How to prepare classes in the era of generative AI?
In the DELab UW report "AI Guide in Education: Everything You Need to Know (to Start)", Dr. Wojciech Hardy outlined steps for educators, illustrating the process of adapting courses to the challenges and opportunities brought by generative AI. The recommendations include:
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Critical review of syllabuses, intended learning outcomes, and assessments for each course individually.
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Considering the introduction of guidelines regarding the use of AI in the course.
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Considering changing the emphasis on particular elements of the course.
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Considering changes in assessments to better verify skills and critical thinking abilities.
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Considering the inclusion of AI tools in the syllabus and assessment methods.
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Familiarizing with strategies for using AI as a support in teaching." (Hardy, 2023, p.5).
Below you will find suggestions for syllabus entries that inform the extent to which the use of generative AI is permitted during the course. The examples are largely based on materials prepared by Harvard College, Office of Undergraduate Education, in their AI Guidance & FAQs. You can adapt them to your needs:
- Encouraging approach: During the course, we encourage students to explore generative artificial intelligence tools like ChatGPT for all coursework and assessment projects. Each use must be properly described and/or cited. Students are responsible for all content generated using AI tools.
- Mixed approach: The use of generative artificial intelligence tools, such as ChatGPT, is allowed for selected coursework/assessments. By default, the use of such tools is prohibited unless explicitly stated otherwise. Each use must be properly described and/or cited. Students are responsible for all content generated using AI tools.
- Restrictive approach: All coursework and assessment projects must be completed independently by the student. The use of AI tools is prohibited. using generative artificial intelligence tools, such as ChatGPT, at all stages of work.
When formulating guidelines for the use of generative AI during the course, it's important to consider the accessibility and inclusivity of these tools. Higher quality models are often paid, which can be a barrier for some students and lead to inequalities within the group. Among students at the University of Warsaw, 72% have never used paid generative AI tools. It's also important to note that generative AI tools may not be fully adapted to meet the needs of individuals with disabilities.
References:
Hardy, W. (2023). „Przewodnik po AI w edukacji, czyli wszystko, co musisz wiedzieć (na start)”. DELab UW. DOI