19 November 2024
With the advent of generative AI, many programmes and lecturers believe they face the challenge of determining how to make their assessments 'AI-proof'.
This is particularly relevant for take-home assignments where monitoring students' use of generative AI is impossible. But is it effective to try making these assessment forms 'AI-free' or 'AI-partially-permitted'? Or is a broader approach needed? The University of Sydney offers a useful perspective. Read more about their two-lane approach.
For an overview of all VU CTL teaching tips, please go to Tips for Active Blended Learning.
