve as a controlled environment where staff explore, experiment with, and test new and innovative AI products, services, or business models under the supervision of a regulator. There are two streams of sandboxes, introductory (which is more of a workshop and information session) and advanced (practical). The aim is to provide staff tan environment to better understand the technology associated with generative AI or AI based technologies. The UFS, through these sandboxes, is contributing to the broader conversation on the harmonization of AI regulatory sandboxes and the interplay between AI sandbox generative AI implementation.
Upskilling the workforce to thrive amidst AI advancements was an AI event held on 14 May 2024. We hosted international speakers Dr Marilize Pretorius from the University of Antwerp in Belgium and Dr Willfred Greyling from the Waikato Institute of Technology in New Zealand. They were joined by Dr Grey Stopforth from the UFS talking about the practicalities of AI skill development in Higher Education: Are we managing or controlling this crisis?
In recent years there has been a remarkable transformation in education, fuelled by the rapid advancements in artificial intelligence (AI). From personalised learning platforms to intelligent tutoring systems, AI-assisted technology has become an integral part of the modern educational landscape, revolutionising the way we teach and learn. While AI has gained significant attention recently, its roots can be traced back to the mid-twentieth century. The term "artificial intelligence" was coined at the Dartmouth Conference in 1956 where researchers aimed to develop machines that could mimic human intelligence. Since then, AI has evolved rapidly, driven by advancements in computing power, data availability, and algorithmic improvements.
The document titled "Stepping up with ChatGPT" is a guide produced by the University of the Free State (UFS). Authored by Herkulaas Combrink, Susan Brokensha, Cornelle Scheltema-Van Wyk, Ketshepileone Shiela Matlhoko, Sean van der Merwe, and Tiana van der Merwe, it provides general information on the use of ChatGPT at the UFS. The guide is not intended to be a substitute for professional advice or guidance. It addresses common questions and concerns related to the use of ChatGPT in an academic setting. However, it also acknowledges that ChatGPT's responses, generated by a machine learning algorithm, may have limitations in contextual understanding and accuracy. The authors and publishers of this guide are not responsible for any errors or omissions or any outcomes resulting from the use of this information. The reader assumes full responsibility for their use of the information contained in this guide. The guide was first posted online on July 27, 2023.
2023 marked a year where generative AI disrupted higher education, especially for second language English speakers. An initial fear of generative AI was the risk of plagiarism, however, it became apparent that an over reliance to generative AI technology without the appropriate training to use the technology to its fullest capacity for academic writing was more likely. As a result, the regulatory sandboxes at the UFS were explored to understand what the perceptions of academic staff were at the UFS in the advent of generative AI and academic conduct.
Dr Angela Stott presented an AI Wayfinder at the UFS. This seminar was presented by Dr Angela Stott (Physical Sciences, Education, University of the Free State) and Stefanus Scheepers (Education, University of the Free State) which included an interactive session on the use of AI and a demonstration of what students are doing with AI.
Jani van der Merwe (Learning Design, Centre for Teaching and Learning, University of the Free State) presents on the possible integrations of AI in the learning management system Blackboard.
As a Learning Designer at the University of the Free State (UFS) for over three years she has been supporting academic staff to pursue blended and online learning approaches on the learning management system, Blackboard. Her mission is to enhance the quality and effectiveness of teaching and learning through innovative and evidence-based design, development, implementation, and evaluation of blended and online learning initiatives. With a Master of Education degree in Information Communication Technology Education and multiple certifications in e-learning and instructional design, she has developed a strong expertise and passion for integrating technology into education.
A panel discussion where UFS librarians talk about the implementation of AI in academic libraries. This panel discussion of librarians showcased the experiences and use of generative AI, AI search tools, and other innovative technologies in the information management space at the UFS. This innovative panel discussion and showcase is a viable resource for academics to learn from the UFS experience and innovations in the generative AI, and AI space.
Dr Riaan van Wyk from the Clinical Simulation and Skills Unit at the UFS Health Sciences on how AI can be used behind the scenes to help develop simulation experiences. This innovative session was a showcase of how generative AI can be used to enhance the clinical simulations. Learn more about how to use AI as a tool to support your teaching and learning across disciplines.
Dr Ina Gouws from Political Studies and Governance (UFS) and Dr Grey Stopforth from Mercantile Law UFS on Assessment design and teaching in AI. This wayfinder was presented in a timeos manner to explain academic conduct, use cases and lessons learned from generative AI at the UFS.
The second in the AI Wayfinder Seminar Series was presented by Dr Peet van Aardt and Zonnike Coetzer from the Centre for Teaching and Learning's Writing Centre on AI in writing: Implications of overreliance. The Writing Centre is driven by helping students cultivate their own academic voice and addresses the concern of students who submit ChatGPT texts as their own.
The first in our series is Ethics and policies in AI by Prof Susan Brokensha from the department of English at the University of the Free State. Prof Brokensha has written extensively about AI. See some of Prof Brokensha's work: AI in and for Africa, Is ChatGPT a friend or foe in the war on misinformation?, and The potential of artificial intelligence (AI) for decolonising education in South Africa through the development of indigenous languages.