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Sam Illingworth, Rachel Forsyth, Paul Ashwin, Margaret Blackie - GenAI in Higher Education, Häftad

Häftad, Engelska, 2026

Del i serien Enhancing Reflective Teaching in Higher Education

GenAI in Higher Education

Redefining Teaching and Learning

Av Sam Illingworth, Rachel Forsyth, Paul Ashwin, Margaret Blackie

539 kr

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Beskrivning
This open access book provides practical guidance for higher education professionals looking to use Generative Artificial Intelligence (GenAI) technologies. Blending theoretical grounding with real-world examples and case studies, it gives step-by-step guidance on how to evaluate, select, and implement GenAI technologies in teaching, learning, assessment, and student support. It covers topics including automating administrative processes, adapting learning resources, and critiquing outputs. Each chapter includes reflective exercises and further reading lists and shows how AI can enhance accessibility, efficiency, and creativity in higher education. Alongside this, the many challenges and ethical considerations of using AI are introduced, including issues around plagiarism, quality control, and the need to establish governance protocols.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Lund University.
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Sam Illingworth is Professor of Creative Pedagogies at Edinburgh Napier University, UK. He is the author of Bridging Scholarship and Practice in Higher Education (2025) and is a Principal Fellow of Advance HE (PFHEA).Rachel Forsyth is a Senior Educational Developer at Lund University, Sweden. She is the author of Confident Assessment in Higher Education (2022) and is a Principal Fellow of Advance HE (PFHEA).

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This book provides readers with a comprehensive and accessible overview of Generative Artificial Intelligence (GenAI) guiding us through unchartered territories to discover endless opportunities to enhance learning and teaching. Significantly the volume offers something for colleagues working within all areas of higher education offering practical guidance on everything from updating governance and writing policy, to developing education practice to considering the impact on equity for our students. The authors bring together pedagogical applications across the educational portfolio and with a focus on student-centered provision, agency for both colleagues and students, relevancy of learning and probably most importantly trust; all illustrated by guided exercises, examples and case studies as well as signposting to further reading throughout the chapters – providing opportunities for readers to immediately develop their own practical applications. It is an essential read for all who work within higher education.

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