Tallinn University of Technology

Good practices | Academic information

Table of Contents

    Good practice guidelines

    Academic Ethics Committee

    Ethical People in an Ethnical University

    In 2023 study materials titled Ethical People in an Ethnical University were created. A course Fair Play is aimed at learners to introduce the principles of academic honesty (3 hours). Enrol on Moodle. 

    GENERAL PRINCIPLES FOR USING ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING

    Artificial intelligence tools help enhance and facilitate learning. Technological innovations enrich the learning process, and we should embrace them — just as we did with calculators, spell-checkers, the internet, and search engines. In terms of teaching and learning, AI provides numerous opportunities as well as challenges. 

    • The lecturers shall explain to students the acceptable use of AI-based software in assessments, teaching, learning and/or homework. Information on this can be found in the extended course description.
    • AI applications can be used as a source of inspiration, a tool for evaluating and refining ideas, for translation, and to support learning during the early stages of the work. AI applications can also be helpful in editing student-generated text during the final stages of work. However, AI applications must not be used for the preparation of extensive sections of a graduation thesis (e.g. an entire chapter), fabricating data for analysis, or generating substantive arguments.
    • If an application is used as a tool (for editing or translating text, creating worksheets or tests, or gathering ideas), citation is not required.
    • If the output from the application is used substantively (such as a section suggested by an AI tool or an image generated by an image creator), the application used must be properly cited as a method. 
    • A learner is fully responsible for the accuracy and quality of all information, research material and the results of analysis submitted for assessment, as well as the correctness of all references. While using AI applications as a tool during various stages of writing is permitted, it is important to remember that AI-generated text should not be presented as your own ideas in any academic work.
    • AI is not a reliable standalone source, so learners must still cite human-created original sources as evidence. Content created by AI can be cited as an independent source if the objective of the thesis is to study or explore the use of AI. 
    • The purpose of the defence of student papers, including graduation theses, is to assess the competencies acquired by the learner. A student is responsible for the content and quality of his/her graduation thesis, regardless of the sources (e.g. AI) used.
    • If artificial intelligence is necessary to complete an assignment, it must be available to everyone. This should be considered when using paid AI tools. 
    • The university permits the use of AI technologies in teaching and learning, provided they comply with personal data processing, data privacy, and cybersecurity regulations, and their use by lecturers or students does not violate the regulations. See also: Procedure for the Processing and Protection of Personal Data.
     
    Diagram for self-checking when using AI in LEARNING

    Different methods for using a chatbot to facilitate learning
    • AI as an intelligent tutor – students progress through tasks step by step, receiving personalised instructions or feedback by asking the AI questions about the next steps.
    • Dialogue-based supervisory systems – students complete tasks step by step through natural language interactions. Advanced systems can automatically adjust to the student’s level of engagement, providing motivation and ensuring the student stays on task.
    • Language learning applications – AI-based learning tools are used in both formal and informal educational settings. They support learning by providing access to language courses and dictionaries, and provide real-time automated feedback on pronunciation, comprehension, and fluency.
    • Inquiry-based learning environment – students are offered the possibility to engage in a variety of presentations that help them shape their learning paths to achieve the learning goals.
    • Formative assessment of written papers – students receive regular, automated feedback on their written papers or assignments. 
    • Providing assistance with writing papers – students employ AI as an assistant to help organise the topic and gather ideas for creating a draft. A written paper must be prepared independently by the student.
     
    For teaching staff

    Guidelines for Adapting to AI Tools in Teaching and Learning.

    Additional materials

    At TalTech, students can give feedback twice a year using ÕIS.

    Your feedback is very important:

    • for you in order to analyse and reflect on your semester's work; 
    • for the lecturer in order to develop and improve his or her course and teaching skills;
    • for the programme director in order to improve the courses and ensure high quality of teaching;
    • for the Human Resources Office and Office of Academic Affairs in order to provide more efficient support for the professional development of the lecturers;
    • for the management of the university in order to take the students' opinion into consideration when taking decisions.

    The feedback survey is totally anonymous. The results will be presented only in aggregate form.

    The feedback process at TalTech is governed by the "Procedure for requesting and taking into account feedback on teaching and courses".

    TalTech students have formulated and written good practice to follow when giving feedback.

    Good feedback is:

    • based on self-analysis - it is very important to consider one's own contribution when evaluating teaching. A lecturer may make every effort to help students, but ultimately each student must take responsibility for his/her learning.
    • polite - lack of respect, rudeness, etc. do not help a lecturer or programme director to improve a course or study programme. 
    • justified – ... , because ...". The points in the questionnaire provide a good indication, but explanations are important in order to improve the quality. 
    • objective – emotions should be left out of feedback, sometimes it is useful to wait a bit before giving feedback and analyse one's own action in parallel with the lecturer's activities in order to get to the core of the matter.
    • constructive – lecturers and programme directors use student feedback to improve their work. This can be done if the feedback provides an opportunity for that, i.e. it is based on observations and facts and is accurate (the comments concern the activities of the selected lecturer, etc.). 
    • for expressing praise  – recognition of a lecturer's good work motivates and encourages the lecturer to step up his/her efforts.

    Good Practice for Learning and Teaching is an agreement between members of Tallinn University of Technology aimed at promoting and supporting learning and teaching.

    • Participants are aware of the possibilities of the online environment to ensure that the learning takes place with high-quality audio and video. The microphone is switched on only when speaking, in order to avoid possible noise in the audio channel. Using a headset significantly improves the audio quality. The video quality is ensured by a stable internet connection.
    • The student and the lecturer both participate in online learning. if the teacher asks the student to keep the camera on during the lecture, it is polite to do so. This makes it easier to initiate discussions and direct students to co-operation, which ensures two-way feedback and better mutual understanding.
    • Those who wish to speak indicate this by raising the hand icon.
    • If a lecturer wishes to record a lecture given on the web, he/she informs the audience in advance before the lecture starts.
    • All the lectures and seminar materials are the intellectual property of the University and may not be recorded without permission.
    • If a lecturer does not want students to record the lecture, he/she informs the audience in advance before the lecture starts.
    • A student who wishes to record an online lecture may do so with the permission of the lecturer.
    • The University has the right to delete web lectures recorded by the student, if recording has not been previously approved by the lecturer.
    • The recording of lecture may be shared with third parties with the permission of the lecturer.
    • The Parties shall respect each other's wishes to maintain privacy and shall treat intellectual property in accordance with the agreements reached between the Parties.

    • In case of unauthorized distribution of a lecture recording, a lecturer as the author of lecture materials or the University as the holder of copyright-related proprietary rights may demand compensation for proprietary and non-proprietary damage, termination of illegal use and prevention of further infringement, extradition and destruction of unauthorized copies.

      Assessment and knowledge evaluations (including exams)

    • If assessment is conducted in an online environment using monitoring software, students must provide written consent that can be reproduced for verification. If a student does not agree to this, alternative methods of knowledge evaluation must be provided, such as conducting the assessment under special conditions in-person or orally via video conferencing. See monitoring of knowledge assessmesnts for further details.

    • Information regarding the organization of the exam (including whether monitoring will be used) and the exam schedule must be made available to students at least four weeks before the first exam takes place, preferably at the start of the semester.


    For questions regarding the conduct of assessments/knowledge evaluation (including exams), please seek advice and assistance primarily from the instructor teaching the course. If needed, you may also contact the program director of your study program.