A foundation in artificial intelligence (AI) literacy among all academic staff is essential for supporting students’ AI literacy effectively. As tools like ChatGPT increasingly influence academic work, educators need to understand prompt engineering and reconsider assessment designs. However, many lack the necessary training or time to engage with courses, limiting their ability to design assessments that leverage these technologies while maintaining academic integrity. This project investigated the impact of prompt training on university academics’ abilities to craft prompts and redesign assessments within a Scottish university. A two-hour workshop on prompt engineering was conducted for academic staff, during which participants graded AI-generated content before and after they received training. Results indicated a significant improvement in the quality of prompts crafted by participants post-training. Qualitative feedback revealed mixed reactions, highlighting both the potential and limitations of AI in academic settings. The study demonstrated the need for ongoing staff development in AI literacy.
Citation
Drumm, L., & Sami, A. (2024). Academic Staff AI Literacy Development Through LLM Prompt Training. In X. O’Dea, & D. Tsz Kit Ng (Eds.), Effective Practices in AI Literacy Education: Case Studies and Reflections (41-49). Emerald. https://doi.org/10.1108/978-1-83608-852-320241005
Online Publication Date
Dec 2, 2024
Publication Date
2024
Deposit Date
Oct 4, 2024
Publicly Available Date
Dec 2, 2024
Publisher
Emerald
Peer Reviewed
Peer Reviewed
Pages
41-49
Book Title
Effective Practices in AI Literacy Education: Case Studies and Reflections
