 Okay, let's start thank you all for coming to our presentation in this very hot day after lunch last day so thank you very much and thank you to the people online if there's anybody online as well. So our session is about integrating charge BT into tutorial sessions to enhance hopefully critical thinking in university students, we both work at Oxford University. So, let's get this started. So, today we're going to talk about the context of the tutorials at Oxford University small group teaching our experience using AI in psychology tutorials, and some recommendations, something that we're working on at Oxford, and maybe if there's time for any questions, we'll do that as well. And so I'm Sandra Morales, I work as a digital education advisor at the Center for Teaching and Learning. I also have an academic background in research on technology for language teaching I am a language teacher. And that's why I do some teaching as well at Oxford. So I'm Xavier, I'm a digital education advisor as well. My background is in science. I do the same work as Sandra and also do some teaching and tutorial. I've got a chance to do some tutorial at the university in psychology. So this is where the experience come from. Okay, so this is part of a discussion that we had at the Center for Teaching and Learning in terms of artificial intelligence and who is the authority. And that got us to think about who has the knowledge, who has the power to make recommendations and who should we listen to as this is so new. So we started thinking about how to apply it and how to come up with recommendations on how to use AI and how to support our students, mainly through this rapid and rapid evolving rapid evolution of AI and child GPT particularly. Yes, I was just going to say that it's a bit like AI is disruptive like, you know, we are like Brexit COVID and each time there are people who are, you know, raising up and then give their opinion. So that's very difficult to find who is the authority in this field and even now with AI. Okay, so a little bit of context in terms of the tutorials at Oxford. They are small group teaching sessions with a tutor and two or three students. Yeah, two or three. One and three students. And basically the tutor's role is to encourage students to be more analytical to think critically and to deepen their knowledge about subject area using a different methodologies. And as we will see later on, there are different types of tutorial sessions that the tutor can prepare for these students according to their needs, obviously, and as Oxford is so diverse, different programs and divisions, they organize their tutorials sessions independently they they make their own decisions. So it depends on the program how they run the sessions but basically the role of the tutor is mainly to support and provide guidance to the students in this mall. So, so the, you know, we get to get, we get to see the students either maybe once or sometimes almost all the time we can follow them over a period of four to eight weeks. So we get to, we get the chance to build a rapport with the students, which is nice. And it's an opportunity that Oxford obviously allows and it's not maybe relevant to other university but that's a good, good thing for us. So for example during the pandemic, we've, we've had that we've kind of designed some learning pathway so that that comes from the pandemic where we use our main tools at different stages of the learning. So we've developed one for lectures, some for seminars and also for some small teaching tutorial. So you can see different stages and use the different tools for for each stages. And so this is before the rise of AI, and now some other some some other stuff I've used, I've kind of integrated in the learning path pathway, the use of AI. Yes, so this example is from one of the tutors in the language center so she applied the structure of the fit pathways for tutorials and small group teaching and integrating the different, the different tools that we have at Oxford canvas teams, etc. But she included chat GPT in the different stages so in terms of knowledge application, and the student and the tutor works together. So they have an instance to work with chat GPT. The same in terms of online or in class person, I mean online class and in person class to collaborate and to have a more personalized session in which they can both work with chat GPT. So here's one opinion or one, the voice of the student in terms of how to work with the tutor and with chat GPT. Basically, what they say is that they, they appreciate the tutor being there as well to support this process. Yeah. So our in terms of the work that we did in tutorials. We have the question of is critical thinking the answer to generative AI there's a link there to to an article that I read and well we thought, maybe, maybe that could be something that can support students to better interact with the tool. In terms of analysis, evaluation, decision making reflection, and basically to familiarize with the tool. So my experience using chat GPT psychology tutorial so I teach experimental psychology or teach a tutorial is experimental psychology. So I've used it already since January 2023. But recently we, me and Sandra, we tried to use it in one to one tutorial where we kind of introduce chat GPT to the students if they haven't done so yet. And we use them during tutorial. So we looked really at how they, they, they interact with the, with the tool, and especially about prompting engineering as we are looking at, you know, how did they talk to the, to the, to the, to the, to the chat GPT. So for example, we give them a task to do. But for example, design a curriculum on, for example, you know, we put them in a scenario, we said you are a tutor and then a professor ask you to design to design a one hour lectures, because the professor can't make it so you have to be in charge and and try to think about a curriculum or like a small, a small one hour curriculum for your teaching for an hour. So we asked them that and then we looked at what the students write on chat. So we just started to do that with three students and I mean, it's interesting to see the prompt how depending on the personality of the students how they interact with the, with the chat bot. So we have different types of students and we, you know, depending on their, on their, because of their personality, yes, they'll ask different, different ways of the machine. Yeah, what caught our attention was the language that they use to interact with the, with the machine if you, if you can see there. One is more imperative write me a university level. The other one says hello, can you please so that, you know, a different end to the third one is I want you to be an expert so it's giving orders directions to the to the machine so that was actually something that matched with our students personalities. So we started to so all the other people in our team and the Center for Teaching and Learning are also working on AI, and we started to think about, you know, the competencies that set that students or even stuff could could could have to to interact those tools so we can see that you can start from a novice level to an expert level. And how do you engage. Five modes of engagements. What tool do you need to choose. How do you prompt. How do you interpret the outcomes. How do you get them into your professional practice and, you know, if you're very can become an expert. You can start to make decisions on how to develop those tools. Do you want to say about where does it come from. Yeah, just to add that this framework is based on the common European framework for languages which has a similar organization for when you learn a language from basic level to experts so that we, we thought that that would be a good starting point to do the same, perhaps for AI. So, and we don't need to read all these texts but you know this is an example of Dominique kind of design this example how you can judge someone if they are competence on using different type of prompting. So this is from the beginners. This is to the advanced to the advanced users. Oh yes so also we've designed a tool to kind of how students can self evaluate themselves so before they start to use the, the tool, they could choose, they could look at this and then there are some questions they can ask. They can, they can answer to kind of find level they are at when they start to use the AI. So based on that all of that in our experience, we thought about a framework that we could use in the tutorials or any small group teaching. Well this is based on the Oxford organization of tutorials. And you can see here. These are the different types of sessions that tutors can can have with the students feedback session problem solving questioning collaborative discussions and content knowledge so these are the types of sessions in the tutorial session so what we suggest and recommend is that chat GPT is used as a companion in these sessions, basically starting with a self evaluation with a self evaluation by the students. So they can both the student and the tutor they can both know what's the start the what the starting point is in terms of using the tool and for the type of session. Then prompting practice in terms of the language that they use the interaction. I was reading the other day, an article that says that, you know, as you saw in the previous, in the previous slide, one of the students said to chat I want you to be an expert. And that is, it was the way to go basically. So, doing some prompting practice in this tutorial sessions, but as well, record the process of working with the AI tool through reflection and awareness so in this sense we recommend the students and the tutor work together say what worked. What didn't work. Let's write about it. Let's discuss this process. So it will allow us to have some self monitoring. And basically, the students have the control over the AI rather than the other way around so there is a process of reflection and in which we are aware on how we use the tool and what can be done to continue using it effectively depending on the students needs. So yeah, this is good because if you got your students for eight weeks you can see the progress. By the way, this framework is just, you know, what we started to think about this is not a framework that's been adopted by the university at the moment is just a recommendation so far, you know, we just needs to be discussed. So it's not something that is developed yet. Yes, to finish this is a call from one of our students, student take control of the air tools rather than the air taking over control over the taking control and we have also started to like so many of you maybe started to build canvas or we're using canvas courses online for academics or students to learn about AI and use it. At the moment is still under development. Thank you.