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. Μελέτη περίπτωσης 23: Ο ρόλος της ΤΝ στη διαμόρφωση του τοπίου της τριτοβάθμιας εκπαίδευσης στην Ευρώπη: Επιπτώσεις πολιτικής και κατευθυντήριες γραμμές με έμφαση στην Ιρλανδία. General information Reference/Source: Irfan, M., Murray, L., & Ali, S. (2023). The Role of AI in Shaping Europe's Higher Education Landscape: Policy Implications and Guidelines with a Focus on Ireland. Research Journal of Social Sciences and Economics Review, 4(2), 231-243. https://ojs.rjsser.org.pk/index.php/rjsser/article/view/646 University/HE institution: University of Limerick Course and subject domain: History, Music and Dance, Law, Politics and Public Administration, Modern Languages and Applied Linguistics, English Literature, Journalism, Mass Communication and Technical Communication, Sociology, and Administrative Staff. Aim: To investigate the policy considerations for integrating Artificial Intelligence (AI) across various academic departments at the University of Limerick. Target group: Academic and administrative staff across diverse departments at the University of Limerick Description of case AI tool used: N/A - This study applied to real students via questionnaires A detailed description of what happened: Participants were provided with an openended questionnaire that asked for their views on AI integration and solicited recommendations on key policy considerations for dealing with the ethical and social implications of AI usage. Lessons learned The findings suggest a collective need for comprehensive AI ethics frameworks, transparent and accountable AI algorithms, robust data protection measures, and rigorous interdisciplinary dialogue to chart out the unique implications of AI for different subject domains in HE. Implications for practice Future research which examines the complexity and diversity of AI adoption and implementation within and across different institutions of higher learning is needed. The aim should be to foster a culture of interdisciplinary inquiry into the specific applications of AI in the context of diverse academic domains. Μελέτη περίπτωσης 24: Εξατομικευμένη μάθηση στο πλαίσιο της εκπαίδευσης των εκπαιδευτικών: Πλαίσιο και κατευθυντήριες γραμμές. General information Reference/Source: Alisauskiene, S., Guðjónsdóttir, H., Kristinsdóttir, J. V., Connolly, T., O'Mahony, C., Lee, L., ... & Wozniczka, A. K. (2020). Personalised learning within teacher education: A framework and guidelines. https://hdl.handle.net/10468/11841 University/HE institution: University College Cork Course and subject domain: N/A Aim: To introduce a framework of personalised learning within teacher education, which will support teachers to implement personalised learning in their classrooms. Target group: Teachers and teacher educators. Description of case AI tool used: N/A - This is a personalised learning article. A detailed description of what happened: A workshop in Iceland where participants were grouped into ten groups and given rotating roles to map out personal resources and funds of knowledge each participant brought into the group. The study also provided a framework for personalised learning within teacher education that included a variety of methods, such as Walk & Talk and personalised project work.
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