Innovative and Impactful Research Presented at UFH Teaching & Learning Week 2024 Conference
With research topics such as “The Use of Artificial Intelligence in Teaching and Learning isiXhosa Poetry” and “Enhancing Assessment with Generative Artificial Intelligence: The Role of Prompt Engineering,” the University of Fort Hare’s Teaching & Learning Week 2024 Conference has clearly advanced the institution’s goal of enhancing its research and innovation profile.
Ending today, the conference featured about fifty papers presented by scholars and experts from various institutions who gathered at the East London International Convention Centre this week to share their studies and expertise in line with the conference theme: AI in Teaching, Learning, and Research: Lessons Learned and Future Directions.
Senior Lecturer Duane Boucher from the Department of Information Systems presented his paper titled “Enhancing Assessment with Generative Artificial Intelligence: The Role of Prompt Engineering.” Boucher’s paper focuses on using prompt engineering with generative AI (GenAI) tools to enhance module assessment planning and execution. Prompt engineering—the art of crafting inputs to guide AI outputs—offers a novel approach to creating more effective and personalized assessment prompts.
Grounded in Situated Learning Theory, Boucher’s research explores how prompt engineering can be applied to design assessment prompts within authentic contexts that reflect real-world complexities. According to Boucher, the World Cafe Method used in interactive workshops will enable academics to engage in collaborative dialogue and hands-on activities to understand and apply prompt engineering techniques. “The workshops will simulate realistic scenarios, allowing participants to experience and refine their skills in a social and context-rich environment. The anticipated outcomes include improved assessment quality, increased efficiency in grading, and enhanced student learning experiences.”
The paper provides insights into how GenAI can revolutionize the assessment process, making it more dynamic and responsive. “The findings aim to spark interest and discussion among educators about the potential of AI in transforming traditional assessment methods, ultimately leading to future opportunities for collaboration and innovation in teaching and learning practices.”
Dr. Lukhanyo Makenyane from the UFH Department of African Languages presented his paper on “The Use of Artificial Intelligence in Teaching and Learning isiXhosa Poetry.”
Dr. Makenyane highlights that despite its significant role in improving analytical skills, critical thinking, language use, and problem-solving, students continue to find isiXhosa poetry challenging, and educators struggle to teach it effectively. “The higher-order thinking skills demanded in studying isiXhosa poetry make teaching and learning difficult for students and educators. Those who rely on rote learning or cramming often perform poorly in this area.”
Dr. Makenyane’s paper investigates the use of artificial intelligence in teaching and learning isiXhosa poetry, noting that AI can enhance language skills, make learning more interactive, and transform higher education. Despite some progress, there is a lack of extensive research on the use of AI in teaching and learning isiXhosa poetry.
In his paper, Dr. Makenyane reviews existing data and examines AI tools that can be employed in teaching isiXhosa poetry.
The University has partnered with the University of Kwa-Zulu Natal Press to publish an edited book featuring the conference papers in the first quarter of 2025.