Event summary: PGN workshop on AI and academia
In our February online event, ‘AI and Academia: Navigating the Future of Research and Teaching,’ we had the pleasure of hosting Dr Kirstin Krauss (Worldwide Information Services) and Dr Tadhg Blommerde (Northumbria University). Together, we explored and discussed the rapidly evolving role of AI in academia, examining its impact on both scholars and students, the challenges it presents to the academic community, and innovative strategies for its ethical and effective use.
Dr Kirstin Krauss offered some important insights on AI ethics and the technology’s strengths and weaknesses within the four phases of academic writing. He emphasised that while AI-driven tools can help with topic development to a certain extent by partially identifying and organising literature, researchers must critically engage with sources to ensure validity and originality. Regarding scientific argumentation, as Dr Krauss noted, AI can help structure logical reasoning but lacks the depth of human critical analysis. Additionally, AI might be able to sufficiently support argumentation, coherence, and proofreading, but biases are often observed in AI-generated content, requiring careful oversight. Finally, he stressed the importance of research integrity, cautioning against unethical AI use in peer review and academic honesty. Dr Krauss advocated for responsible AI integration, urging researchers to use AI as a complementary tool rather than a substitute for scholarly rigour.
Dr Tadhg Blommerde explored the creative use of pedagogically driven GenAI tools in teaching, learning, and assessment. He examined AI’s profound impact on traditional assessment methods, noting their vulnerability to AI-generated content. Instead of restricting AI use, he emphasised the need to shift towards innovative assessments that focus on skills AI cannot replicate and GenAI-incorporated assessments that integrate AI into the learning process. To ensure authentic learning, Dr Blommerde highlighted process-oriented assessment as a key strategy. This approach tracks students' learning journeys rather than just final outputs, incorporating contextual applications, personal insights, regular checkpoints, peer feedback, and a strong emphasis on reasoning and critical analysis. He advocated for assessment redesign not as a challenge but as an opportunity to foster deeper engagement and develop AI-literate learners.
Both presenters kindly agreed to share their slides, which you can access below. Again, thank you to all those who joined the event!