Levelling The Playing Field: Using Artificial Intelligence To Make The Learning Experience More Accessible.

Abstract

Abstract.

This paper reflects on the potential use of AI in a higher education setting to support learners and provide a more equitable educational experience. Whilst much media discussion suggests that AI is a threat to higher education, we offer a different perspective and argue that AI can help students to overcome barriers to learning, such as language deficiencies, or specific learning difficulties such as dyslexia. With the premise that UDL is an approach that enhances accessibility, we contend that AI can be used effectively to create a more inclusive and equitable learning environment.

The authors also provide practical suggestions on including AI within teaching, learning and assessment, so that students use AI ethically, and in line with their institution’s academic integrity policies. AI can help with grammar and spelling, identify suitable literature, summarise complex research articles, or provide structure for writing. However, attributing AI sources is imperative to maintain academic integrity and students need guidance and support from faculty about what is/is not acceptable within their discipline and their institution. 

The reflection finishes with a call to action for educators, to engage with AI, to have a conversation with students about it and to discuss its pitfalls and potential as it relates to learning within their discipline.