College Archives - TeacherMatic https://teachermatic.com/case_study_categories/college/ The Ultimate AI Assistant For Today's Educators Thu, 18 Sep 2025 13:53:12 +0000 en-US hourly 1 https://wordpress.org/?v=6.8.3 https://i0.wp.com/teachermatic.com/wp-content/uploads/2024/10/cropped-icon_circle_master.png?fit=32%2C32&ssl=1 College Archives - TeacherMatic https://teachermatic.com/case_study_categories/college/ 32 32 215337049 TeacherMatic Case Study, South Gloucestershire and Stroud College https://teachermatic.com/case_study/teachermatic-case-study-south-gloucestershire-and-stroud-college/ Thu, 18 Sep 2025 13:49:42 +0000 https://teachermatic.com/?post_type=case_study&p=51977 The University of Chester shares its journey of adopting TeacherMatic as part of a cautious, ethical approach to AI in education. From rubric creation to curriculum design and peer collaboration, TeacherMatic has empowered academic staff to innovate confidently and responsibly.

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How South Gloucestershire and Stroud College Saves Time and Simplifies Teaching with TeacherMatic

In this case study, we explore how South Gloucestershire and Stroud College (SGS College) has been using TeacherMatic since 2023. With insights from Luke Allen-Hayward, Deputy Head of Cross College Digital Education, we’ll show how the platform is making AI accessible, practical and genuinely time-saving for educators.

 
Logo of South Gloucestershire and Stroud College, featuring two interlocking circles, one green and one blue, above the acronym "sgs" and the full college name—reflecting innovation in AI in Higher Education.

Meeting the Challenge of AI in Education

Teachers today face an ever-growing list of responsibilities. From planning lessons and preparing resources to marking, admin and student support – it’s no wonder workload continues to be one of the biggest challenges in education.

At the same time, schools, colleges and universities are under pressure to innovate. Leaders are looking for ways to improve staff wellbeing, reduce repetitive tasks and make use of digital transformation strategies that genuinely benefit both staff and learners.

Artificial Intelligence (AI) is increasingly part of this conversation. But for many teachers, the idea of using AI can feel daunting. How do you make sure the output is not only useful but also safe? Questions about GDPR compliance, the risk of training large language models with sensitive data, or even “are the servers located in the UK?” are all valid concerns. Teachers also want reassurance that the content produced is pedagogically sound and genuinely supports learning. And of course, the question remains: can AI really save time rather than add another layer of complexity?

That’s where TeacherMatic comes in.

About SGS College and Luke’s Role

South Gloucestershire and Stroud College (SGS) is one of the largest further education providers in the South West of England, with thousands of students and hundreds of staff. It has a strong reputation for innovation, particularly when it comes to digital learning.

Luke has a unique perspective on how technology can transform teaching. He began as a lecturer in Sport and Public Services, a role he held for six years before stepping into leadership as Deputy Head of Digital Education. His background means he understands both the pressures of classroom teaching and the wider challenge of helping staff embrace new digital tools. This balance makes his reflections on TeacherMatic particularly valuable for other educators exploring AI.

Modern white building with large glass windows and a curved facade, photographed from the front under a partly cloudy sky, home to innovative research on Generative AI tools for educators at the University of Chester.
Six people sit around a table with charts and a laptop, joining fists together in the center, suggesting teamwork or collaboration in curriculum design with TeacherMatic.

The Challenge: Making AI Accessible for Every Teacher

While AI is often hailed as the future of education, many teachers find the reality more complex. Confidence with technology varies widely, and not every member of staff feels comfortable navigating new platforms or experimenting with large language models. Add in the everyday time pressures of lesson preparation and marking, and there’s little capacity left to learn complicated systems. New staff, too, often need immediate access to resources that help them succeed in the classroom. For SGS College, the challenge was clear: they needed a tool that made AI accessible, practical and supportive for all educators, regardless of their technical expertise.

TeacherMatic was designed with this in mind.

Why SGS College Chose TeacherMatic

When Luke’s department adopted TeacherMatic in mid-2023, it quickly proved to be more than just another digital tool. Teachers valued the fact that it was designed specifically for education, which meant there was no requirement to master complex “prompt engineering” before generating useful results. The ability to customise the platform by pinning the most frequently used generators made it even more efficient. Staff appreciated the clean, intuitive interface, which was easy to navigate regardless of digital confidence. Perhaps most importantly, the outputs could be tailored to specific subject areas and student age groups, ensuring resources were always relevant and ready to use.

A group of people sit in a row indoors, some using a laptop to explore Curriculum design with TeacherMatic and others looking at a smartphone, all engaged in conversation.

Key Ways TeacherMatic Saves Time for Teachers at SGS

One of the strongest pieces of feedback from SGS staff is just how much time TeacherMatic saves. Here are the standout examples Luke shared:

 
A teacher uses Generative AI tools for educators while handing out worksheets to students seated around a table in a classroom setting.

1. Assessment Question Generation

  • Teachers can instantly generate multiple-choice questions.
  • Questions are formatted and ready to use, avoiding the need to spend hours writing or formatting.
  • Export options include Kahoot and Microsoft Forms, both popular tools for interactive and digital assessment.
  • The self-marking function in Microsoft Forms integrates seamlessly with TeacherMatic outputs, cutting down on manual marking.

 

Luke notes this has saved him “a great deal of time faffing about with formats and researching questions myself.”

2. Summariser Tool for Complex Topics

Some subjects, such as government legislation, can be difficult to break down for students. With TeacherMatic’s Summariser, Luke can:

  • Convert complex text into accessible chunks of information.
  • Adapt content to different learner needs, whether for high-achieving students or those requiring more support.
  • Make lessons more engaging and easier for students to digest.
Two people sit at a table in a library, looking at a laptop screen together as they discuss responsible AI adoption in universities. One points at the screen with a pen while the other smiles. Bookshelves fill the background.
Person holding a smartphone with the YouTube app open in front of a laptop displaying the YouTube website, highlighting Curriculum design with TeacherMatic and responsible AI adoption in universities.

3. Flexible Content Sources

Teachers at SGS particularly value the ability to generate content from a wide range of inputs, including:

  • YouTube videos.
  • Online articles.
  • Other digital sources.

This flexibility makes it easier to keep content current, varied and relevant.

4. Integration with Microsoft Suite or Google Workspace

Many schools and colleges already use Microsoft 365 or Google Workspace. TeacherMatic works in harmony with both, as well as exporting to many other platforms. This allows staff to:

  • Export assessments directly into Microsoft Forms or Google Forms.
  • Use self-marking and analytics features to track student progress.
  • Build assessments and resources faster, with less duplication of effort.
  • Share outputs in multiple formats that fit existing classroom workflows.
A person with long hair uses a smartphone in front of an open laptop displaying a messaging app, possibly discussing AI in Higher Education, at a blue table.
Two women are sitting at a table in a library, looking at a laptop together. One woman is pointing at the screen while discussing curriculum design with TeacherMatic, as the other listens attentively.

Benefits Beyond the Classroom

The advantages of TeacherMatic weren’t confined to classroom teaching. Luke noticed a wider ripple effect across the college. Staff who were previously hesitant about digital tools found that the platform built their confidence, giving them a safe and supportive way to explore AI. New teachers arriving at SGS could access ready-made resources almost immediately, helping them to focus on settling into their roles and engaging with students. Colleagues frequently commented on how the platform reduced the stress of workload and freed up time for what matters most – planning engaging lessons and working directly with learners.

Luke’s Verdict: Why He Recommends TeacherMatic

When asked if he’d recommend TeacherMatic, Luke’s response was clear:
“I’d definitely recommend it to new starters – it saves them a lot of time. And I’d recommend it to anybody who’s not confident with large language model AIs. Very, very good for time saving.”
His endorsement carries weight because it’s grounded in practical classroom experience, not just theoretical benefits.
An adult and a student sit together, smiling and holding tablets in a classroom setting, exploring curriculum design with TeacherMatic. Other students are visible in the background.
A professor stands at the front of a mostly empty lecture hall, discussing responsible AI adoption in universities with a small group of students seated with laptops open.

The Bigger Picture: TeacherMatic as a Partner for Schools, FE and HE

Luke’s experience at SGS College reflects a wider trend across the education sector: the need for tools that make AI practical, safe and accessible.

TeacherMatic is already being used in:

  • Further Education (FE) colleges.
  • Higher Education (HE) institutions.
  • Schools and multi-academy trusts (MATs).

And the benefits are consistent:

  • Reduced teacher workload.
  • Faster creation of high-quality teaching resources.
  • Improved staff confidence with digital tools.
  • Better outcomes for students through more engaging resources.

This aligns with broader digital transformation strategies in education, helping institutions adopt AI responsibly while keeping teachers’ needs front and centre.

 

Conclusion: What Educators Can Learn from SGS

The SGS College case study shows that AI doesn’t need to be intimidating. With the right tools, it can save teachers hours each week, provide student-ready resources, support both tech-confident and hesitant staff and make complex topics more accessible. For schools and colleges, it also helps deliver on efficiency, innovation and staff wellbeing.

Just as importantly, TeacherMatic answers the critical questions leaders are asking. Is it safe? Yes, data protection and GDPR compliance are built in, with no sensitive information used to train the large language model. Are the servers UK-based? Yes, ensuring security and data residency. Is it pedagogically sound? Absolutely, every generator is designed for teaching and learning, so outputs are reliable and classroom-ready.

For Luke and his colleagues at SGS, this combination of safety, simplicity and educational focus is what makes TeacherMatic stand out. It’s not just another AI tool. It’s a trusted partner that helps educators work smarter, support students more effectively and embrace digital transformation with confidence.

 

Want to see the same results in your school, college or university?

Start using TeacherMatic for free today and discover how our AI-powered generators can save you time, reduce workload and support your teaching.

 

Or, if you’d like to explore organisational access for your institution, get in touch with our team:

Contact Us About Organisational Access

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]]> 51977 TeacherMatic Case Study, Byron Love, City College Plymouth https://teachermatic.com/case_study/city-college-plymouth/ Tue, 22 Apr 2025 16:35:03 +0000 https://teachermatic.com/?post_type=case_study&p=48007 Byron Love, City College Plymouth City College Plymouth has successfully integrated TeacherMatic into its digital learning strategy, transforming both staff

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Byron Love, City College Plymouth

City College Plymouth has successfully integrated TeacherMatic into its digital learning strategy, transforming both staff workflows and student engagement. Led by Byron Love, the college embraced TeacherMatic for its ease of use, efficiency, and UK-based compliance, rolling it out across 125 licences from day one. Staff have reported significant time savings and improved tutorial quality, particularly through tools like the Feedback and Smart Targets Generators. Regular support sessions and feedback loops have ensured ongoing adoption and impact. This case study showcases how thoughtful implementation of TeacherMatic can drive innovation and enhance teaching and learning in further education.

Contents

Maximising the TeacherMatic Experience at City College Plymouth
Setting the Scene: City College Plymouth
Acknowledging Our Achievements

Why TeacherMatic?

Implementing TeacherMatic

Supporting Our Staff

Gathering Staff Feedback

Impact on Student Engagement

Measuring Success

Best Practices for Implementing TeacherMatic

Final Thoughts

Maximising the TeacherMatic Experience at City College Plymouth

Hello everyone, I’m Byron Love, the Digital Teaching, Learning, and Innovation Lead at City College Plymouth. Today, I want to share our journey with TeacherMatic and how it’s transformed our educational practices. If you’re considering adopting TeacherMatic, I hope this provides valuable insights, practical tips, and a clear idea of its potential in your institution.

Setting the Scene: City College Plymouth

City College Plymouth is a Google reference college located in the southwest of England, serving around 12,000 students. Given our size, effectively integrating technology into our educational practices is crucial. I oversee our Digital Learning Quarter (DLQ) team, central to the college’s digital strategy. Our role is to support staff and students in leveraging and resourcing technology to enhance teaching and learning experiences.

Five students sit around a table in a library, looking at a laptop and documents, collaborating on a group project using insights from the TeacherMatic Higher Education Pilot Report.
A woman sits at a library table reading or working on a tablet, perhaps reviewing the TeacherMatic Higher Education Pilot Report, with shelves of books and a brick wall in the background.

Acknowledging Our Achievements

We are proud recipients of the TeacherMatic Gold Organisation Award, reflecting our effective integration of AI-driven technology. Additionally, we recently received the JISC-sponsored Beacon Award for Effective Use of Digital Technology in Further Education, recognising our innovative approaches like no-code app development and AI-assisted professional development.

Why TeacherMatic?

Our institution is committed to a digital-first approach, continuously exploring safe and effective ways to integrate technology. As we began exploring AI, we established clear criteria for selecting the right platform:

  • Ease of use: Minimal technical knowledge required, accessible to staff and students regardless of their experience.
  • Efficiency: Significant reduction in workload, enabling more personalised teaching.
  • Data compliance: Reliability and strict adherence to GDPR and educational standards.
  • UK-based: Tailored specifically to our educational context.

TeacherMatic perfectly aligned with these criteria, making it the logical choice for our AI journey.

Implementing TeacherMatic

After identifying TeacherMatic, I organised a meeting with their team, initially presenting it as a simple one-to-one discussion. However, I surprised them by including our entire executive leadership and curriculum leads in the call. The demonstration impressed our leadership so much they immediately funded 125 licenses across all curriculum areas, allowing large-scale implementation from day one.

Supporting Our Staff

To ensure smooth adoption, we introduced weekly support sessions and workshops focused on best practices. We actively encouraged staff to share their successful use cases, especially highlighting the Feedback Generator and Smart Targets Generator. Previously, our target-setting was identified as inadequate, but TeacherMatic significantly improved quality, enabling staff to spend more valuable one-to-one time with students rather than on administrative tasks.

Woman with dark hair and a blue lanyard sits at a table, smiling, with a notebook and tablet in front of her—perhaps reviewing the TeacherMatic Higher Education Pilot Report in a modern indoor setting.

Gathering Staff Feedback

Regular termly surveys helped us measure TeacherMatic’s impact and refine our support offerings. Approximately 180 staff members now use TeacherMatic, and their feedback guides ongoing support and professional development.

For instance, Jasmin Arey, a psychology lecturer, shared her experience:

“TeacherMatic has streamlined many of my administrative tasks. It can generate slides and provide templates, making it easier to start lessons. Importantly, it significantly improved the quality of one-to-one tutorials by automating the creation of smart targets. This means I can focus more on supporting my students directly, enhancing engagement and learning.”

Impact on Student Engagement

Jasmin’s testimonial emphasises two core educational benefits of technology: simplifying administrative tasks and enabling personalised student interactions. TeacherMatic’s efficiency allows educators more time to engage meaningfully with students, fostering stronger educational outcomes.

A woman in a white shirt works on a laptop at an office desk with papers nearby.

Measuring Success

Our survey data highlights significant improvements:

  • Staff confidence in discussing and using AI increased from 58.8% to 81.2% after one term.
  • Engagement with AI tools rose from 43.8% to 59.3% in the same period.
  • 100% of surveyed staff reported time savings:
    1. 82% saved between 1-4 hours weekly.
    2. 10% saved between 5-9 hours weekly.
    3. 8% saved over 10 hours weekly.

New staff especially found TeacherMatic invaluable for quickly preparing teaching resources, significantly reducing initial stress and workload.

Best Practices for Implementing TeacherMatic

From our experience, we strongly recommend the following best practices:

  • Find Your Champions: Empower enthusiastic staff members, like Jasmin Arey, to confidently support peers and share successful strategies.
  • Promote Success Stories: Regularly highlight impactful outcomes through internal communications, amplifying benefits.
  • Be Authentic: Clearly communicate limitations to ensure realistic expectations and sustained engagement.
  • Establish Regular Support: Provide consistent, accessible training and collaborative spaces for ongoing professional development.
  • Remember the Pareto Principle (80/20 Rule): Utilise TeacherMatic to manage approximately 80% of repetitive administrative tasks, freeing educators to focus on the crucial 20% that directly impacts student achievement and personal development.

Final Thoughts

TeacherMatic has been genuinely transformative for us at City College Plymouth, enhancing our educational practices, increasing student engagement, and fostering a culture of innovation. If you’re considering TeacherMatic, I strongly encourage you to take the plunge – you won’t regret it!

Ready to explore TeacherMatic at your institution? Get in touch to discover how TeacherMatic can transform your teaching and learning experience.

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]]> 48007 TeacherMatic Higher Education Pilot Report https://teachermatic.com/case_study/jisc-higher-education-pilot-report/ Mon, 24 Feb 2025 16:12:59 +0000 https://teachermatic.com/?post_type=case_study&p=46040 TeacherMatic Higher Education Pilot Report The TeacherMatic Higher Education Pilot Report details a collaboration with Jisc’s artificial intelligence team. It

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TeacherMatic Higher Education Pilot Report

The TeacherMatic Higher Education Pilot Report details a collaboration with Jisc’s artificial intelligence team. It demonstrates how the TeacherMatic platform streamlined content creation tasks and eased teachers’ workloads during a trial with higher education organisations. The results highlight TeacherMatic’s ease of use and time-saving benefits.

People sitting at a table in a library, working on laptops.

Contents

This report provides a comprehensive review of TeacherMatic, detailing its initial pilot implementation, evaluation results, participant experiences, future development plans, and a summary of key findings

An overview of TeacherMatic’s functionalities
Implementation of the pilot programme
Participant feedback and experiences

Evaluation of the pilot results
Insights from both phases of feedback
TeacherMatic’s roadmap and next steps
Summary of key outcomes
Download the full report

Introduction

Since its launch in 2023, TeacherMatic has been designed to help educators efficiently create high-quality learning materials using generative AI.

The platform was evaluated in a 2024 pilot with seven Higher Education (HE) institutions, ensuring ongoing improvements while aligning with ethical AI adoption. In collaboration with Jisc, the pilot assessed the quality of AI-generated content and its effectiveness in supporting educators while upholding ethical standards. Jisc’s pilot programmes provide institutions with first-hand experience of emerging technologies and generate insights for the wider education community.

The report presents key findings from the pilot, demonstrating how TeacherMatic supports educators by improving productivity and maintaining high-quality content creation.

A group of students listens as a teacher presents in a lab. One student raises their hand. A robotic arm and open laptop are on the table in the background.
Four people are sitting at a table with laptops, engaged in a discussion. A woman in the center is speaking, while others listen attentively. Bookshelves are in the background.

Pilot Parameters

The pilot aimed to trial TeacherMatic in higher education across various subject areas and academic levels, evaluating both the quality and relevance of AI-generated content. The goal was to assess how well the platform facilitated ethical and effective AI adoption in higher education.

A training session introduced participants to the platform and its functionalities. The pilot was then structured into two phases: Phase One ran from January to February 2024, followed by Phase Two from March to July 2024. Each participating institution received 50 licenses for 12 months, allowing approximately 350 educators to engage actively with and evaluate the platform.

The following HE institutions participated in the pilot:

✔ University College Birmingham

✔ Stranmillis University College

✔ University of Chester

✔ University of East Anglia

✔ University of Strathclyde

✔ University of Sunderland

✔ University of Westminster

Logos of seven universities: University College Birmingham, Stranmillis University College, University of Chester, University of East Anglia, University of Strathclyde, University of Sunderland, University of Westminster.

Key Participant Feedback and Findings

  • TeacherMatic significantly reduced time spent on resource creation and idea generation.
  • The user-friendly interface enabled educators to create diverse materials, such as presentation outlines, lesson plans and discussion topics, without prompt engineering expertise.
  • The platform positively impacted teaching methods, enhancing creativity and serving as a valuable starting point for tasks like lesson planning.
  • TeacherMatic is especially useful for remote educators, resulting in effectively generated and refined content when in-person collaboration is limited.
  • Content quality improved when participants uploaded materials they had created into the generator.
  • The feedback generator saved time and improved the quality of learner feedback.

Highlighted Areas for Development

✔ Enhance the academic level of generated content to better align with HE standards.
✔ Optimise the Bloom’s Taxonomy feature and complexity slider to meet HE requirements.
✔ Improve the PowerPoint generator by enhancing image quality, deepening content and expanding the ten-slide limit.

A woman in a white shirt works on a laptop at an office desk with papers nearby.

The Report in Numbers

69% of participants said TeacherMatic enhanced learning experiences by accelerating feedback, generating assessment and discussion topics and suggesting mentoring methods for students.

63% of participants would recommend TeacherMatic for HE.

86% of respondents said the pilot had enhanced their understanding of generative AI and its capabilities.

51% of participants said TeacherMatic saved time when creating teaching resources. On average, users said they saved two hours per week by using TeacherMatic.

68% of participants reported that TeacherMatic helped them get started when creating resources.

The Next Steps

With a focus on continuous improvement and enhancing the user experience, TeacherMatic has acknowledged participants’ feedback, with the following enhancements already underway to better align with HE requirements.

✔ The complexity slider is replaced with a more advanced system for greater control over output levels.
✔ A new system will replace the Bloom’s Taxonomy feature, incorporating alternative pedagogical models such as Rosenshine’s instructional principles and SOLO, as well as sector-specific options for HE and FE.
✔ A text-only presentation generator has been introduced, featuring a preview function, slide regeneration and AI-generated images to improve subject coverage.

These developments reflect TeacherMatic’s ongoing commitment to supporting educators with effective, high-quality AI-driven tools.

Group of young asian creative business brainstorm meeting presentation, discussing roadmap to

Summary

The TeacherMatic Higher Education Pilot Report highlighted the platform’s strengths in streamlining resource creation and enhancing educators’ creativity. Particularly valuable for remote educators, it provided an intuitive way to generate diverse teaching materials, with positive feedback on its ease of use and impact across various subjects and levels.

Download the full report

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]]> 46040 TeacherMatic Case Study, Leanne Howe, Gower College https://teachermatic.com/case_study/gowercollege/ Tue, 13 Aug 2024 14:07:32 +0000 https://teachermatic.com/?post_type=case_study&p=39079 Teachermatic Case Study, Leanne Howe, Gower College, August 2024 We’re excited to share this dialogue between Lynne Taylerson, who is

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Teachermatic Case Study, Leanne Howe, Gower College, August 2024

We’re excited to share this dialogue between Lynne Taylerson, who is interviewing on behalf of TeacherMatic, and Leanne Howe who is the Teaching Learning and Professional Development Manager at Gower College, Swansea. Leanne is an experienced TeacherMatic user who is passionate about encouraging other educators to embrace TeacherMatic and wider AI in their practice.

Leanne explains how TeacherMatic empowers teachers to create engaging, personalised learning and aids leaders in developing educators at the College.

You can watch Leanne and Lynne’s conversation in the video (See above video) Below, we’ve summarised key points for those who prefer to read about the impact of TeacherMatic across Gower College.

A woman with shoulder-length dark hair and a floral top sits in a room with a couch and bookshelf in the background.
Lynne Taylerson
A person with long blonde hair is smiling in front of a futuristic digital background with multiple screens and lights.
Leanne Howe

Welcome, Leanne, let's begin by asking you to introduce yourself and tell us about your role at Gower College.

Leanne introduces herself and explains that she is the Teaching Learning and Professional Development Manager at Gower College. “”All staff development falls under me, practitioner development, but also digital development and skills. To help me do my job I have a team of Teaching and Learning Mentors. We support new practitioners as they come into the workplace, help them understand the role of FE, help support staff with practitioner development and pedagogy.

We’re aiming to upskill everyone to be the most competent, confident users of digital tools, to make sure that our learners and staff are fully confident in a digital space. We have a real ambition to take practitioners and learners with us into what we call a transformative space. We’re encouraging people to see digital as one of their core tools, not a ‘bolt-on’, to make sure we’re giving the best learning experience possible.”

How has your strategy developed across the organisation? Now TeacherMatic is being used cross-college, what kinds of things are educators doing with it?

Leanne explains that: “We opened it up to the rest of our teaching staff to teach them the power of the prompt, how AI helps us rethink, reposition, repurpose, re-evaluate what we’re doing. We showed you can link the results of one generator, move them into another. Say you generated a scheme of work, taking that and plugging it into the lesson plan generator, plugging results of that into the multiple choice question generator, Then the ability to use a toggle bar to take the challenge difficulty up, allowing us to create multiple, individual assessments. You’d never have the time otherwise for creating lots more formative assessment and the ability to differentiate. 

Then our lecturers that had elements of curriculum management were using lesson observation prompts – what kind of things could I look for? They were looking for what could be meaningful in an appraisal, developmental smart targets and mentoring prompts.”

So what are the future plans for the expansion of use of TeacherMatic and AI in general across the organisation?

Leanne tells us that: “We’re going to continue to develop our Digital Framework because it’s the core of everything, sharing more results and successes. We have Professional Learning Communities in the College and every staff member is in a triad. Our theme this year is ‘planning and assessment for an inclusive curriculum’. We have multiple agendas in Wales right now, Digital 2030, a drive for an anti-racist curriculum, a million Welsh speakers by 2050, reformed GCSEs. We’re going to approach the idea of Universal Design a lot more, we’re saying you have to tackle anti-racism, you have to tackle cultural appropriation, challenging those things. 

We’re going to clearly signpost AI support drop-in sessions through our Peer Mentors. How can I make sure that I’m referencing multiculturalism, including Welsh? How can I make sure that I stretch and challenge my learners with higher order thinking? What topics, what ideas, what lesson plan can I have? It will help teachers meet curriculum challenges head on, using AI to help scaffold. We’re embedding the use of AI now into planning and assessment, how you start off using AI.

Then our lecturers that had elements of curriculum management were using lesson observation prompts – what kind of things could I look for? They were looking for what could be meaningful in an appraisal, developmental smart targets and mentoring prompts.”

So why TeacherMatic? Why was the decision taken by your organisation to use this particular learning technology? How did your journey begin?

Leanne explains that when she first saw TeacherMatic she realised it was designed ‘by teachers for teachers’. The design team were approachable, knowledgeable and passionate about what they were doing, working with teachers on a co-design journey: “There was a real willingness to listen. We signed up for a trial and we picked key practitioners to try the tool and how it works. We had teams with regular meetings to see how they used it organically to galvanise feedback.

Then we took on 300 licenses across our provision and I said [to the Teachermatic team] if we can have a way that we can upload our content that we’ve already got to help refresh and regenerate it, that is going to get your teachers in, that is going to get your hook in – and it appeared! 

The one thing I really want to get across is that pedagogy is at the heart, that’s what’s important. It’s not about picking a tool that is fancy just so you’ve done it. It has to have pedagogy at its heart otherwise we’re just creating this massive multitude of resources, creating more of a workload, we’re not actually seeing productivity benefits”

Can you give us specific case studies of the TeacherMatic features that have been used most successfully by teachers in particular subject specialisms?

Leanne shares 2 innovative case studies: “Our Independent Living Skills teams have a non-assessed curriculum. Teachers created individual tests and differentiated them, creating individualised lesson plans for each learner. For example, some students are learning initial social skills on a really broad spectrum. They’re coming up with activities for an individual learner that aren’t a bore or frustration for another. It’s all about that individual destination, that has been a huge success for us, giving staff space and ideas and to come up with individual opportunities, a 1-1, personalised curriculum, that’s been fantastic.

In Language learning, teachers have been generating topic notes, getting that freshness, the ability to not regurgitate the same old thing, to have currency in discussion areas, has been a huge success because it’s allowed really quick solutions on the hop as TeacherMatic is sitting in the background all the time. So if somebody says ‘I need to practise on travel’ we can generate a new case study or a set of topics really quickly. It’s that initial getting rid of the blank page, then using that to stretch and challenge that’s been fantastic in traditional, academic, A Level subjects. We’re not saying AI gives you the perfect solution, but my gosh, it takes away that blank page and that gives us more time to be creative about the lesson, to be a facilitator of learning.”

She often starts by introducing the Learning Activities generator. “It’s a gentle way in,” says Kate. It doesn’t do your job for you; it simply offers support. You still need to think and be the expert.” By inputting prompts into the system, she shows how TeacherMatic enhances their teaching without overtaking their professional roles.

Kate suggests first using TeacherMatic to see what it can do to help make your job easier. “Explore, play, and see what it can do before using it in your practice,” she advises. This process helps educators see the practical benefits, like time-saving and supportive features, which can alleviate their initial fears.

Finally, Kate encourages colleagues to recognise TeacherMatic as an assistant, which enhances their capabilities. “It’s not scary anymore once you see it as a helper when you need a boost or a new idea, especially on challenging days,” she concludes.

To close, what would be your message to educators who are thinking about beginning to use tools like TeacherMatic and other AI applications in their practice?

Leanne tells us that: “My sum up message is we really have to start getting on this bus right now. AI is probably going to replace traditional knowledge generation, so how we develop critical thinkers, develop wider thinking, that’s what’s going to be important. We need to learn as a profession how to do that otherwise we’re still at the bus stop, because although AI won’t replace teachers, a teacher who can use AI will!”

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]]> 39079 TeacherMatic Further Education pilot report​ https://teachermatic.com/case_study/jisc-further-education-pilot-report/ Mon, 27 May 2024 13:47:38 +0000 https://teachermatic.com/?post_type=case_study&p=37030 TeacherMatic Further Education pilot report The TeacherMatic pilot report details a collaborative initiative by Jisc’s AI team and TeacherMatic, aimed

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TeacherMatic Further Education pilot report

The TeacherMatic pilot report details a collaborative initiative by Jisc’s AI team and TeacherMatic, aimed at reducing educators’ workload and enhancing productivity through AI-assisted tools, with positive feedback on its ease of use and time-saving benefits for further education.

three woman in front of laptop computer

Contents

This report provides a comprehensive review of TeacherMatic, detailing its initial pilot implementation, evaluation results, participant experiences, future development plans, and a summary of key findings

Introduction
Piloting TeacherMatic
TeacherMatic pilot evaluation

Participant’s experiences with TeacherMatic
TeacherMatic’s roadmap
Summary
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Introduction

Jisc’s artificial intelligence team provides resources and guidance to facilitate the ethical and effective adoption of AI across the sector. A key area of the team’s work is running pilots of promising AI tools and products with Jisc members. These pilots provide members with the opportunity to gain direct experience with AI-assisted tools and the results provide valuable insights which are shared with the sector.
Female adult learners communicating during a class in lecture hall.
Young confident Middle Eastern male student talking to other learner

Piloting TeacherMatic

In April 2023, TeacherMatic was launched with the aim of reducing teachers’ workload and enhancing productivity through the use of generative artificial intelligence. The artificial intelligence team at Jisc collaborated with TeacherMatic to run a pilot programme. This initiative was designed to evaluate how the AI tool could save educators time by streamlining the creation of resources and teaching materials

What is TeacherMatic?

TeacherMatic is an AI-powered platform tailored for educators. It provides an extensive toolkit featuring more than 50 innovative tools designed to simplify the creation of educational content. These tools help in generating various teaching aids, such as lesson plans, quizzes, schemes of work and multiple choice questions, without users needing to have expertise in prompt engineering. Instead, educators can issue straightforward instructions to produce or adapt existing resources, including presentations, Word documents, and PDFs. The main goal of TeacherMatic is to enhance teaching efficiency and lighten educators’ workloads, allowing teachers more time to dedicate to student interaction and less time spent on repetitive tasks.
A webpage showcasing various educational tools and generators, including Analogy Maker, Announcement, Appraisal Questions, Assignment, and more, each with a brief description and a "Use" button.
An image of TeacherMatic’s home screen showing several generators.

Piloting institutions

The pilot aimed to trial TeacherMatic across different subject areas at different levels and evaluate the quality and level of content generated by TeacherMatic. The AI tool originally was targeted at further education (FE), therefore for our first pilot we focused on piloting with eight FE colleges. These were: Basingstoke College of Technology, Milton Keynes College, New City College, Newcastle and Stafford Colleges Group, Northampton College, NPTC Group of Colleges, Southern Regional College and West College Scotland having been chosen from over 60 applicants.

The pilot process

The pilot was divided into two distinct phases: the first phase spanned from May 2023 to June 2023, while the second phase extended from June 2023 to February 2024. Each participating institution received 50 licenses for 12 months, enabling around 400 participants to actively engage with and evaluate the
TeacherMatic platform.

Participants attended a training session designed to ensure they were able to use the tool. This session was a joint effort, collaboratively conducted by the TeacherMatic team and the Jisc team. The goal was to equip all participants with a thorough understanding of the platform’s functionalities and features, enabling
them to use TeacherMatic effectively.

African young female businesswoman student freelancer learner teacher doing homework, e-learning

Phase review process

At the end of phase one, five to ten participants from each institution took part in a focus group meeting. These meetings, held in June and July 2023, provided a forum for participants to share their experiences and insights. Then, in October 2023, all participants were invited to complete a mid-phase questionnaire. This survey aimed to gather opinions on the ease of use of the platform, identify the most frequently used features, and evaluate functions available in content generation.

In February 2024, all participants were asked to complete a second questionnaire. This survey was designed to evaluate the progress and effectiveness of the TeacherMatic platform since the beginning of the pilot. It covered participant interaction, including the frequency of use, the type and quality of content created, as well as the experiences with new features added during the pilot. The aim was to gather in depth feedback on the platform’s development and how well it met participant’s needs throughout the pilot
period.

The evaluation of phase two also included a second component: individual review meetings with the pilot lead from each institution. These sessions were designed to discuss the overall impact of the pilot and examine the processes in depth, including onboarding, staff training, and reflections on the pilot

TeacherMatic pilot evaluation

Findings from phase one

Perspectives from focus groups

Throughout the focus groups, all eight of the colleges were positive about TeacherMatic. We discussed usability, the speed of content generation compared to traditional methods, the quality of resources generated, and the time saved by using the AI tool.

In summary, feedback covered:

Positives:

  • Easy to use interface and simple to generate content
  • Useful blue icons and videos explaining how to use generators
  • Potential to help workload
  • Step by step generator was excellent
  • The sliders and Bloom’s taxonomy of learning features are useful when generating content

 

Suggested areas of improvement:

  • It would be useful to be able to store query history
  • Multiple generators in one could be useful i.e. Scheme of work and lesson plan
  • Multiple-choice question generator sometimes does not produce the answer
  • Chat generator could be slow
  • Add the duration of the lesson to the scheme of work generator

 

Ideas for new generators to add:

  • A presentation generator
  • To be able to share created content with peers directly within TeacherMatic
Screenshot of a form for generating classroom questions with fields for topic, uploaded file, number of questions, type of questions, Bloom's taxonomy levels, complexity, and output format options.
An image of Classroom Questions generator with the complexity set to high
African young female businesswoman student freelancer learner teacher doing homework, e-learning

Response to phase one feedback from TeacherMatic

After receiving feedback from the first phase of the pilot, the TeacherMatic team responded swiftly. Specific changes were implemented in response to participant suggestions, enhancing both functionality and user experience.

Implemented updates:

  • ‘It would be useful to be able to store query history’: this has now been added and users can save results
  • Multiple-choice question generator sometimes does not produce the answer’: this has been resolved
  • ‘Chat generator could be slow’: this has now greatly sped up
  • A presentation generator has been added
  • ‘To be able to share created content with peers directly within TeacherMatic’: this has been added so users can share content

Findings from phase two

Perspectives from mid-pilot questionnaire

In October 2023 we asked participants to complete a mid-phase questionnaire, this was due to the development and additions to TeacherMatic partly based on the feedback from phase one. Out of 400 participants we received 102 responses. A key point to raise at this juncture would be the possibility of
survivorship bias, in that the results may show a potential bias towards those that continued to use the tool and provided feedback against those that did not. This is something to keep in mind when considering the following.

In Summary:

  • Feedback showed that 99% of respondents were able to create content effectively
  • Participants were asked how often they use TeacherMatic; 53% weekly, 36% monthly, 3% daily, and a small group had not tried it yet
  • The most used generators were lesson plans, multiple-choice questions, scheme of work, PowerPoint, and classroom questions
  • The quality and accuracy scores were rated at 4 out of 5
  • The features like complexity levels and learning needs were rated 3.5 out of 5
  • Participants rated Bloom’s taxonomy function at 3.6 out of 5
  • 87% of the respondents reported that TeacherMatic has saved them time, while 13% indicated that it had not
  • 93% of respondents stated they would continue using the tool, while 7% said they would not
  • Participants were asked if TeacherMatic has had a positive impact on learner experience; 13% said very positive, 53% said positive, with 1% responding negative
  • 76% of respondents would recommend TeacherMatic, while 24% indicated they would not
  • A presentation generator has been added; however, feedback showed that it can generate irrelevant images and generic text
Screenshot of a multiple-choice quiz about algorithmic bias. The text includes questions and answer choices related to algorithmic bias, its impact, vulnerable groups, and strategies to address it.
An image of the results generated by the Multiple-Choice Questions generator.

Perspectives from phase two participant questionnaire

 At the end of phase two, all participants were asked to complete a questionnaire aimed to review the usability, and quality of content and to gather how much time can be saved utilising TeacherMatic over a longer period. Out of 400 participants we received 179 responses. As above, in respect of the possibility of
survivorship bias, it is worth noting we received an additional 77 responses during phase two.

In Summary:

  • Participants were asked if TeacherMatic has saved them time and 79% said yes
  • On average users said they saved two hours ten minutes per week by utilising TeacherMatic
  • Participants were asked to rate their experience using TeacherMatic for content generation in terms of ease of use; 28% said excellent, 51% said good and 21% said average
  • Feedback showed when asked about how participants would rate the accuracy of the content generated by TeacherMatic within a specific topic or subject; 16% very accurate, 69% somewhat accurate, 11% neither accurate nor inaccurate, and 4% said somewhat inaccurate
Pie chart displaying survey results on content accuracy by TeacherMatic: 69% somewhat accurate, 16% very accurate, 11% neither accurate nor inaccurate, 4% somewhat inaccurate.
A pie chart showing how accurate participants felt TeacherMatic was at generating content within a specific subject

Feedback in Summary:

  • Feedback shows that when asked to assess the overall quality of the content produced by TeacherMatic; 19% said very good, 51% good, 27% fair and 3% said poor
  • On a sliding scale of 1 to 5 stars participants were asked to rate the complexity slider based on the content generated when used, the rating average was 3.7 with 52% rating 4 stars
  • On a sliding scale of 1 to 5 stars participants were asked to rate the learner needs function on the
    content suitability generated when used, the rating average was 3.8 with 60% rating 4 stars
  • On a sliding scale of 1 to 5 stars participants were asked to rate the Bloom’s Taxonomy function on the content generated when used, the rating average was 3.8 with 40% rating 4 stars

Feedback in Summary:

  • Participants were asked which method they typically use to input information to generate content through TeacherMatic; 55% said by using keywords, 7% by using the upload a file function, 1% use the URL function, and 37% use all three. 70% of participants have used the generator filter by sector
  • 79% of participants said that they use the filter function to search for generators by sector, however, it was noted that there are now so many generators it is important to use the favourite function on the dashboard or else it can’t take time to find relevant generators
  • On average, participants gave a rating of 7.7 out of 10 on of a scale of how likely they would be to recommend TeacherMatic
  • Participants were asked if the pilot has helped to enhance their understanding of generative AI and its capabilitie;. 43% strongly agreed, 43% agreed, 11% were neutral, 2% disagreed and 1% strongly disagreed
  • 69% of participants said that TeacherMatic has helped improve learning experiences. Participants said it has helped add variety to teaching activities and delivery methods (resource ideas, quizzes, plenary activities, lesson planning and activity ideas, differentiation of learning)
Graph showing survey responses on generative AI understanding: 43% strongly agree, 43% agree, 11% neutral, 2% disagree, and 1% strongly disagree.
A pie chart showing how participating in the pilot has enhanced understanding of generative AI and its capabilities

Perspectives from pilot meetings

At the end of phase two in February 2024, we held meetings with each pilot lead to discuss their experiences and gather feedback. Our discussion began with the topic of workload reduction. All leaders agreed that TeacherMatic can help to reduce the workload for some administrative tasks and resource creation. Although they noted some important points. For instance, to fully benefit from the platform’s features, users needed to dedicate some time initially to developing content by trialling different generators and different keywords. Furthermore, it was identified that to maximise the benefits of TeacherMatic, actively sharing ideas and collaborating in content generation workshops and sessions is essential.

In our review, we looked at the onboarding process, which was generally regarded as straightforward since users could easily create an account. However, there was a suggestion that it would be beneficial for the pilot leads to have visibility into which users were actively using the tool. We also discussed how TeacherMatic was received across the institutions. The feedback was largely positive, with the majority highlighting the platform’s time-saving benefits. It was particularly noted that TeacherMatic is a valuable resource for staff new to teaching and for adapting to changes in course specifications.

Continuing our discussions, we addressed the topic of AI literacy. The consensus was that for staff with little to no understanding of generative AI, TeacherMatic has been instrumental in illustrating how AI can be a valuable tool. However, some participants fed back that they can get more innovative and engaging content from other AI chatbots when users have good prompting skills. Additionally, it was noted that some staff members had prior experience with generative AI chatbots and were proficient in creating content for teaching and learning even before the pilot began. Lastly, when discussing the cost of TeacherMatic, most participants felt that the pricing was in line with their expectations.

Participant’s experiences with TeacherMatic

Strengths of TeacherMatic

All the colleges concurred that TeacherMatic was both quick and easy to use, especially highlighting its user-friendliness for those new to AI tools. They praised the platform for its ease of use, and the results when generating content for general topics.

The quality of content produced by TeacherMatic is generally high and appropriate for the intended audience. It was noted that the prompt provided by users impacts the specificity of the generated output.

Additionally, the ability to export content in a variety of file types is good.

Areas of development

Some participants found that the learning activities generated by TeacherMatic can be repetitive.

The difficulty level of content produced by the generators is sometimes considered not challenging enough for certain more detailed subject areas.

The quality of the presentation generator is not as good as other AI tools, with large amounts of text and irrelevant images. Some participants mentioned accessibility needs when generating presentations the presentation did not generate with suitable text formats for screen readers automatically.

Some participants said TeacherMatic is easy to use, however, with the number of generators, it can be difficult to explore all generators on one screen. That said there is a favourite function, and users can search for generators by sector.

A few pilot leads suggested a dashboard feature showing individual user activity for better tracking and support.

Screenshot of a TeacherMatic webpage displaying a multiple-choice quiz question about algorithmic bias, with options to export questions to different formats and a "Save Result" button.
An image of the export options including PDF, Microsoft Word (.docx), Moodle GIFT, Kahoot, Quizizz, Blooket, Gimkit, Blackboard (.txt) Canvas (QTI).

The time-saving aspect of TeacherMatic was praised and the tool has helped to add variety and creativity within teaching and learning.

The pace of development has been rapid, now offering over 50 different generators. These have been designed to ease the workload across teaching, management, administration, and support roles.

The TeacherMatic team was proactive in responding to feedback to strengthen the platform.

TeacherMatic: the team

All colleges were very positive about the TeacherMatic team, who had provided a wealth of experience and understanding about the further education sector. The team was very quick to respond to feedback and make improvements to the platform. The initial training was praised, and the support received throughout
the pilot. TeacherMatic has built a community for its customers which looks at how to get the most from the AI tool and to share experiences, this has been well received.

 Wider perspectives of the pilot

 Colleges expressed the following benefits of participating in the pilot:

  • The pilot effectively enhanced AI literacy among staff, notably increasing their understanding of
    generative AI capabilities
  • How generative AI can help with staff workload and wellbeing
  • The potential to improve learner experiences with added variety in teaching, learning and assessment

TeacherMatic’s roadmap

Since evaluating the pilot, more generators have been added with now over 70 generators. These include additions such as “Ask Someone Famous”, “Survey Creator”, “Start of Lesson Recap”, and “Likert Survey Creator”, among many others designed to support marketing and administrative tasks.

There has been an addition to the Multiple-Choice Questions Generator which now allows users to integrate

YouTube videos directly. By copying and pasting a video link, the tool can now generate multiple-choice questions and answers based on the video content. Additionally, Microsoft Single Sign-On (SSO) has been implemented to streamline the login process.

Looking ahead there will be the introduction of a mobile app and meta generators which will combine the outputs of a number of generators from a single prompt.

Group of young asian creative business brainstorm meeting presentation, discussing roadmap to

Summary

The pilot indicates that TeacherMatic is well-suited for further education and can save users’ time. Participants commended the platform for its ease of use, efficient content generation, and benefits to workload. Feedback also highlighted areas for improvement and new feature suggestions which the TeacherMatic team were very quick to take on board and where possible, implement.

Participants found TeacherMatic to be user-friendly, particularly praising its easy-to-use interface and simple content generation process. The platform was noted for its instructional icons, videos, and features such as Bloom’s taxonomy, which assists in creating educational content efficiently. However, suggestions
for enhancements include the ability to integrate multiple functionalities into single generators. It also remains essential for users to evaluate the generated content, ensuring it is suitable and accessible to the
intended audience.

This is a great product. I have been experimenting with this and chat GPT, it's even come up with topics I had missed out in the curriculum and ideas for active learning I had not considered.

Dawn Buzzard - YellowBrick Learning Tweet

TeacherMatic was well-received across institutions, for its capabilities, especially beneficial for new teaching staff and those adapting to changing course specifications. It also improved AI literacy among staff, particularly valuable for those previously unfamiliar with generative AI, while those with prior experience found it useful for creating teaching content. Pricing was generally seen as reasonable, aligning with most participants’ expectations. TeacherMatic has been well-received, with a majority of participants recognising its benefits and expressing a willingness to continue using and recommending the tool.

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]]> 37030 Kate Kellaway on Transforming Teaching with TeacherMatic https://teachermatic.com/case_study/transforming-teaching-with-teachermatic/ Sun, 12 May 2024 13:33:23 +0000 https://teachermatic.com/?post_type=case_study&p=36549 It’s like having a personal assistant that understands the educational context Kate Kellaway on Transforming Teaching with TeacherMatic https://www.youtube.com/watch?v=Huv9fFezFvc You

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It’s like having a personal assistant that understands the educational context

Kate Kellaway on Transforming Teaching with TeacherMatic

You can watch the full version of this interview by clicking here: Watch Full Version.

We’re excited to share a conversation between Martine Ellis, who is interviewing on behalf of TeacherMatic, and Kate Kellaway, a keen TeacherMatic user. Kate is a performing arts lecturer, curriculum lead, and advanced practitioner at The Guernsey Institute (formerly the Guernsey College of Further Education).

In this interview, Kate reveals how TeacherMatic serves as her assistant and thinking partner, helping to generate ideas, save time, and boost her productivity.

You can watch Kate in action in the video and see her sharing her screen or listen to the audio-only version of the interview. Below, we’ve summarised the key points for those who prefer to read about the impact of Teachermatic on Kate’s teaching.
Studio portrait of a bald woman with a neutral expression, wearing a black shirt and a silver necklace against a white background.
Martine Ellis
Close-up portrait of a middle-aged Caucasian woman with long blonde hair, gazing directly at the camera against a blurred metal backdrop.
Kate Kellaway

Please introduce yourself; share a little about your journey into teaching, what you teach now, and where.

Kate begins by explaining her professional background and her path into teaching: “My name is Kate Kellaway. Originally, I trained as an actor and performer. I spent three years as an actor, where I enjoyed leading workshops, especially while touring with Shakespeare plays. During these workshops in local schools, I discovered my passion for teaching.” She continues, “A quiet period in acting led me back to Guernsey, where I initially took a temporary role to fill a gap in the new Performing Arts course at Guernsey College. Fast forward, and that temporary role turned into a 16-year career. Today, I am the curriculum lead in Performing Arts at the Guernsey Institute, formerly the Guernsey College of Further Education. We are Guernsey’s only vocational college.”

Please share some real examples of how you regularly use TeacherMatic.

Kate detailed how she integrates TeacherMatic into her teaching practice, using the example of preparing her students for a musical performance. She often starts by using the Learning Activities generator to explore a wide range of activities, more than she needs, which allows her to select the most effective ones later. “This approach ensures I always have a rich pool of ideas to enhance our rehearsals and performances,” Kate explains.

During the demonstration, she entered the current project, “Rehearsing a musical for performance,” into TeacherMatic. The generator swiftly provided a variety of engaging and practical activities, such as script analysis, vocal warm-ups, and character development workshops. These activities deepen students’ understanding of the musical, enrich their performance skills, and provide a holistic view of theatre production. 

Kate highlighted how TeacherMatic’s quick response time and relevant activity suggestions significantly streamline her lesson planning. “It’s like having a personal assistant that understands the educational context of performing arts,” she remarked. TeacherMatic also helps differentiate tasks according to students’ educational levels, adapting activities for advanced learners and those needing more straightforward tasks.

Kate demonstrated how TeacherMatic could generate classroom questions that provoke thoughtful discussion and deeper analysis among students. For example, after watching a professional musical production, she could quickly generate discussion questions encouraging students to think critically about character motivations, thematic elements, and production design.

Kate demonstrated using the Rubric Generator to break down aspects of part of an existing rubric. She then used the Chat with TeacherMatic AI generator to simplify some rubric language and make it easier for students to understand.

Finally, Kate highlighted the potential of the Ask an Expert generator and shared how to create flash cards for the Laban Theory of Movement using the Flash Card generator.

Kate’s top tips:

  • If you don’t know where to start, try the Learning Activities generator to spark some ideas.
  • Ask each generator to give you more than you need.
  • Remember, you can adjust levels of complexity and your prompt, then regenerate for different responses.
  • Indicate your favourite generators by clicking on the heart; they will be the first ones you see.
  • Remember that TeacherMatic generates a starting point for you – always review the output. 

How did you learn about TeacherMatic?

Kate explains, “I’d been hearing a lot about AI. My husband, who is quite tech-savvy, spoke a lot about its potential, which piqued my interest. I started experimenting with ChatGPT, curious about how AI could assist in teaching, though I didn’t fully grasp its potential impact at first.”

Her formal introduction to TeacherMatic came through her role at the college as an advanced practitioner. She explains, “As an advanced practitioner, I mentor other staff members, and it was during this time that our senior leaders, after attending an AoC conference, provided us with a trial link to TeacherMatic. They encouraged us to explore its capabilities. I tried it, played around, and was amazed by how much it could transform not just a day, but potentially an entire academic year. It started from there.”

How might you help a colleague who is slightly suspicious about AI to try TeacherMatic? What would you show them first?

Kate understands that some educators may feel apprehensive about integrating AI tools like TeacherMatic into their teaching. She uses a hands-on approach to address these concerns to demonstrate its value. “There is some suspicion around AI, especially with fears about it taking over jobs,” Kate explains. Her strategy involves sitting down with colleagues and showing them how TeacherMatic functions in real settings.

She often starts by introducing the Learning Activities generator. “It’s a gentle way in,” says Kate. It doesn’t do your job for you; it simply offers support. You still need to think and be the expert.” By inputting prompts into the system, she shows how TeacherMatic enhances their teaching without overtaking their professional roles.

Kate suggests first using TeacherMatic to see what it can do to help make your job easier. “Explore, play, and see what it can do before using it in your practice,” she advises. This process helps educators see the practical benefits, like time-saving and supportive features, which can alleviate their initial fears.

Finally, Kate encourages colleagues to recognise TeacherMatic as an assistant, which enhances their capabilities. “It’s not scary anymore once you see it as a helper when you need a boost or a new idea, especially on challenging days,” she concludes.

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]]> 36549 South Staffordshire College Case Study https://teachermatic.com/case_study/south-staffordshire-college-case-study/ Mon, 30 Dec 2019 14:18:53 +0000 https://emaus.deothemes.com/?post_type=case_study&p=910 South Staffordshire College Case Study Case Study Head of Digital Learning at South Staffordshire College, Steve Wileman has been planning

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South Staffordshire College

Case Study

Case Study

Head of Digital Learning at South Staffordshire College, Steve Wileman has been planning to run a series of teaching sessions across the department on virtual reality.

The purpose for these sessions was not just to improve learners understanding about virtual reality but the intention was to help learners improve their English language and mathematic skills as well through the writing of a blog, following the session.

Steve decided that he would use some of the TeacherMatic generators to help plan the sessions and produce the learning activities to be used during the sessions. 

College Name
South Staffordshire College
Role
Head of Digital Learning
Name
Steve Wileman
Share
South-Staffordshire-College-students-VR

Session Goals

The sessions were delivered to over 250 learners from their Rodbaston and Cannock campuses to help them with their Maths and English functional skills.

Steve and his team used a wide range of the generators to produce what they needed to run the sessions including the slides used in the session. Steve was able to take the content and string it together to make a very engaging session. 

What TeacherMatic platform looks like on different devices
The generators used by South Staffordshire College

The Generators

Steve and his team used the generators to produce the lesson

Title Generator
Course Description Generator
Topic Generator
Multiple Choice Generator
Learning Activities Generator
Course Improvements generator
Plenary Session Activities Generator
Discussion Topics Generator
Debate Generator
SMART Target Generator
“It really works and saves hours and hours of development”
Steve Wileman
South Staffordshire College

Related Case Studies

Over 300 teachers and lecturers across the UK participated in providing feedback and trialling it out in their lessons. Read about some of their experiences in the case studies.

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]]> 910 Using TeacherMatic in Teacher Training https://teachermatic.com/case_study/using-ai-in-teacher-training/ Mon, 30 Dec 2019 14:16:05 +0000 https://emaus.deothemes.com/?post_type=case_study&p=906 Lynne Taylerson Teacher educator, consultant and expert in innovative, engaging curriculum design in both further and higher education Overview Lynne

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Lynne Taylerson

Teacher educator, consultant and expert in innovative, engaging curriculum design in both further and higher education

Overview

Lynne Taylerson, teacher educator, consultant and expert in innovative, engaging curriculum design in both further and higher education decided that she needed to explore how AI could help teachers.

So, she spent time studying TeacherMatic’s AI content generators and selected a few to help her with the BTEC Level 3 Award in Education and Training that she teaches at Herefordshire and Worcestershire Group Training Association. Lynne decided to use these generators:

  • Glossary
  • Learning Activities
  • Title
  • Course Description
  • Quizzes
  • and more…
Project Name
Teacher Training
Role
Teacher Educator
Consultant
Name
Lynne Taylerson
Share

Scenario

Lynne used the Glossary Generator to produce a list of succinct definitions of all of the major types of assessment e.g., formative, summative. Lynne was then able to copy and paste them output as a table directly into the Padlet shelf for ‘Key terminology’ for the module. Lynne used the Learning Activities Generator to see what it would make of the input ‘The role of the FE teacher’. The Generator produced suggested activities for small group work, research investigations, case studies and importantly also one on reflective practice where teachers were asked to reflect on their own experiences in class. Any one of the activities would have been useful any teacher but perhaps particularly so for less experienced educators.

“I think that TeacherMatic has exceeded my expectations in just about every tool that I’ve used and in some cases – such as the course description – I could actually have written it myself”

Dr Lynne Taylerson
Teacher educator | consultant

Related Case Studies

Over 300 teachers and lecturers across the UK participated in providing feedback and trialling it out in their lessons. Read about some of their experiences in the case studies.

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]]> 906 AI in Adult Education https://teachermatic.com/case_study/ai-in-adult-education/ Mon, 30 Dec 2019 14:06:07 +0000 https://emaus.deothemes.com/?post_type=case_study&p=902 AI in Adult Education Karen Gowlett is a Microsoft Innovator Educator and winner of a Learning in the Workplace award

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AI in Adult Education

Karen Gowlett is a Microsoft Innovator Educator and winner of a Learning in the Workplace award 2022 for supporting teaching staff.

The Scenario

Karen Gowlett is a Teaching and Learning Mentor in an ACL provision. She is a Microsoft Innovator Educator and winner of a Learning in the Workplace award 2022 for supporting teaching staff. Karen teaches Let’s Get Digital for ESOL (English for Speakers of Other Languages), blending English language teaching with digital skills and learning digital terminology. 

Karen is always keen to support tutors to find and practise the right digital technology for their learners and was therefore interested in trying TeacherMatic. She used the Scheme of Work (SoW) generator to produce a good first draft for a new tutor to use as a basis for her own. The tutor finalised the generated SoW which was then accepted by her curriculum lead.  

Institution Name
Adult Community Learning
Roles
Teacher Trainer
Name
Karen Gowlett
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Quote

‘The TeacherMatic AI was so incredibly helpful, it's the catalyst I needed to give me the starting point for writing lessons and course outlines, it helped me successfully deliver a course outline proposal. Without the AI starting me off I would not have been able to write such a concise framework of language to be able to explain my outline, I wish I had access to this AI for every course I had to write to give me a springboard to writing my sessions’

New Teacher

The new teacher went on to say Obviously, I needed to edit the generated output, changing the phrasing and some of the language, but as a framework structure especially for novice tutors like me it was amazing!

New Teacher

Karen’s comment was ‘What I liked about using the SoW Generator, as a teaching and learning mentor, was the ability to give a new tutor a starting point which worked for her.’

Karen Gowlett

Related Case Studies

Over 300 teachers and lecturers across the UK participated in providing feedback and trialling it out in their lessons.  Read about some of their experiences in the case studies.

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