MLIM6319-assessment Details
MLIM6319-assessment Details
FACULTY OF EDUCATION
Course Particulars
Course code: MLIM6319
Course title: Information Behavior
Group Project Generative AI tools have the potential to bring about a paradigm shift in people's
(40%) information behavior. These tools, powered by advanced machine learning algorithms,
can generate new content, simulate human-like conversation, and assist in various
information-related tasks. In this group project, you are invited to explore the impacts of
generative AI tools on the information behavior of a specific profession. By focusing on
a profession such as teachers, doctors, students, or librarians, your group will delve into
how generative AI tools can shape and influence the way professionals in that field access,
utilize, and interact with information.
1. Profession selection: each group should select a profession to focus on for this project.
Justification for the chosen profession should be provided.
2. Literature review: conduct a thorough literature review to synthesize the information
behavior involved in the chosen profession.
3. Applications of Generative AI Tools: explore the applications of generative AI tools
within the chosen profession, referring to the applications provided in existing literature
as well as the potential applications based on the functionalities and capabilities of
generative AI tools.
4. Impacts of Generative AI Tools: analyze and assess the impacts of generative AI tools
on the information behavior of the chosen profession.
5. Ethical Concerns and Challenges: discuss the ethical concerns and challenges
associated with the use of generative AI tools in the chosen profession.
6. Suggestions: provide practical suggestions and recommendations for professionals in
the chosen profession regarding the effective and responsible use of generative AI tools.
Each group is required to complete a group report (no less than 3500 words) together
with a 20-min group presentation. The requirement of the collaboration journey is
provided in the “Assessment Details” document.
Recommended readings:
Chen, B., Wu, Z., & Zhao, R. (2023). From fiction to fact: the growing role of
generative AI in business and finance. Journal of Chinese Economic and Business
Studies, 1-26.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... &
Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on
opportunities, challenges and implications of generative conversational AI for research,
practice and policy. International Journal of Information Management, 71, 102642.
Jo, A. (2023). The promise and peril of generative AI. Nature, 614(1), 214-216.
Ouyang, L., Wu, J., Jiang, X., Almeida, D., Wainwright, C., Mishkin, P., ... & Lowe, R.
(2022). Training language models to follow instructions with human
feedback. Advances in Neural Information Processing Systems, 35, 27730-27744.
Zhang, P., & Kamel Boulos, M. N. (2023). Generative AI in Medicine and Healthcare:
Promises, Opportunities and Challenges. Future Internet, 15(9), 286.
Three deliverables are required for the group project: 1) group report (no less than
3500 words)— 20% ; 2) a 20-min group presentation (10%); 3) a collaboration journey
(10%)
The collaboration journey should document the group collaboration plan and the
meeting minutes. A template is provided on Moodle.
Group Report
Sources are
appropriately
referenced and cited.
Average Address the guiding The language is mostly accurate, and errors,
questions but with when they occur, are mainly in complex
little detail or grammar and vocabulary. Errors are
supporting findings. distracting but the overall meaning is still
intelligible.
Sources are generally
cited with some Reasonably structured using some point
referencing errors. forms.
Unsatisfactory Did not address any Errors in language and vocabulary are so
question. frequent and distracting that the essay is
largely incomprehensible.
No supporting findings
presented. No organization and only present findings
in point forms.
No references or
citations.
Group presentation
Perfect time
management
No discussion on how
each team member
will contribute to the
project
Assignment Details
Recommended readings:
Barnes, C. M., Hollenbeck, J. R., Jundt, D. K., DeRue, D. S., & Harmon, S. J. (2011).
Mixing individual incentives and group incentives: Best of both worlds or social
dilemma?. Journal of Management, 37(6), 1611-1635.
Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of
timing, frequency, and specificity of criteria in peer assessments. Journal of Education
for Business, 78(5), 268-272.
Esteban, J., & Ray, D. (2001). Collective action and the group size paradox. American
political science review, 95(3), 663-672.
Kollock, P. (1998). Social dilemmas: The anatomy of cooperation. Annual review of
sociology, 24(1), 183-214.
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in
collaborative groups: An analysis of the interplay between quality of social regulation
and group processes. Cognition and Instruction, 29(4), 375-415.
Sigmund, K. (2007). Punish or perish? Retaliation and collaboration among humans.
Trends in ecology & evolution, 22(11), 593-600.
Grading Rubrics
Case discussion There will be an in-class discussion sessions in each class during the lecture week
(30%) 2-7. Each student is required to actively participate in these sessions. During the
discussion session, students will work in groups and have structured activities to
facilitate the knowledge sharing and co-construction within and across groups.
The discussion process will be recorded individually. Seven articles on Perusall
related to the weekly discussion topics will be provided. Each student is required
to read the articles on Perusall and make at least one annotation per article in their
reading process by Nov 10, 2023. This assignment will be graded individually,
based on the level of participation in the in-class discussion, as well as the quality
of annotation notes on Persuall readings. The discussion topic for each session
will be released a week earlier.
Grading Rubrics
Demonstrates a
comprehensive
understanding of the
topic and effectively
incorporates relevant
evidence and examples.
Demonstrates a solid
understanding of the
topic and incorporates
relevant evidence and
examples.
Communicates ideas
clearly with good
organization and
articulation.
Demonstrates a basic
understanding of the
topic and includes some
relevant evidence and
examples.
Communicates ideas
adequately with
occasional lapses in
clarity or organization.