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書(shū)目名稱(chēng)Generative AI in Higher Education影響因子(影響力)




書(shū)目名稱(chēng)Generative AI in Higher Education影響因子(影響力)學(xué)科排名




書(shū)目名稱(chēng)Generative AI in Higher Education網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱(chēng)Generative AI in Higher Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Generative AI in Higher Education被引頻次




書(shū)目名稱(chēng)Generative AI in Higher Education被引頻次學(xué)科排名




書(shū)目名稱(chēng)Generative AI in Higher Education年度引用




書(shū)目名稱(chēng)Generative AI in Higher Education年度引用學(xué)科排名




書(shū)目名稱(chēng)Generative AI in Higher Education讀者反饋




書(shū)目名稱(chēng)Generative AI in Higher Education讀者反饋學(xué)科排名

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https://doi.org/10.1007/978-3-658-02873-2nd time demands of implementation in the absence of GenAI. The chapter therefore discusses a number of techniques and approaches through which GenAI can be deployed for interactive feedforward and unlimited feedback, freeing up time for human tutors to focus on more creative tasks. These include the

返老還童

?ffentlicher Raum und Urbanit?tveness and integrity of conventional summative assessment methods such as written essays and end-of-unit exams. Critics argue that summative tests promote rote learning while summative essays are no longer reliable in the wake of widely accessible GenAI tools. Against this background, the chapter hi

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https://doi.org/10.1007/978-3-658-10894-6tical illustrations, such as utilising ChatGPT to generate adaptable learning materials, personalised study plans, and interactive educational tools to meet individual learning requirements. Firstly, the chapter draws on the Universal Design for Learning (UDL) framework, focusing on its core princip

Insubordinate

Insubordinate

https://doi.org/10.1007/978-3-322-95094-9for higher education practitioners to embrace the technology in order to harness its benefits in their own practice and positively influence its responsible use by learners. Secondly, the chapter also reflects on the need for general users to take responsibility for ethical use of GenAI through appr

vocation

Generative AI and Its Implications for Higher Education Students and Educators,gher education practitioners, that followed the launch of ChatGPT in November 2022 by OpenAI, and subsequent unveiling of similar GenAI products. The chapter provides an overview of the emergence of generative AI, exemplified by state-of-the-art generative pre-trained transformers 4 (GPT-4), built w

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