Abstract
UAL is home to an exciting and diverse student cohort, including 51% international students and 19% who declare a neurodiversity or disability. We recognise that artificial intelligence has transformed the educational context for some students by enabling transcription, translation, recordings, generated summaries, and additional tools.
How should we interpret these changes? To what extent do we understand their implications? In what ways do these developments align with our objectives for inclusive teaching? How can we support this evolving approach to learning to ensure fairness and maintain strong learning outcomes?
With reference to current best practice in digital accessibility and inclusion, and UAL guidance on how to approach AI, we will provide a space for staff to discuss their concerns, raise questions and think about how to support students whilst maintaining academic integrity.
Session and activities
Facilitated by Senior Digital Learning Coordinators, Sarah Leontovitsch (School of Pre-degree Studies) and Amy Urry (Central Saint Martins), in this talk you will have a chance to reflect how AI is changing the way students engage with their studies.
Artificial Intelligence is increasingly used as a personal coach, translator, proofreader, reading assistant, and scribe. AI powered assistive technology has ballooned, whilst at the same time students can be uncertain about using AI as a study tool. We know that students have different requirements and preferences, and all deserve equitable access to learning but how do we navigate this in a context shaped by AI?
Building on current guidance and research, including the UAL Student Guide to Generative AI, the Social Model of Disability, and principles of Universal Design for Learning, the session will shine a light on trends in how students are using AI to meet their accessibility needs. We will discuss what support we can put in place and think about approaches to help staff feel confident about inclusive practice in this new environment. Specifically, we want to consider how to reduce unnecessary barriers and set clear expectations which support meaningful learning for everyone.
