Teaching and Generative Artificial Intelligence
What is Generative Artificial Intelligence?
Generative Artificial Intelligence is a program that can create or generate content (including text, art, sound, etc.) by using and referencing existing material. These are programs that “listen” to songs, “read” articles, and “see” art and then create a new piece of material based on the query or question that is posed to it. It is important to note that generative artificial intelligence does not generate new ideas or work. Rather, it uses information derived from existing works (often many) to find the average or most common pathway to create the content asked of it to create.
Information above borrowed from University of Nebraska-Lincoln - Center For Transformative Teaching
What does Generative Artificial Intelligence mean for Higher Ed?
The implications for generative artificial intelligence on higher education are still developing, but these technology tools will continue to be available to students and faculty. Technology tools can positively impact student learning when we know what we want students to learn and identify strategies to support it.
Consider the use of D2L Brightspace to support student success by organizing learning activities, assessments, due dates, and reporting grades. “As with any new technology, it will take time for everyone to figure out to what degree they find it useful. Right now, the best thing to do, for students and instructors alike, is to familiarize themselves with the strengths and weaknesses of these types of software and to experiment from a critical perspective” (University of Nebraska, 2023). You are encouraged to practice and explore these tools to better understand the benefits, limitations, and areas of concern that may impact learning in your courses.
Implications of AI outside higher education and future development
AI generated content has implications beyond higher education and in a variety of fields and disciplines. Technology in and outside of the classroom will continue to evolve and it is important to consider the implications of this, both positively and negatively. The University of Nebraska Center for Transformative Teaching provides a few disciplinary perspectives on the use of generative AI.
Information above borrowed from University of Nebraska-Lincoln - Implications Outside Higher Ed and Future Development
Sample Syllabus Statements for the Use of AI Tools in Your Course*
The following guidance is provided to assist you in developing policies on the use of generative AI tools in your course. Please adjust the guidance to fit your particular context. Remember that you should indicate on assignments and within their descriptions when AI use is allowed or disallowed.
'Acceptable and Unacceptable Use of AI'- Brainstorming and drafting your ideas;
- Fine tuning your research questions or thesis/paper topics;
- Finding initial information on your topic;
- Drafting an outline to organize your thoughts; and
- Checking grammar, spelling, and writing style of your assignments.
- Using the tool to compose discussion board prompts assigned to you to share your understandings and opinions or content that you put into a Zoom chat, PollEverywhere question, or other surveys given in class.
- Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.
- Writing a draft of a written assignment.
- Writing entire sentences, paragraphs or papers to complete class assignments.
You are responsible for the information you submit based on an AI query or request (for instance, that it does not violate intellectual property laws or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic honesty.
[This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools.]
* We highly recommend that you have conversations in your department about the appropriate penalties for unauthorized use of AI in your courses. It is important to think about the appropriate level of penalty for first-time offenders and those who repeatedly violate your policies on the use of AI.
These syllabus sample statements were modified from the Temple University examples.
