Introduction to the Topic
A general overview including a brief video and short slideshow to introduce you to the ideas of this topic and provoke your thinking.
Resources
A selection of online readings/resources to explore and review for further understanding.
Questions
A few discussion prompts to get you thinking and talking with others.
Activities
Opportunities to dig deeper into the topic and apply it to your own teaching.
Introduction
In this topic, we delve into the practical applications and implications of utilizing generative AI tools (and the content they produce) in the classroom. Teaching with AI can look like a myriad of different practices, from using tools to help you design assignments, to assigning projects that ask students to engage with AI tools in meaningful ways, to rethinking what assessment might look like in a world where everyone has a chatbot at their fingertips. You may be interested in this topic because you want to use AI tools to try new things in your classes; you may be drawn to the idea that AI tools could help you work more effectively or efficiently. As you review the resources, questions, and activities, see if your thinking about these topics changes or if new ideas emerge.
Resources
"Required" Resources
Nothing is really “required,” but we highly recommend these to ground yourself in this topic.
101 Creative Ideas to Use AI in Education
Chrissi Nerantzi, Sandra Abegglen, Marianna Karatsiori,
Antonio Martínez-Arboleda (Eds.)
This is long! Obviously, focus on the examples that resonate the most with you.
Syllabi Policies for AI Generative Tools
Crowdsourced
Unfortunately, as this is a Google Doc, Hypothes.is annotation isn’t available.
Annotation
If you like, you may use of Hypothes.is for group annotation of these resources. You’ll need to follow these steps to participate in DF annotation activity:
- If you don’t have a Hypothes.is account signup for one now. If you do, make sure you know your username and password.
- Join the Design Forward Hypothes.is annotation group.
- Visit each resource using the links on this page and login to the Hypothes.is panel.
- Begin annotating! Your contributions will be visible to members of the Design Forward Hypothes.is annotation group.
Additional Resources
If you’d like to dive a little further. . .
Assignment Makeovers in the AI Age: Essay Edition
Derek Bruff
How ChatGPT can help disrupt assessment overload
David Carless
How to Use ChatGPT and Still be a Good Person
Brian X. Chen
NOTE: This article may require a subscription to view.
How to use generative AI creatively in Higher Education
Bert Verhoeven and Vishal Rana
If Your Syllabus Needs a Refresh, Generative AI Can Help*
Mitchell Weiss
Teaching with AI Checklist
Dave Cormier
TextGenEd: Teaching with Text Generation Technologies
Annette Vee, Tim Laquintano, and Carly Schnitzler (Eds.)
*Unfortunately, the automatic Hypothes.is link for this URL is not currently working. You should still be able annotate if you have the Chrome browser extension and have followed the “Annotation” instructions in this section, making sure you’re working in the DF Hypothes.is group.
Questions
Join in on conversations with other module participants.
- Question submitted on
- by Martha
- 6 Comments
- Question submitted on
- by Martha
- 3 Comments
Activities
Consider completing one or both of the topic activities. If you like, share your work in the linked Google Docs.
Design a New AI Assignment
Take some time to think about a new AI-inflected assignment you might use in a course you teach. It can use AI, have students explore AI, or anything else you can imagine. Feel free to use AI yourself to brainstorm, edit, or generate ideas for this activity!
Write up an overview, including where you idea came from, a description, and information about any AI assistance you received. If you like, when you’re done, share your assignment in the collaborative slideshow we’ve set up.
Your AI Credo
Some of the readings for this topic explore how to use AI for teaching while still staying true to our values. Consider your own perspective on this. As you explore AI in the classroom with your students, what will you need to do to calibrate your compass?
Take whatever format you like for your credo. If you like, when you’re done share it in the collaborative document we’ve set up.
