Items where Year is 2026

This document provides advice to staff within the Humanities and Applied Social Science CSG around the use of GAI in our modules, and on the detection and process for investigation of misuse of such technology in student assessed work.

This Staff Development Skills Matrix has been created for Construction Technology but it can be adapted to any curriculum Area. It is useful for staff to track progress and develop skillset within different delivery modules, while also allowing managers to see where the gaps are within their teams and how they can work with staff to develop, grow, and upskill areas for development.

This poster is submitted as my Digital Artefact in support of my Associate Fellowship application. It presents the pedagogic rationale for using low-stakes quizzes in PGR teaching, alongside practical strategies for their implementation in both synchronous and asynchronous online environments. Drawing on my teaching practice, the poster outlines how quizzes can be used diagnostically to identify gaps in learning and formatively to support active engagement, check understanding, and provide timely feedback. It also highlights how carefully designed question types, such as MCQs and short-answer responses, can develop key analytical skills, including critical evaluation, application, and interpretation. The poster is informed by student feedback and indicative outcomes, demonstrating the effectiveness of quiz-based approaches in promoting interaction and supporting learning in virtual settings. Above all, the poster reflects an evidence-informed, learner-centred approach to digital pedagogy, aligned with the expectations of Associate Fellowship.

Presentation to support ALT Conference Revisited February 25th 2026

This poster outlines a project focused on making Generative AI guidance more accessible and inclusive through learner co-design. Working with SCQF Level 2 students, alongside feedback from HN and Degree learners, the project explored how institutional AI policy and guidance could be simplified and made more meaningful. Through structured sessions on AI literacy (including privacy, bias and responsible use), students helped shape clearer, multimodal guidance aligned to meta-skills such as critical thinking and ethical decision-making. The work highlights the importance of student voice in developing practical, inclusive approaches to AI use in education.

These materials accompany my conference digital poster on supporting inclusive AI literacy through learner co-design. The project involved working with SCQF Level 2 students to review and reshape Generative AI policy and guidance, focusing on accessibility, clarity and ethical use. The resources outline the rationale, methods, learner feedback and key outcomes, and are shared to support wider conversations around inclusive and responsible AI practice in education.

An interactive map identifying each Academic Partner and Executive Office the distribution of Associate Fellows, Fellows, Senior Fellows, Principal Fellows across UHI.

This project explores a co-designed approach to AI literacy with SCQF level 2 students based in Supported Education at UHI Inverness. (Pierre et al 2024) and (Zhao et al 2025), recommends, including students from this demographic to contribute to AI policies. Initial sessions used multimodal activities questioning the student’s preferences, on written instructions, images, short videos, and peer support. Its focus was on how learners best understand and retain instructions. This was to gauge preferences and accessibility. Feedback revealed that students benefited most from a blend of clear written steps or instructions, simple visuals and support from trusted persons. Lessons then addressed key AI literacies, including privacy, bias, hallucinations and sustainability, using relatable analogies and interactive games. Building on this, students contributed to the creation of a simplified AI guidance document including creating the supporting images to statements, with the process aligned to Skills Development Scotland’s, Meta-skills framework (Skill Development Scotland, n.d)

As part of your school placements, you will curate a School Planning Folder for each placement. This is a working document which should contain everything you need to plan, organise and manage your teaching.