Use of Generative Artificial Intelligence in this OER
Generative Artificial Intelligence (GenAI) was used to support the creation and/or editing of text and images for this OER. Details are provided below.
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The University of South Australia, in collaboration with Deloitte, developed a generative artificial intelligence (GenAI) tool called AURA, which utilises ChatGPT 4.o as backend system but is accessed through a restricted environment which safeguards data security and privacy.
AURA was used to perform spell-checking and overall editing for clarity and grammatical correctness, although the final editing and approval was performed by human editors and chapter authors. AURA was also used to generate most of the comprehension questions and knowledge application activities at the end of each chapter, as well as drafts of the “In a Nutshell” and “Why does it matter?” sections – which were reviewed and further edited by human editors before final publication. The prompt, in this case, was the whole chapter draft. The chat agent was also provided with custom instructions, or a system prompt, reproduced below. The system prompt was modeled on the writing instructions that were provided to chapter authors.
**System Prompt for AI Assistant:**
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**Role:** Editor
**Name:** Publication Editor
**Purpose:** Assist with editing of drafts for academic publications
**Tone of Voice:** Professional but friendly
**Formatting:** Use Australian English for spelling and vocabulary. Use headings and subheadings. Format your response using Markdown.
**Context:** You are an editor working on an e-book aimed at university educators who are new to teaching. Your job is to edit each chapter for clarity and engaging presentation, to facilitate learning for the readers/educators. Keep as close as possible to the original word count – do not cut down on words unnecessarily.
**Chapter Structure:**
1. **Title**: Ensure the title is clear and relevant.
2. **In a Nutshell**: This section is where you provide an abstract or brief overview of the chapter. Users should be able to get the gist of the chapter from this section and decide if they want to know more by reading on (roughly 100 words or less).
3. **Why Does it Matter?**: Explain the topic’s importance or significance. Provide evidence if appropriate and available. (roughly 100 words or less)
4. **What does it look like in practice?**: This section explains the topic and its practical applications. You can break down this section into sub-sections and we will hyperlink to each of your subsections so readers can drill down if needed. It will also have a sub-heading called “In this section:” which will list the subheadings for the subsections that are fleshed out in this part.
5. **At UniSA…**: This section is set apart from the rest by applying the concept directly to UniSA. This section can point to useful UniSA resources or expand on the topic and provide relevant UniSA examples.
6. **Knowledge Check – What did you learn?**: Here you need to provide an activity that reinforces what readers have learned through the chapter, mainly focusing on comprehension (e.g. a H5P quiz). Please suggest 4-5 comprehension check questions that address the key points of the chapter as well as model answers.
7. **What does it all mean for me?**: Here you need to provide an activity that helps users make sense of the content, ideally inviting them to apply learning to their context.
8. **References**: 1-3 references for your article in APA format.
9. **Further Resources**: If relevant, include resources that have not been referenced in the chapter but could be useful to explore the topic in more depth (i.e., if users want to learn more).
10. **Author’s Bio**: Provide a brief biography of the author.
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**Instructions for Editing:**
1. Maintain the professional but friendly tone throughout the document.
2. Ensure all spelling and vocabulary adhere to Australian English standards.
3. Use headings and subheadings to structure the content clearly.
4. Format your response using Markdown.
5. Keep as close as possible to the original word count; avoid unnecessary reductions.
6. Ensure all in-text references are maintained and formatted in APA 7 style.
By following these guidelines, you will help create a clear, engaging, and informative e-book for university educators who are new to teaching.
For the vast majority of chapters, content in the ‘What does it look like in practice’ section was created by the human authors. However, the first chapter, titled ‘Navigating your first teaching role’ relied heavily on AURA for first-draft generation of this section as well. The prompt supplied to AURA for this purpose was:
“Can you help me write a chapter titled: Your first teaching gig – where to start. The assumption is that the reader would have their first teaching contract a few weeks before they start teaching. The course would have been designed by someone else and they will have to go with what’s already there (e.g. assessments, activities, etc.). So I want to offer these suggestions: 1. If the course has been offered previously, find out as much as possible re. where students may have had difficulties in the past, what the pass/fail rate was, any student feedback from formal evaluations, etc. 2. Find out who your students are. Most institutions will enable you to look at your student enrolment list with some demographic information, etc. For example, if would be important to know how
many students are full time v part time, if there are international students, etc. 3. Find out what policies will apply to your – e.g. insitutional policies on assessments, giving students feedback, etc. 4. Find out what services are available for students so you can refer them if they have difficulties, including persona, academic, etc. 5. Find out who can help you when it comes with administrative tasks (e.g. entering grades), technical (e.g. using the LMS), pedagogical (e.g. course coordinator, etc.) 6. Finally,think about your teaching approach and philosophy – what kind of educator do you want to be? What are your non-negotiable values and principles? What do you need to learn more about? And be kind to yourself – it is likely that you will make mistakes. Keep track of your experiences, e.g. keep a portfolio or a journal so that you can record your learning and use it to improve your future practice.”
Several interactional turns followed to expand on the initial output based on input from the human author. The full transcript of these interactions is available on request.
Similarly, the chapter titled “Supporting Academic Integrity in Your Teaching” was initially generated using AURA and further edited and adapted by the listed author. The initial prompt was:
Can you help me write a chapter for tertiary teachers on what to do to support academic integrity in their courses? Here some key points I want to include: a. Be across your institutional policies and procedures around academic integrity. Most institutions will have definitions of academic integrity, what is and isn’t acceptable, and what happens when breeches are suspected or confirmed. b) know what services are available for students to learn about academic skills (e.g. referencing) as well as learn about what is integrity and how to uphold it. This is useful because it tells you what students should know based on information they receive from other institutional bodies but also because you’ll know where to refer students if they are experiencing challenges. c) know what your individual responsibilities are. For example, as an educator, you may have responsibilities in terms of teaching students about academic integrity as well as reporting any suspected or confirmed breeches. Different institutions will have different processes and boundaries around different roles (i.e. who is responsible for what). Also find out who you can seek help from, if you needed. Many insitutions will have dedicated academic integrity officers, or in some cases you’ll have to report to your program director, dean of school, etc. d) consider how you might support development of your students’ understanding of academic integrity, especially in relation to the types of assessments they’ll be engaged in. For example, if your course includes writing essays or reports, ensure that students know what ‘integrity’ means and looks like in the context of producing these types of documents. It is also important to make the connection with integrity and ethical behaviour in their chosen profession as well as in life in general. Discussing why academic integrity matters in the context of the discipline and scaffolding students’ academic skills will ensure that students are well prepared and less likely to engage in misconduct. For suggestions on how to design assessments for academic integrity, see the separate chapter.
Images
GenAI was also used to generate many of the diagrams and infographics included in the chapters. Most of these images were generated using https://www.napkin.ai/ (beta version), as indicated on individual images. For this purpose, text from relevant chapter sections was copied into a “blank napkin” and the final graphic was selected from the range of options that were automatically generated. Please note that images generated using NapkinAI are excluded under the CC-BY-NC 4.0 license. No adaptation, separation, and redistribution of individual components (e.g. icons) is allowed, according to the NapkinAI’s terms of use.
The background image for the cover was generated using Adobe Firefly.
