While the potential of generative AI in education and the workplace is extremely exciting, integrating this tool into your classroom requires careful consideration. It is essential to be aware of the implications and challenges that come with using generative AI in your course as you work towards building your learning community.
There are ethical considerations that cannot be overlooked. First, as AI models learn from various datasets, they may inadvertently promote bias present in the data. In addition, AI-generated content may lack factuality and authenticity. Sometimes, generative AI models create facts, called hallucinations, that give the appearance of correctness. Unless the user is knowledgeable about the subject matter, the factual tone that the generative AI models use creates a sense of legitimacy for the false information. It should also be noted that AI-generated content does not acknowledge the original source of the information and struggles with properly citing sources when asked. Finally, privacy is a concern, especially given FERPA (Family Educational Rights and Privacy Act). You would not want to share protected information with a generative AI application as it can store that information as part of its learning process and inadvertently reveal the confidential information through the generated responses. Consent and Data privacy need further consideration, and measures should be taken to inform students about the nature of the technology being used and ensure that their privacy rights are respected.
The use of generative AI in the classroom creates new challenges in navigating your instructional practice. Whether you choose to integrate, limit, or ban the use in your course, generative AI needs attention in your instructional practice.
Explore Generative AI
If you have not already done so, take some time to explore a generative AI. ChatGPT seems to be the more commonly known generative AI; however, a different program may be better aligned with your course. Check out this list of generative AI tools because you know your students are exploring these tools as well.
Start Strong from Day 1
- Start strong by making sure your syllabus uses learner-friendly language and clearly states your policy for using generative AI in your course.
- Consider integrating an academic integrity quiz that includes language about using generative AI into your first day module.
- Sample academic integrity quiz language
- The Student Centered AI Syllabus
- Plan time to talk with your students about the use of generative AI in your course. Include an interactive component such as a demonstration or brief student task to encourage a more robust conversation on the strengths and weaknesses of using generative AI in your field. If you are choosing to integrate the use of generative AI in your coursework, consider continuing the conversation throughout the semester.
Incorporate Guest Lectures and Industry Perspectives
Invite guest speakers, including AI researchers, industry professionals, and fellow instructors who have experience with generative AI in your field to share their expertise and professional applications of AI in the field.
Citing the use of Generative AI in coursework
Include a resource section to help students understand how to properly cite the use of generative AI in their assignments. You might want to consider the requirement of including a statement in the assignment indicating the use of generative AI in completing the assignment.
- Example of language to be included in coursework completed with the assistance of generative AI:
“I, [student’s full name], hereby declare that in the completion of this assignment, I have utilized generative artificial intelligence (AI) as an academic tool. The content generated by the AI has been properly cited and attributed to [specific AI tool used]. However, I affirm that the overall completion of this assignment reflects my understanding, critical thinking, and creativity, and that the ideas presented are my own. I understand and acknowledge the college’s policy on academic integrity and attest to the compliance with the guidelines set forth in this policy. Any violations of this policy will result in appropriate disciplinary action.”
- Citing ChatGPT in documents: University of Northwestern Information Guide, AI, ChatGPT, and the Library
- Chicago Manual of Style Guide for citing ChatGPT: Citation, Documentation of Sources
- Abramson, A. (2023, June 1). How to use CHATGPT as a learning tool.
- Coffey, L. (2023a, June 30). Harvard taps AI to help teach Computer Science course.
- Coffey, L. (2023, July 31). Professors craft courses on CHATGPT with chatgpt.
- Georgetown University: ChatGPT and Artificial Intelligence Tools
- Johnson, S. M., Colely, M., Bandy, J., Bradley, J., & Molvig, O. (2023). Teaching in the Age of AI. Vanderbilt University | Center for Teaching | Teaching in the Age of AI.
- Khan, S. (2023, May). Sal Khan: How ai could save (not destroy) education. Sal Khan: How AI could save (not destroy) education | TED Talk. https://www.ted.com/talks/sal_khan_how_ai_could_save_not_destroy_education
- Mollick, E. (2023, June 12). Assigning AI: Seven ways of using AI in class.
- Rankin, J. (2023, July 20). Rethinking your problem sets in the world of Generative AI.
- U.S. Department of Education. (2023, May 24). Artificial Intelligence and the future of teaching and learning.
- Watson, P. D. (2023, August 9). What the phone book teaches teachers about CHATGPT (opinion).