In September I took part in a panel at the African Journalism Education Network conference. The most interesting moment came when members of the audience were asked if they didn’t use AI — and why.
Last month I wrote about my decision to use an AI diary as part of assessment for a module I teach on the journalism degrees at Birmingham City University. The results are in — and they are revealing.
What if we just asked students to keep a record of all their interactions with AI? That was the thinking behind the AI diary, a form of assessment that I introduced this year for two key reasons: to increase transparency about the use of AI, and to increase critical thinking.
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As universities adapt to a post-ChatGPT era, many journalism assessments have tried to address the widespread use of AI by asking students to declare and reflect on their use of the technology in some form of critical reflection, evaluation or report accompanying their work. But having been there and done that, I didn’t think it worked.
So this year — my third time round teaching generative AI to journalism students — I made a big change: instead of asking students to reflect on their use of AI in a critical evaluation alongside a portfolio of journalism work, I ditched the evaluation entirely.
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