By Keith Taynton (Learning Technology Support Officer)
In Higher Education, the rapid emergence of new technologies presents exciting opportunities but it can also create some challenges. Leonard Cseh, a Senior Lecturer in Hospitality and Events, has been exploring Blackboard Ultra’s built-in AI tools, with the aim of making his teaching practice more innovative and engaging. His experience demonstrates how these tools can be effectively embedded to enhance student engagement and critical thinking within our curriculum.
Leonard self-discovered the AI features within Blackboard Ultra and decided to experiment in a Level 5 module known for its industry-focused projects. His approach was to use AI not as a replacement for traditional methods, but as a supplementary resource to foster deeper interaction and critical analysis.
Role-Play Activities: Fostering Idea Generation and Initial Engagement
Leonard’s first application of AI involved creating role-play scenarios. He designed prompts within the AI tool to simulate professional industry interactions, which he then presented to his Level 5 and Level 6 students. The initial response was positive. Students found the AI helpful in generating ideas and exploring different perspectives related to their project work. For some, the AI interactions affirmed their existing ideas whilst prompting further iterative changes, providing a sense of validation and increased motivation. This supportive first introduction to AI established it as a valuable resource for student learning.
Socratic Questioning: Encouraging Critical Thinking and Deeper Analysis
Building on this initial success, Leonard explored a more challenging application within his Level 6 ‘Innovation and Concept Design’ module. To encourage critical analysis and robust justification and challenge of ideas, he utilised the Socratic AI tool, adjusting the complexity settings to create a more challenging environment for students.
This shift to a more probing AI persona was intended to mirror the rigorous questioning expected in professional and academic contexts. While the immediate reaction from some students was one of frustration, describing the AI as persistently challenging, this initial resistance proved to be a catalyst for enhanced critical thinking. By requesting that they defend their positions and address alternative viewpoints presented by the AI, students engaged in a more rigorous analytical process.
As Leonard noted, students subsequently reflected that “even though it’s combative… it’s actually encouraged me think more and take on board new ideas.” One student, initially uncertain about their project direction, found the AI’s challenging questions surprisingly beneficial in clarifying their concept, ultimately contributing to a high grade for that assessed component. Again, some initial frustration evolved into an appreciation for the tool’s ability to stimulate deeper thought, reflection and ultimately challenge to strengthen arguments.
Connecting Theory to Practice: AI for Real-World Analysis
Leonard further extended his use of AI to his Level 4 students in a module focusing on “current scenarios and future directions.” He used the AI tool to analyse contemporary news and industry trends, prompting students to consider the broader economic context relevant to their field. By linking these analyses to practical examples, such as a campus food vendor to illustrate supply and demand, Leonard demonstrated the versatility of AI in bridging abstract concepts and real-world scenarios.
The Level 4 students also responded favourably to these AI-driven activities, expressing interest in additional asynchronous engagement. One student’s experience highlighted the tool’s effectiveness in promoting self-reflection: she described “arguing” with the AI and feeling challenged by its counter-arguments. However, she acknowledged that this interaction ultimately pushed her to critically examine and refine her own opinions in pursuit of a resolution.
Recommendations for Educators New to AI:
When asked for advice for educators considering using AI tools, Leonard emphasises a practical and measured approach. “Keep it simple,” he advises, “Don’t expect too much initially and don’t be put off experimenting.” His key recommendations include:
- Personal Experimentation: “Put yourselves into scenarios that we often ask our students to learn within.” Test the tools personally to understand their functionalities and limitations.
- Reflective Practice: Evaluate the effectiveness of different AI applications and adapt your approach based on observed outcomes and learning objectives.
- Student-Centric Focus: Prioritise how AI can support student learning, critical thinking, and assessment goals, particularly through formative feedback opportunities.
- Strategic Use of Challenging AI: Consider the value of using AI to encourage critical engagement and intellectual rigour through thoughtful questioning.
Leonard’s experience illustrates that incorporating AI into Blackboard Ultra can be a valuable strategy for colleagues seeking to create more interactive, engaging, and intellectually stimulating learning experiences. His case study offers a practical example of how thoughtful experimentation and a focus on student learning can lead to meaningful enhancements in teaching and learning using AI tools. As Leonard concludes, “It’s a really creative tool,” and one he will continue to explore further, demonstrating an ongoing commitment to innovation in his pedagogical approach.