Higher Education Teaching in the Age of AI

Dr. Jan Petrus Bosman is the Director of the Centre for Learning Technologies at Stellenbosch University, specializing in academic development, blended learning, educational leadership, and the application of AI in higher education. His significant contributions to the field include co-authoring Evolving as a Digital Scholar: Teaching and Researching in a Digital World, which explores how academics can navigate the digital landscape effectively. With a background in theology and extensive experience in both teaching and research, Dr. Bosman has been instrumental in advancing strategies for meaningful use of learning technologies in education. He is currently pursuing his second PhD focused on academic advising and AI-infused advising systems, reflecting his commitment to enhancing educational practices through innovation

Magriet de Villiers serves as the Learning Technologies Advisor at the Centre for Learning Technologies (CLT) at Stellenbosch University, where she supports the institutional use of information and communication technology (ICT) in learning and teaching. Her areas of expertise include learning technologies, teaching and assessment modalities, academic integrity practices, and academic development. She has contributed to significant discussions on educational equity, particularly through her work titled A Wake-Up Call: Equity, Inequality and COVID-19 Emergency Remote Teaching and Learning. Magriet teaches several courses focused on the integration of AI in higher education, including Higher Education Teaching in the Age of AI, Reimagining Higher Education Teaching in the Age of AI, Higher Education Assessing in the Age of AI, Higher Education Learning in the Age of AI, and a Professional Certificate program on AI in Higher Education. Her work is pivotal in shaping how educators adapt to technological advancements while maintaining academic integrity and enhancing student engagement.

Dalene Joubert is a higher education advisor at the Centre for Teaching and Learning at Stellenbosch University, where she focuses on the intersection of teaching, learning, assessment, and generative AI from a global south perspective. She holds a joint Master's degree from Stellenbosch University and the University of Leiden, a PGCE from Unisa, and is currently pursuing her PhD in Translation Studies at Stellenbosch. With over a decade of experience in education, Dalene has taught Afrikaans and Dutch at both Rhodes University and Stellenbosch University. Her major works include contributions to discussions on equity and the challenges presented by COVID-19 in remote teaching. She is actively involved in developing short courses on AI literacy for higher education, aiming to equip educators with the skills to integrate AI effectively into their teaching practices while maintaining academic integrity.

Dr. Hanelie Adendorff is a Senior Advisor at the Centre for Teaching and Learning at Stellenbosch University, specializing in teaching, learning, and assessment with generative AI, as well as the decolonization of science curricula and science education. With a career in academic development since 2002, she has focused on how teaching practices can enhance student learning. Dr. Adendorff's major works include Responding to the Necessity for Change: Higher Education Voices from the South During the COVID-19 Crisis and Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. She actively contributes to institutional research on assessment methodologies and collaborates with faculty to improve teaching practices within the Faculty of Science. Her work emphasizes the integration of innovative educational strategies to support effective learning outcomes in higher education.

Melissa van der Vyver is an advisor in Academic Planning at Stellenbosch University, specializing in curriculum design and development, particularly for hybrid learning offerings. She collaborates with faculties to create new academic programs and liaises with external higher education bodies for accreditation purposes. Her research interests focus on the implications of various modes of provision for curriculum development and the application of Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) to widen access to higher education. Melissa is dedicated to ensuring effective teaching, learning, and assessment practices that promote constructive alignment in educational settings.