Outcomes
Report in trends and policies and practices on the use of LLMs and generative AI in the partnership: Report 2
This report examines current developments and temporal changes in the use of Large
Language Models (LLMs) and Generative Artificial Intelligence (GenAI) in higher education
across institutions participating in the ADMIT project (Generative AI and Large Language
Models in Higher Education). The findings highlight considerable differences in awareness,
usage, and institutional approaches to integrating AI technologies into educational contexts.
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Report on the LLM-ed framework for Learning Design
The LLM-ed Framework provides a structured guide to help teachers integrate Large Language Models (LLMs) into learner-centred course design in higher education. It promotes inclusive, ethical, and effective AI use by framing LLMs as supportive tools that enhance creativity, efficiency, and active learning while preserving teachers’ professional judgment.
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Use of LLM tools within higher education: Report 1
This report is based on a systematic literature review. It examines the impact of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs) on higher education. The rapid advancement of GenAI tools, such as ChatGPT, has transformed educational practices, bringing both significant opportunities and critical challenges.
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Feature Report on trends in policies and practices on the use of LLM and generative AI in the partnership: Report 1
This report provides a comprehensive analysis of the current trends, policies, and practices related to the use of Large Language Models (LLMs) and Generative AI in higher education across the partner institutions involved in the ADMIT project. The findings are based on qualitative and quantitative data collected from key stakeholders, including students, teachers, IT/support staff, and administrators. The study reveals significant variability in awareness, application, and institutional strategies for leveraging AI in education.
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