Do’s, Don’ts and Don’t Knows. Responding to AI in assessment in Universities: A Practical Guide for Lecturers
- Home
- About CILT
- Courses & Training
-
Projects
- Blended and Online Learning (BOLD) Project
- UCT Teaching Innovation and Curriculum Change Grants
- AI Teaching Innovation Grants 2025
-
Sharing Online Assessment Practices (SOAP): Case Studies
- Mitigation strategies
- Transforming assessment
-
Expanding, enhancing or adapting
- EDN4501 - Education Technology
- EGS4047F - Environmental Policy and Practice
- LIS5032F - LIS Leadership and Management
- INF3012S - BPM & Enterprise Systems
- APG2041S - Applied Surveying & GISC
- PTY6012W - Forensic Medicine
- ACC2011S & ACC2111S - Financial Reporting 1
- AGE2012F - The First People
- MBChB - Year 2 - Integrated Health Systems Part 1A (Pre-clinical)
- Holding pattern / difficulties
- Learning Platforms Update Project
- Redesigning Blended Courses Project
- UCT Massive Open Online Courses (MOOCs)
- Cases on Open Learning (COOL) Project
- UCT Assessment Project
- Revising UCT’s Assessment Policy
- UCT Formal Online Education Project
- Learning Design Voices
-
Open Education Initiatives
- The UCT Open Textbook Award
- Digital Open Textbooks for Development
- Research on Open Educational Resources for Development (ROER4D)
- Vice-Chancellor’s Open Educational Resources Adaptation Project (2013 – 2016)
- OpenUCT Initiative (2011 – 2014)
- OER UCT (2008–2009)
- Scholarly Communication in Africa Programme (SCAP) (2010–2014)
- Open Education at UCT
- Opening Scholarship (2007)
- Unbundling Higher Education
- Previous projects
- Support and services
- Teaching Support: Frameworks & Guides
- Research & Media Hub
- UCT Teaching and Learning Conference