Role of the learning developer in teaching responsible use of AI: examples and challenges from embedded social sciences

This academic year has seen a significant increase in requests for embedded teaching on the university’s generative artificial intelligence (AI) guidelines, which our learning development team had a significant role in developing. The session highlighted the challenges faced when creating sessions within the ever-changing AI landscape (Bobula, 2024), and the importance of meaningful dialogue with academic staff to develop a shared understanding about how students can use AI responsibly. Collaborating with colleagues has highlighted various positions academics have taken in engaging students with AI. Our role has involved championing the university’s guidelines in discussions with academics, sometimes influencing a change in how AI is viewed or used. Developing sessions collaboratively with academics has been imperative in ensuring a consistent message for students about the responsible use of AI. While these collaborations have been successful, the ever-evolving AI landscape and increased expectations from academics raises questions about learning developers’ role in teaching this content, which we explored with delegates in this session. We also outlined the bespoke activities developed for students, including mapping studies using ResearchRabbit, which have garnered positive feedback from staff and students. Whilst we have adapted our approach for each discipline, the key aims of these sessions have remained the same: to encourage students to critically engage with AI tools to determine their value and effectiveness. However, rapidly progressing technology is challenging us as learning developers to think creatively about how to engage students with meaningful activity to empower responsible use of AI.