Meet the students who developed an educational resource on generative AI

In July 2023, University of Sydney students and staff collaborated to develop 'AI in Education' – resource on generative AI. Their goal was to create an accessible and public resource to increase knowledge around generative AI, so all students can be equipped with the skills to use the technology productively and responsibly. 

Meet the students who co-developed the resource and learn about their experience being part of a project that seeks to democratise knowledge and skill of generative AI.

Learn more about generative AI tools and how you can use them in your studies by attending one of the Library's 'Intro to Generative AI' events in ThinkSpace.

Annie Yuan, postgraduate student in the School of Computer Science 

Annie's role involved designing the curriculum of the resource, which included sourcing appropriate materials and verifying the content was up-to-date and accurate. 

For Annie, having the opportunity to transform complex AI concepts into engaging and highly accessible material was a key highlight of her experience. 

"I enjoyed witnessing the transformation of complex AI concepts into accessible, engaging, and inclusive educational content," she said.

"By breaking down complex AI concepts into understandable modules, we empower students from diverse backgrounds to actively engage with AI technology and contribute to its development in meaningful ways."

Victorian Zhang, third year Bachelor of Commerce (Marketing and English) student

Victorian's role involved developing the section on different generative AI options, as well as providing advice about materials within the resource to ensure they were clear and comprehensible. 

For Victorian, being part of a project with a shared goal and vision – to support students in reaching their full potential with the knowledge and skills of generative AI use – was the highlight of her experience. 

"The entire team getting really into the project was a particular highlight," she said.

"Also, seeing first-hand the enthusiasm everyone had for the wellbeing and success of students."

Angad Chawla, second year Bachelor of Engineering Honours (Mechatronics) and Bachelor of Commerce student 

Angad's role involved working with staff and fellow students to brainstorm ideas for different ways in which AI can be used by students to maximise both learning and productivity at university.

Reflecting on his experience, Angad notes the educational value and opportunity AI presents the higher education community. 

"Democratising ensures that students have equitable access to a resource that will not only revolutionise the way they learn but will also be a necessary skill in their future careers, much like Excel was 20 years ago," Angad said. 

"Higher education should always be about providing access to high quality tools and resources to all students, regardless of their backgrounds. Hopefully, the resource we have created is a step towards improving inclusivity and knowledge about AI amongst students and staff." 

Helia Baygi, Master of Pharmacy student

Helia's role was to oversee the development of the limitations and consideration section of the resource. She also shared her personal experience with AI, which informed the content within the resource.

Reflecting on her experience and role within the project team, Helia notes the importance of making accessible knowledge and skill of using generative AI with integrity.  

"Generative AI has immense potential to enhance the learning experience, but ensuring ethical use and alignment with academic integrity policies is complex," she said.

"Democratising knowledge and skills in generative AI will empower students and educators to use this technology responsibly and ethically."

Isabella Meltzer, fifth year Law and International Relations student

Isabella's key role was writing and editing content, ensuring it was easy to understand and navigate. She primarily worked on the guidelines section, as well as examples of AI prompts students can use for their studies. 

Reflecting on her experience, she said that the unique opportunity to be part of a student-led project for students was a key highlight. 

"We were able to identify our own confusions with generative AI and what we most wanted to clarify and understand, to reflect this in the resource," she said. 

"With this engrained student perspective, we were able to include considerations of what students needed most and anticipate what sections of the site would be most used, for example, the acknowledging/referencing section and University guidelines section." 

We're committed to supporting students to use AI productively and responsibly. Have a question about AI in education at our university? Share your question with us via the survey to help shape support for students around AI.