Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. manage their emotions regarding AI and their awareness of AI's influence on their daily work. Key Findings involve that PPU teachers show an overall average level of AI literacy, teachers excel in using and applying AI tools and understanding the ethical implications of AI in education, which indicates a comfort level with practical implementation and a commendable awareness of responsible AI use. The challenges of the study identified a knowledge gap in how AI functions and its accessibility for educational purposes. Teachers reported lower scores in this area, suggesting a need for training on the technical aspects of AI and how to leverage it for teaching and learning. Implications for practice The need to develop training programmes to improve teachers' understanding of AI functionalities and its use in education emerged from the study, the necessity to implement awareness campaigns on ethical considerations of AI in education and to encourage teachers to explore and experiment with AI tools for teaching and learning, as well as to conduct similar studies with students and other institutions to understand AI literacy across academia. Μελέτη περίπτωσης 11: Ψηφιακή αξιολόγηση: Μια έρευνα για τις πρακτικές και τις ανάγκες των εκπαιδευτικών της τριτοβάθμιας εκπαίδευσης της Ρουμανίας. General information Arora, S., Yadav, D., & Goyal, P. (2021). Assessing English Writing Skills with Generative Language Models. https://www.mdpi.com/2227-7102/14/1/32 The study analyses how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May–June 2022, therefore attempts to identify the main concerns, challenges and obstacles HE teachers encounter when designing and using digital assessment. The findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. Responsible knowledge- sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. The study advocates for a transformative shift towards AI-based pedagogy, emphasising personalised learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles. Description of case The study focuses on educators who employ digital technologies in assessing students’ learning, learning outcomes and practical skills. The research aims to analyse the use of digital assessment tools, while also identifying the training requirements essential for proficient implementation. Thus, the study sought answers for questions, such as: What are the digital assessment practices employed by HE teachers, how do educators utilise digital technologies in assessing students’ learning, learning outcomes and practical skills, what are the specific digital assessment tools commonly used in HE settings, what are the perceived benefits and challenges of using digital assessment tools in the evaluation process and more. Lessons learned Digital Tools are Widespread: Teachers are embracing various digital assessment methods like 3D environments, Open Educational Resources, and discussion forums. Generative AI Offers Potential: AI models like ChatGPT can automate grading, personalise feedback, and adapt assessments based on student responses. Implications for practice Overall, the study emphasises the need for a comprehensive approach to digital assessment that combines technological advancement with effective teacher training and a focus on fostering academic integrity. Recommendations for improvement were:
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