An ELC professional development session brought teachers and students together as genuine partners in exploring the role of AI in academic presentation teaching. Grounded in Participatory Action Research (PAR), the session showcased how collaboration with students as co‑researchers can generate richer insights into how AI tools are actually used, understood and experienced in the classroom.
Presenters shared practical, classroom‑tested strategies for integrating tools such as ChatGPT, Copilot and AI‑supported speaking platforms across different stages of presentation learning: from planning and visual design to delivery and feedback. Importantly, the session went beyond tools, prompting critical reflection on learner agency, ethical use, workflow design and the balance between human judgement and AI support.
By foregrounding student voices and real teaching contexts, this PD session highlighted how AI‑enhanced pedagogy can be both innovative and responsible, supporting communication skills while reinforcing the central role of teachers in guiding, scaffolding and humanising learning.
Presenters shared practical, classroom‑tested strategies for integrating tools such as ChatGPT, Copilot and AI‑supported speaking platforms across different stages of presentation learning: from planning and visual design to delivery and feedback. Importantly, the session went beyond tools, prompting critical reflection on learner agency, ethical use, workflow design and the balance between human judgement and AI support.
By foregrounding student voices and real teaching contexts, this PD session highlighted how AI‑enhanced pedagogy can be both innovative and responsible, supporting communication skills while reinforcing the central role of teachers in guiding, scaffolding and humanising learning.
