Teaching & Learning with Artificial Intelligence

Consider the following:

• How might copilot help learners achieve the course goals and learning outcomes?

  • Copilot can assist learners by providing support and resources, helping them understand difficult concepts, and offering instant feedback on assignments or other course materials. It can generate practice questions, summarize key points from lectures, and suggest additional readings, all of which can enhance students’ learning experience.

• How might copilot help you develop course materials, assessments, learning objectives, etc.?

  • Copilot can streamline the creation of course materials by drafting lecture notes, creating outlines, and generating presentation slides. It can help develop assessments by suggesting question types, creating quizzes, and providing grading rubrics. Additionally, copilot can suggest clear and measurable learning objectives that align with course goals.

• How can copilot be used to enhance the accessibility of course materials for diverse learners

  • Copilot can enhance accessibility by generating content in various formats, such as text, audio, and visual aids, to help align to different learning preferences. It can assist in creating transcripts for video lectures, simplifying complex texts, and translating materials into multiple languages.

Please see the sample language provided by the LDT team below:

The use of generative artificial intelligence (copilot) in this course is allowed at the discretion of the instructor & should be used with the intent to enhance learning experiences. However, the use of AI raises important ethical considerations that must be addressed in order to ensure that it is used in a fair, responsible, and effective manner. Knowing this, learners should be transparent about the use of AI in this course, cite AI when it is used in course materials, be aware of potential biases provided and/or incorrect responses, ensure the privacy and security of data, and continuously evaluate its effectiveness. AI should not be used to generate content that is harmful or offensive to others. Currently employed engineers and other working professionals should identify any policies their companies may have that prohibits providing AI with company-specific information (business plans, trade secrets, sensitive or restricted data, etc.). Additionally, AI is to be used as a supplemental resource and should not replace independent study and critical thinking. By using AI effectively & responsibly, you acknowledge the importance of maintaining high ethical standards & academic integrity.

Prompts to discuss AI as a Class:

• Introduce the concept of AI and explain what it is.

• Discuss the accuracy and limitations of AI, as well as any biases that may be present.

• Discuss potential ethical and privacy concerns around AI, such as the risk of generating harmful or misleading content and the potential for data privacy violations.

• Encourage students to think about the broader implications of artificial intelligence in general: How might these technologies change the way people live and work in the future, and what steps can we take to ensure that they are used ethically?

Considerations for Citing Generative AI: https://researchguides.library.wisc.edu/c.php?g=1334141&p=9825297

APA Style

In-text citation example:

(OpenAI, 2023; see Appendix A for the full transcript)

Reference section example: 

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

For learners who have privacy concerns and don’t want to create an AI account with their name and/or email with an AI tool, consider alternative strategies and tools outside of AI: Discussion forums; Peer–to–peer collaboration; Kaltura, and YouTube: There are many educational Kaltura and YouTube channels that offer tutorials and lectures on various subjects to explore.

For instructors who may have concerns about academic integrity, consider the following:

• Encourage originality by designing assessments that require students to draw on their
own experiences, thoughts, and observations.

• Focus on problem–solving and higher–order thinking skills in assignments, prompting
students to synthesize information, make connections, and critically evaluate ideas.

• Ask learners to incorporate course texts and resources into their responses.

• Explore collaborative assignments that rely less on AI.

• Break writing assignments into smaller assessments, incorporate peer review.

• Specify Desired Output
  • Clearly articulate what type of response you’re looking for in your prompt. If you want a specific format, length, or style of response, specify that in the prompt itself. The AI relies on your instruction to generate the most appropriate response.
• Avoid Ambiguity
  • Ambiguity can lead to a wide range of responses from the AI, not all of which might be helpful. Be as explicit as possible in your language to avoid misinterpretations, and remember to ask direct questions if you need specific information.
• Use Contextual Information
  • Context is key in prompt creation for AI. Include necessary background info for AI to grasp the situation. However, remember, models like ChatGPT don’t access personal data unless shared during the conversation.
• Refine Prompts Over Time
  • If the AI’s response isn’t what you were hoping for, try rephrasing or adding more details to your prompt. Consider guiding the conversation and provide further instructions based on the outputs you receive.
• Balance Prompt Details
  • Provide enough information in your prompt for meaningful responses, but avoid unnecessary details. Aim for a balance of context and clear instructions.