We present two contrasting case studies wherein we used large language model (LLM) technology to support critical elements of our work in the context of a large scale online undergraduate computer science degree. Firstly we used semantic embeddings to identify student-student collusion in exam answers. Secondly we used LLMs to generate starter drafts for exam question papers. We gathered academic staff responses to the two systems through structured interviews. We describe and use a novel, LLM-powered inductive thematic analysis methodology to tag and identify themes in the interviews. All analysis was carried out on locally hosted language models. We identified 26 themes, some shared across the two systems, others unique. The academics were largely comfortable with the use of LLM technology in assessment, the exam generator system helped to kick-start exam writing and the collusion detection tool found otherwise invisible cases. Academics emphasised the need for human oversight of such systems, but were prepared to use them as they perceived that they improved the efficiency of exam processes.

Creative computing is an approach to computing education which emphasises the creation of interactive audiovisual software and an art-school influenced pedagogy. Given this emphasis on Dewey's "learning by doing", we set out to investigate the processes students use to develop their programs. We refer to these processes as the students' 'coding behaviour', and we expect that understanding it will provide us with valuable information about how students learn in our creative computing classes. As existing metrics were not sufficient, we introduce a new set of quantitative metrics to describe coding behaviours. The metrics consider factors such as students' vocabulary use and development, how fast and how much they alter the functionality of code over time and how they iterate on their code through text insert and delete operations. Many of our lessons involve providing students with demonstrator code which they use as a base for the development of their programs, so we use demo code as an entry point to our dataset. We look at programs students have written through developing the demo code in a dataset of over 16,000 programs. We clustered the demo code using the set of descriptive metrics. This lead to a set of clusters containing programs which are associated with distinct coding behaviours. Four was the ideal number of clusters for cluster density and separation. We found that the clusters had distinct behaviour patterns, that they were associated with different instructors and that they contained demo programs with different lengths.

Collaboration is built on trust, and establishing trust with a creative Artificial Intelligence is difficult when the decision process or internal state driving its behaviour isn't exposed. When human musicians improvise together, a number of extra-musical cues are used to augment musical communication and expose mental or emotional states which affect musical decisions and the effectiveness of the collaboration. We developed a collaborative improvising AI drummer that communicates its confidence through an emoticon-based visualisation. The AI was trained on musical performance data, as well as real-time skin conductance, of musicians improvising with professional drummers, exposing both musical and extra-musical cues to inform its generative process. Uni- and bi-directional extra-musical communication with real and false values were tested by experienced improvising musicians. Each condition was evaluated using the FSS-2 questionnaire, as a proxy for musical engagement. The results show a positive correlation between extra-musical communication of machine internal state and human musical engagement.

For the last decade, there has been growing interest in the STEAM approach (essentially combining methods and practices in arts, humanities and social sciences into STEM teaching and research) to develop better research and education, and enable us to produce students who can work most effectively in the current and developing market-place. However, despite this interest, there seems to be little quantitative evidence of the true power of STEAM learning, especially describing how it compares and performs with respect to more established approaches. To address this, we present a comparative, quantitative study of two distinct approaches to teaching programming, one based on STEAM (with an open-ended inquiry-based approach), the other based on a more traditional, non-STEAM approach (where constrained problems are set and solved). Our key results evidence how students exhibit different styles of programming in different types of lessons and, crucially, that students who tend to exhibit more of the style of programming observed in our STEAM lessons also tend to achieve higher grades. We present our claims through a range of visualisations and statistical validations which clearly show the significance of the results, despite the small scale of the study. We believe that this work provides clear evidence for the advantages of STEAM over non-STEAM, and provides a strong theoretical and technological framework for future, larger studies.

This paper proposes the notion of experience to help situate agents in their environment, providing a link on how the continually evolving environment impacts the evolution of an agent's BDI model and vice versa. Then, using the notion of shared experience as a primitive construct, we develop a novel formal model of shared intention which we believe more adequately describes social behaviour than traditional BDI logics that focus on individual agents. Whilst many philosophers have argued that collective intentionality cannot always be equated to the collection of the individual agents' intentions, there has been no AI model that addresses this issue. We believe this is the first attempt to develop an explicit notion of shared experience from an AI perspective.