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Open Learning Initiative: Integrating AI into your Teaching

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Open Learning Initiative: Integrating AI into your Teaching

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Self-paced, asynchronous free course (or option to pay for a certificate of completion).

Features

Instructor-led walkthroughs

Case studies and simulations

Reflection exercises

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“AI for Learning”: Integrating Artificial Intelligence Into Your Teaching - OLI

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Transform AI into your new teaching partner.

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"AI Tools in Society: Impacts on Cognitive Offloading and Future of Critical Thinking"

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"AI Tools in Society: Impacts on Cognitive Offloading and Future of Critical Thinking"

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AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking

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The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.

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January '25 blog post by Ethan Mollick

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Which AI to Use Now: An Updated Opinionated Guide

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Recordings are made available for watching later.

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CVC@ONE webinars are free, but require registration. We hope you will join us for one or more this fall!

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@ONE's "Navigating the Future" PD course bibliography

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@ONE's "Navigating the Future" PD course bibliography

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This google doc includes all of the references with links for the course offered by @ONE titled: "Navigating the Future of Open Education with Generative AI"

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Open Education with Generative AI Bibliography

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Breakout activity directions/resources.

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Copy of AI Breakout Activity: Class Policies

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Breakout activity directions/resources.

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AI Breakout Activity: Assessments & Assignments

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Shared in a meeting of CCC DE Coordinators, by Suzanne Wakim (Butte College)

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Copy of Assessment Designing (DECO Oct 2024)

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Practical AI for Instructors & Students 

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Practical AI for Instructors & Students 

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The video linked above is Part 1 of a series. Others include:
Part 2 - Large Language Models (LLMs)
Part 3 - Prompting AI
Part 4 - AI for Teachers
Part 5 - AI for Students

I highly recommend reading AI-related posts in Ethan Mollick's "One Useful Thing" site.

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Practical AI for Instructors and Students Part 1: Introduction to AI for Teachers and Students

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This TedTalk provides stories that help us reflect on change.

1. How might this change what you're capable of?

2. How might this change what you value?

3. How might this change how you define yourself?

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Maya Shankar: Why change is so scary -- and how to unlock its potential

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Unexpected change like an accident, an illness or a relationship that suddenly ends is inevitable -- and disorienting. With a heartfelt and optimistic take on life's curveballs, cognitive scientist Maya Shankar shares how these challenging moments can inspire transformation, offering three questions to ask when facing uncertainty, so you can let go of rigidity and embrace change.

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MLA Guidance

APA Guidance

Chicago Style Guidance

ASU Library guides for citing Gen AI

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U.S. Copyright Office, Library of Congress.

Statement of policy.

The Copyright Office issues this statement of policy to clarify its practices for examining and registering works that contain material generated by the use of artificial intelligence technology.

This statement of policy is effective March 16, 2023.

Rhea Efthimiadis, Assistant to the General Counsel, by email at meft@copyright.gov or telephone at 202-707-8350.

I. Background

The Copyright Office (the "Office") is the Federal agency tasked with administering the copyright registration system, as well as advising Congress, other agencies, and the Federal judiciary on copyright and related matters.[] Because the Office has overseen copyright registration since its origins in 1870, it has developed substantial experience and expertise regarding "the distinction between copyrightable and noncopyrightable works."[] The Office Start Printed Page 16191 is empowered by the Copyright Act to establish the application used by applicants seeking registration of their copyrighted works.[] While the Act identifies certain minimum requirements, the Register may determine that additional information is necessary for the Office to evaluate the "existence, ownership, or duration of the copyright."[] Because the Office receives roughly half a million applications for registration each year, it sees new trends in registration activity that may require modifying or expanding the information required to be disclosed on an application.

One such recent development is the use of sophisticated artificial intelligence ("AI") technologies capable of producing expressive material.[] These technologies "train" on vast quantities of preexisting human-authored works and use inferences from that training to generate new content. Some systems operate in response to a user's textual instruction, called a "prompt."[] The resulting output may be textual, visual, or audio, and is determined by the AI based on its design and the material it has been trained on. These technologies, often described as "generative AI," raise questions about whether the material they produce is protected by copyright, whether works consisting of both human-authored and AI-generated material may be registered, and what information should be provided to the Office by applicants seeking to register them.

These are no longer hypothetical questions, as the Office is already receiving and examining applications for registration that claim copyright in AI-generated material. For example, in 2018 the Office received an application for a visual work that the applicant described as "autonomously created by a computer algorithm running on a machine." [] The application was denied because, based on the applicant's representations in the application, the examiner found that the work contained no human authorship. After a series of administrative appeals, the Office's Review Board issued a final determination affirming that the work could not be registered because it was made "without any creative contribution from a human actor."[]

More recently, the Office reviewed a registration for a work containing human-authored elements combined with AI-generated images. In February 2023, the Office concluded that a graphic novel [] comprised of human-authored text combined with images generated by the AI service Midjourney constituted a copyrightable work, but that the individual images themselves could not be protected by copyright.[]

The Office has received other applications that have named AI technology as the author or co-author of the work or have included statements in the "Author Created" or "Note to Copyright Office" sections of the application indicating that the work was produced by or with the assistance of AI. Other applicants have not disclosed the inclusion of AI-generated material but have mentioned the names of AI technologies in the title of the work or the "acknowledgments" section of the deposit.

Based on these developments, the Office concludes that public guidance is needed on the registration of works containing AI-generated content. This statement of policy describes how the Office applies copyright law's human authorship requirement to applications to register such works and provides guidance to applicants.

The Office recognizes that AI-generated works implicate other copyright issues not addressed in this statement. It has launched an agency-wide initiative to delve into a wide range of these issues. Among other things, the Office intends to publish a notice of inquiry later this year seeking public input on additional legal and policy topics, including how the law should apply to the use of copyrighted works in AI training and the resulting treatment of outputs.

II. The Human Authorship Requirement

In the Office's view, it is well-established that copyright can protect only material that is the product of human creativity. Most fundamentally, the term "author," which is used in both the Constitution and the Copyright Act, excludes non-humans. The Office's registration policies and regulations reflect statutory and judicial guidance on this issue.

In its leading case on authorship, the Supreme Court used language excluding non-humans in interpreting Congress's constitutional power to provide "authors" the exclusive right to their "writings." [] In Burrow-Giles Lithographic Co. v. Sarony, a defendant accused of making unauthorized copies of a photograph argued that the expansion of copyright protection to photographs by Congress was unconstitutional because "a photograph is not a writing nor the production of an author" but is instead created by a camera.[] The Court disagreed, holding that there was "no doubt" the Constitution's Copyright Clause permitted photographs to be subject to copyright, "so far as they are representatives of original intellectual conceptions of the author."[] The Court defined an "author" as "he to whom anything owes its origin; originator; maker; one who completes a work of science or literature."[] It repeatedly referred to such "authors" as human, describing authors as a class of "persons"[] and a copyright as "the exclusive right of a man to the production of his own genius or intellect."[]

Federal appellate courts have reached a similar conclusion when interpreting the text of the Copyright Act, which provides copyright protection only for "works of authorship." [] The Ninth Circuit has held that a book containing words "authored by non-human spiritual beings" can only qualify for Start Printed Page 16192 copyright protection if there is "human selection and arrangement of the revelations."[] In another case, it held that a monkey cannot register a copyright in photos it captures with a camera because the Copyright Act refers to an author's "children," "widow," "grandchildren," and "widower,"-terms that "all imply humanity and necessarily exclude animals."[]

Relying on these cases among others, the Office's existing registration guidance has long required that works be the product of human authorship. In the 1973 edition of the Office's Compendium of Copyright Office Practices, the Office warned that it would not register materials that did not "owe their origin to a human agent."[] The second edition of the Compendium, published in 1984, explained that the "term `authorship' implies that, for a work to be copyrightable, it must owe its origin to a human being."[] And in the current edition of the Compendium, the Office states that "to qualify as a work of `authorship' a work must be created by a human being" and that it "will not register works produced by a machine or mere mechanical process that operates randomly or automatically without any creative input or intervention from a human author."[]

III. The Office's Application of the Human Authorship Requirement

As the agency overseeing the copyright registration system, the Office has extensive experience in evaluating works submitted for registration that contain human authorship combined with uncopyrightable material, including material generated by or with the assistance of technology. It begins by asking "whether the `work' is basically one of human authorship, with the computer [or other device] merely being an assisting instrument, or whether the traditional elements of authorship in the work (literary, artistic, or musical expression or elements of selection, arrangement, etc.) were actually conceived and executed not by man but by a machine." [] In the case of works containing AI-generated material, the Office will consider whether the AI contributions are the result of "mechanical reproduction" or instead of an author's "own original mental conception, to which [the author] gave visible form."[] The answer will depend on the circumstances, particularly how the AI tool operates and how it was used to create the final work.[] This is necessarily a case-by-case inquiry.

If a work's traditional elements of authorship were produced by a machine, the work lacks human authorship and the Office will not register it.[] For example, when an AI technology receives solely a prompt[] from a human and produces complex written, visual, or musical works in response, the "traditional elements of authorship" are determined and executed by the technology-not the human user. Based on the Office's understanding of the generative AI technologies currently available, users do not exercise ultimate creative control over how such systems interpret prompts and generate material. Instead, these prompts function more like instructions to a commissioned artist-they identify what the prompter wishes to have depicted, but the machine determines how those instructions are implemented in its output.[] For example, if a user instructs a text-generating technology to "write a poem about copyright law in the style of William Shakespeare," she can expect the system to generate text that is recognizable as a poem, mentions copyright, and resembles Shakespeare's style.[] But the technology will decide the rhyming pattern, the words in each line, and the structure of the text.[] When an AI technology determines the expressive elements of its output, the generated material is not the product of human authorship.[] As a result, that material is not protected by copyright and must be disclaimed in a registration application.[]

In other cases, however, a work containing AI-generated material will also contain sufficient human authorship to support a copyright claim. For example, a human may select or arrange AI-generated material in a sufficiently creative way that "the resulting work as a whole constitutes an original work of authorship." [] Or an artist may modify material originally Start Printed Page 16193 generated by AI technology to such a degree that the modifications meet the standard for copyright protection.[] In these cases, copyright will only protect the human-authored aspects of the work, which are "independent of" and do "not affect" the copyright status of the AI-generated material itself.[]

This policy does not mean that technological tools cannot be part of the creative process. Authors have long used such tools to create their works or to recast, transform, or adapt their expressive authorship. For example, a visual artist who uses Adobe Photoshop to edit an image remains the author of the modified image,[] and a musical artist may use effects such as guitar pedals when creating a sound recording. In each case, what matters is the extent to which the human had creative control over the work's expression and "actually formed" the traditional elements of authorship.[]

IV. Guidance for Copyright Applicants

Consistent with the Office's policies described above, applicants have a duty to disclose the inclusion of AI-generated content in a work submitted for registration and to provide a brief explanation of the human author's contributions to the work. As contemplated by the Copyright Act, such disclosures are "information regarded by the Register of Copyrights as bearing upon the preparation or identification of the work or the existence, ownership, or duration of the copyright." []

A. How To Submit Applications for Works Containing AI-Generated Material

Individuals who use AI technology in creating a work may claim copyright protection for their own contributions to that work. They must use the Standard Application,[] and in it identify the author(s) and provide a brief statement in the "Author Created" field that describes the authorship that was contributed by a human. For example, an applicant who incorporates AI-generated text into a larger textual work should claim the portions of the textual work that is human-authored. And an applicant who creatively arranges the human and non-human content within a work should fill out the "Author Created" field to claim: "Selection, coordination, and arrangement of [describe human-authored content] created by the author and [describe AI content] generated by artificial intelligence." Applicants should not list an AI technology or the company that provided it as an author or co-author simply because they used it when creating their work.

AI-generated content that is more than de minimis should be explicitly excluded from the application.[] This may be done in the "Limitation of the Claim" section in the "Other" field, under the "Material Excluded" heading. Applicants should provide a brief description of the AI-generated content, such as by entering "[description of content] generated by artificial intelligence." Applicants may also provide additional information in the "Note to CO" field in the Standard Application.

Applicants who are unsure of how to fill out the application may simply provide a general statement that a work contains AI-generated material. The Office will contact the applicant when the claim is reviewed and determine how to proceed. In some cases, the use of an AI tool will not raise questions about human authorship, and the Office will explain that nothing needs to be disclaimed on the application.

B. How To Correct a Previously Submitted or Pending Application

Applicants who have already submitted applications for works containing AI-generated material should check that the information provided to the Office adequately disclosed that material. If not, they should take steps to correct their information so that the registration remains effective.

For applications currently pending before the Office, applicants should contact the Copyright Office's Public Information Office and report that their application omitted the fact that the work contained AI-generated material.[] Staff will add a note to the record, which the examiner will see when reviewing the claim. If necessary, the examiner then will correspond with the applicant to obtain additional information about the nature of the human authorship included in the work.

For applications that have already been processed and resulted in a registration, the applicant should correct the public record by submitting a supplementary registration. A supplementary registration is a special type of registration that may be used "to correct an error in a copyright registration or to amplify the information given in a registration." [] In the supplementary registration, the applicant should describe the original material that the human author contributed in the "Author Created" field, disclaim the AI-generated material in the "Material Excluded/Other" field, and complete the "New Material Added/Other" field. As long as there is sufficient human authorship, the Office will issue a new supplementary registration certificate with a disclaimer addressing the AI-generated material.[]

Applicants who fail to update the public record after obtaining a registration for material generated by AI risk losing the benefits of the registration. If the Office becomes aware that information essential to its evaluation of registrability "has been omitted entirely from the application or is questionable," it may take steps to cancel the registration.[] Separately, a court may disregard a registration in an infringement action pursuant to section 411(b) of the Copyright Act if it concludes that the applicant knowingly provided the Office with inaccurate information, and the accurate Start Printed Page 16194 information would have resulted in the refusal of the registration.[]

V. Conclusion

This policy statement sets out the Office's approach to registration of works containing material generated by AI technology. The Office continues to monitor new factual and legal developments involving AI and copyright and may issue additional guidance in the future related to registration or the other copyright issues implicated by this technology.

Shira Perlmutter,

Register of Copyrights and Director of the U.S. Copyright Office.

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government federal register executive rulings notices

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Copyright Registration Guidance: Works Containing Material Generated by Artificial Intelligence

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U.S. Copyright Office, Library of Congress. Statement of policy. The Copyright Office issues this statement of policy to clarify its practices for examining and registering works that contain material generated by the use of artificial intelligence technology. This statement of policy is effective March 16, 2023.

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Student Guide to Artificial Intelligence

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Get your copy of AI-U/v1.0 - Student Guide to Artificial Intelligence

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Learn about Artificial Intelligence (AI) and how it’s transforming higher education. This guide explores what AI is, its applications, and how it’s shaping careers.

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University of Arizona Library Tutorials for GenAI

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University of Arizona Library Tutorials for GenAI

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From Monash University (Australia)

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How might students use AI to improve their learning? 

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How might students use AI to improve their learning? 

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Guidelines and tips for getting the most out of the interactions.

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Practical AI for Instructors and Students Part 2: Large Language Models (LLMs)

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A new way to learn in ChatGPT that offers step by step guidance instead of quick answers.

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Turnitin has created a number of resources related to teachers helping set "guardrails" for students with the use of AI.

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​This student-facing checklist allows students to self-monitor their use of AI to complete assignments.

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"AI Literacy is now a must-have skill. Here's how to develop it."

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"AI Literacy is now a must-have skill. Here's how to develop it."

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https://www.nytimes.com/2023/06/28/podcasts/the-daily/ai-chat-gpt-schools.html

Perspectives of teachers and students.

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Suspicion, Cheating and Bans: A.I. Hits America’s Schools

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Teachers and students on how ChatGPT is changing education.

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This is an interesting activity with no right/wrong answers.

(The activity is linked above - the source is the website "Learning that Matters.")

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What do your writing style preferences say about you?

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Please feel free to share the link to this survey with others; the more the better! The survey takes about 5-10 minutes to complete.

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Instructure is the maker of Canvas.

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The hub of your digital classroom that serves as the foundation for teaching and learning.

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Empower educators to explore the potential of artificial intelligence - Training

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Explore essential AI concepts, techniques, and tools that can support personalized learning, automate daily tasks, and provide insights for education.

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Large Language Models (LLMs)

ChatGPT (3.5 or 4)

Google Gemini

Google NotebookLM

Microsoft Copilot

Bing AI

Bard

Dall-E

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CA Community Colleges - shared resources list

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CA Community Colleges - shared resources list

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Our system colleagues have some great resources to dive into as we form our own paths forward.

**This CCC AI Google Doc will be continually updated as new resources are shared.

ASCCC Academic Policies in an AI World (2024)

ASCCC November 2024 Rostrum - all about AI

The CA Outcomes & Assessment Coordinator Hub hosts "Friday SLO Talks." Recent ones focus on AI-related topics.

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Universal Access Bot: help with Universal Design principles

Accessible Syllabus Bot: help with making your syllabus meet accessibility requirements

AI Syllabus Policy Bot: experiment to see if AI can help you formulate or clearly express an AI use policy (perhaps compare chatbots by trying another AI Policy Generator)

Assessment Coach: help with redesigning assignments

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College Websites focused on AI & Teaching

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College Websites focused on AI & Teaching

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Harvard AI Pedagogy Project

UC Santa Barbara GenAI in Teaching and Learning

UVA Center for Teaching Excellence

The "AI Campus" (Santiago Canyon College)

Arizona State University Generative AI page for faculty and "Academic Dishonesty Reduction Guide"

University of Arizona AI page for faculty (digging in you can find their syllabus guidelines, developed by a workgroup)

Monash University: "How should we talk to students about AI?"

Examples of Course Policies (crowdsource doc with faculty contributing from different colleges)

Cornell University Center for Teaching Innovation

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Interactive Decision Tree "chatbot" (not AI): Help building a syllabus statement

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Interactive Decision Tree "chatbot" (not AI): Help building a syllabus statement

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From Seaver College (Pepperdine)

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Generative AI Syllabus Statement Tool (Seaver College) Generative artificial intelligence tools - software that creates new text, images, computer code, audio, video, and other content by following patterns learned from large datasets - burst into international attention in November 2022 when OpenAI made its generative text tool ChatGPT widely available to the public.

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UC San Diego: Crafting GenAI Policy Guide

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UC San Diego: Crafting GenAI Policy Guide

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This Guide is a 2024 version of the 2023 Crafting Your GenAI & AI Policy : A Guide for Instructors , which was designed to help university/college instructors think through their courses and their assessments to decide if they need to be redesigned for the age of AI before crafting their GenAI and AI Policy.

That 2023 Guide is based on the premise that many courses and assessments likely need to be rethought and redesigned in the age of AI, and that instructors should consider if there is any redesigning they want to do before finalizing their GenAI & AI Policy.

This 2024 Guide better enables course instructors to navigate through the material, but also provides some more fundamentals - the "first day of class is around the corner, what do I need to do now" strategies. Fundamentals like understanding how GenAI works, choosing my GenAI policy, securing assessments, talking about GenAI with my students, identifying misuse and addressing suspected misuse. For those instructors already comfortable with the fundamentals, they can find material in this Guide to go further by assessing the impact of GenAI on my course assessments and "delving" ( see what I did there? ) into assessment redesign.

(last updated September 10, 2024; site is still in the process of being updated/added to. If you want anything added or see corrections to be made, please email tbg@ucsd.edu)

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Everything you need to know to Craft a GenAI Policy for Your Courses

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Anna Mills Agentic AI Resources from Jan 30th, 2026 CCCCO webinar

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Anna Mills Agentic AI Resources from Jan 30th, 2026 CCCCO webinar

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Links from Anna Mills' presentation "Overview of Agentic AI and the Associated Challenges".docx

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Examples of Allowable Use and Non (with rationale)

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Examples of Allowable Use and Non (with rationale)

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Designed by Dr. Torrey Trust

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Rethinking Assessment in the Age of AI Collection

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Rethinking Assessment in the Age of AI Collection

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Participants in a webinar also contributed to this Padlet Board: "To what extent have your assessment practices changed in light of AI"

Webinar Recording

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Rethinking Assessment in the Age of AI - Shift 4: Persona Interaction-Analysis

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Updated in 2024, the scale provides a framework for integrating AI into educational assessments.

AIAS Chatbot - to learn more about the framework, get feedback on an assessment, gain suggestions for activities, etc.

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Resources and information for the AI Assessment Scale (AIAS)

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Notion – The all-in-one workspace for your notes, tasks, wikis, and databases.

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A tool that connects everyday work into one space. It gives you and your teams AI tools—search, writing, note-taking—inside an all-in-one, flexible workspace.

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"Perplexity is a superpower for your curiosity that lets you ask questions or get instant summaries while you browse the internet. Perplexity is like ChatGPT and Google combined."

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Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.

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"Elicit uses language models to help you automate workflows, like parts of literature review. While answering questions with research is the main focus of Elicit, there are also other research tasks to help with brainstorming, etc."

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Article: How AI Can Support Agency in Our Students, and in Us

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Article: How AI Can Support Agency in Our Students, and in Us

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The article linked to in the above image references a helpful resource: improve your "prompt crafting" to improve AI's outputs relative to your goals.

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In January, the podcast Hard Fork interviewed Cherie Shields, a high school English teacher in Oregon, USA, about the impact of generative artificial intelligence (AI), specifically ChatGPT, on her work and her students. Towards the end of the conversation, Shields offered a clear and powerful framing of her approach:

"When we were having a discussion in my department, I said, try not to use the word 'cheating.' Because the teacher was like, well, they're going to have all these ways to cheat. And I said, maybe substitute the word 'cheating' for 'assistance.'"

Rather than focusing on what AI may prevent, I find it helpful to think about what it enables, especially in developing student and educator agency, that critical sense of ownership and self-efficacy that drives lifelong learning. How might we use AI to empower students and ourselves?

I've organized some ideas according to GOA's five shifts for competency-based learning (CBL). We've always used these shifts to emphasize that there are multiple entry points into competency-based learning, and the same applies to AI: there are many ways to use it, and these ideas offer ways it can support shifts to the learner-centered environments that are the hallmark of approaches like CBL.

Importantly, any discussion of the strategies below should include open acknowledgment of and conversation about some important facts: OpenAI's terms of use state that only people 18 and over should create accounts; the design and function of many artificial intelligence tools include problematic biases, inequities, and motives; artificial intelligence can give wrong answers and can be used to promote disinformation; and the number, sophistication, and accessibility of AI tools is only going to increase, and quickly. These facts should not stop us from exploring AI; rather, they should be a part of how we learn about it.

From Educator-Designed to Co-Designed

For me, this is one of the most exciting possibilities in artificial intelligence: as a partner to students who want to learn about topics that interest them. Using artificial intelligence well involves core competencies that are relevant to inquiry-based learning: crafting meaningful questions (like this CREATE framework for ChatGPT prompt design), asking questions to deepen knowledge (see the AP Macroeconomics "student" above), finding and curating relevant research (perhaps using tools like "the AI Research Assistant" Elicit), and using information literacy to assess the quality of that research (strategies like lateral reading and the SIFT framework have never been more important than in this AI age). Teachers who have embraced project-based learning and research projects should consider how AI can be integrated into the process of inquiry.

Where should schools begin?

A first step for schools is to create time, space, and support for educators to learn about and practice talking to AI so they can effectively collaborate with students. Explore how AI is already transforming the fields our students will enter, like science and the law. Practice talking to AI and imagine how it can affect our lives and work: Which routine or time-consuming tasks can AI do for you or make easier? What kind of feedback does it give you when you input things like lesson plans or communications or feedback for students? How does it help you prepare for classes or meetings or presentations? What are potential use cases with students in your context?

As the educator John Warner has written, "ChatGPT can't kill anything worth preserving." This moment in education offers us the opportunity to get clear about what we want to hold onto when it comes to learning and the student experience, and to imagine what AI might enable us to let go of.
For more, see:

This post is part of our GOA serves students, teachers, and leaders and is comprised of member schools from around the world, including independent, international, charter, and public schools. Learn more about Becoming a Member. Our professional learning opportunities are open to any educator or school team. Follow us on LinkedIn and Twitter. To stay up to date on GOA learning opportunities, sign up for our newsletter. Shifts in Practice series, which features educator voices from GOA's network and seeks to share practical strategies that create shifts in educator practice. Are you an educator interested in submitting an article for potential publication on our Insights blog? If so, please read Contribute Your Voice to Share Shifts in Practice and follow the directions. We look forward to featuring your voice, insights, and ideas.

From Content-Driven to Skills-Driven

An essential competency for using AI is communicating effectively with AI. Like other technological innovations dating back to the printing press, AI gives students the power to find and build knowledge on their own. The work of schools is to help them use that power well.

In an interaction of a few minutes, ChatGPT gave me a competency, learning outcomes, and performance levels to assess effective communication with AI. It took me longer to input these responses into GOA's single-point and analytic rubric templates than it did for ChatGPT to generate those responses. While these outcomes aren't perfect, the potential here is exciting: articulating learning outcomes and designing rubrics is a time-consuming task for teachers. In addition, ChatGPT's ability to generate learning outcomes can empower students to set and refine goals for themselves.

From Time-Based to Performance-Based

Eliminating or deemphasizing time as a factor in assessment is an essential component of competency-based learning. After years of disappointing adaptive technology, artificial intelligence may offer a way for students to have more agency over the time, place, and pace at which they learn.

For example, my colleague Lucas Ames recently acted as a student in Advanced Placement Macroeconomics and used ChatGPT as a study tool to self-assess, knowing that AI can generate an infinite amount of questions that can escalate in difficulty if we ask it to. We should spend time showing students how artificial intelligence can make self-study easier, more accessible, and more personalized. Teachers could use this same strategy to create differentiated lesson plans or formative assessments that are more responsive to what their students need.

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How AI Can Support Agency in Our Students, and in Us

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As generative artificial intelligence becomes increasingly accessible, it's important for educators to explore its potential for promoting student agency and engagement. Discover how AI can support competency-based learning with practical strategies for leveraging it in your classroom.

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(Recently partnered to bring it into Canvas)

Learn more about Khanmigo

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Instructure, Khan Academy Announce Major Partnership On AI Tutoring, Teaching

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The news may set the standard for the role of AI in educational delivery and give the company a significant beachhead in the future of personalized learning.

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We're releasing a guide for teachers using ChatGPT in their classroom-including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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We're releasing a guide for teachers using ChatGPT in their classroom-including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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We're curious! Let us know how you have addressed or used AI in your courses.

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We're curious! Let us know how you have addressed or used AI in your courses.

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Add a comment or click the + to add a post.

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See also: https://www.rollingstone.com/culture/culture-features/women-warnings-ai-danger-risk-before-chatgpt-1234804367/

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© 2022. All Rights Reserved. DAIR Institute.

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DAIR (Distributed AI Research Institute)

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The Distributed AI Research Institute is a space for independent, community-rooted AI research, free from Big Tech's pervasive influence.

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ChatGPT assignments you can use in the classroom today

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ChatGPT assignments you can use in the classroom today

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60+ ideas from faculty at the University of Central Florida

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(Image was AI-generated using Padlet's "I can't draw" option)

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Bloomberg Article: October 2024 ("Students face false cheating accusations..")

Blog Post: Turnitin Update (May '23)

Updated information about Turnitin

About AI Detectors (Torrey Trust, UMASS)