Whether your students are experienced AI users or new to ChatGPT, they will need context for using AI in your discipline and course. Providing them with basic guidelines of what AI tool is acceptable, when using that AI tool is acceptable, how to use that AI tool ethically can help them avoid miss steps.
AI Literacy should always be the goal: AI Literacy is a philosophical approach aimed at preparing students and our disciplines for developing an agile, ethical approach to this technology. From understanding the basic functions of generative AI to critically evaluating the use of AI and its ethical ramifications, AI Literacy seeks to educate students on the how, why, and when of ethical AI use.
Quick Videos to Share with Students
Here are two quick student-facing videos from the University of Louisville’s Citizen Library.
What is AI Literacy and Why is it Important?
Should I use Generative AI?
Providing Examples and REsources
Like any emerging technology, students may or may not be experienced in using GAI or understand the best approach to doing so. Moreover, information and perspectives tied to this technology are continuously evolving faster than our documentation and scholarship processes. This rapid progression is tied to the very nature of generative AI.
Students need clarity on how to use AI ethically in your courses and in their scholarly work. Consider when using AI in your course might be a helpful tool, and give students examples and context for its use.
The American Association of Colleges & Universities (AACU) partnered with Elon University to develop a free student guide to using artificial intelligence.
Harvard Business Impacts, formerly Harvard Business Publishing, developed a Student Use Cases for AI: Start by sharing these guidelines with your class (2023) resource that can help your students understand four key uses for AI in learning: AI as feedback generator, AI as personal tutor, AI as team coach, AI as learner.
Considerations to Ponder
- Students may lack a clear process for creating scholarly work. Consider surveying students at the beginning of the semester to share their current process for completing their coursework. For instance, how do they approach research? What’s their experience in creating citations? How do they tackle bigger projects like papers and presentations? Knowing this information can suggest relevant ways to discuss how to approach course work and ethical uses of generative AI.
- Students may be new to generative AI technology. Don’t assume that because generative AI is in the news that your students already know how to use it. If there is concern about students using this technology unethically, discuss the technology as a class. Discuss academic honesty and ethical uses of this technology. Explain what role generative AI should play in the course. Add language to the course syllabus that clarifies expectations of generative AI use.
- Students rely on instructors to develop a scholarly process. Scaffold large assignments to help students learn the process of learning and critical thinking. Use smaller, reflective assignments to help students learn and practice specific steps in the scholarly process.
- Students need to know how generative AI will be used in their field of study. Discuss with students how professionals are using this technology. Consider bringing in a guest speaker from your field to discuss this technology and ask questions.
- Students value assignments that are authentic and give students agency. Consider revisiting some assignments that encourage students to analyze the output of AI generators. For example, instead of asking students to write a paper, generate one or more papers from a generative AI source and ask students to analyze the output with some guiding questions.
- Students don’t come to college with the intention to cheat. Create a class environment that encourages students to feel comfortable approaching you and others when they need support.