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This AI tool will create essential questions, learning objectives and multiple choice for you based on a reading. You can then upload it to Kahoot!, Gimkit, Google Forums, etc.

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AI question generator. Input a reading and align standards or learning outcomes so the AI writes multiple choice, fill in the blank, short answer, and essential questions that can be exported to Kahoot, Quizziz, Google Forms, Microsoft Forms, Gimkit, Moodle, Canvas, Blooket, and Quizlet.

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This AI tool is a generative AI video tool that repurposes long videos into shorts.

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AI Emoji & Keyword

Our AI analyzes your video to automatically add relevant emojis and highlight keywords, which increase views by over 42%.

Trusted by 1 million video creators

Our website uses cookies. By continuing, we assume your permission to deploy cookies as detailed in our Privacy Policy.

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Opus Clip - AI-powered Video Repurposing

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Opus Clip turns long videos into high-quality viral clips for you to share on TikTok, YouTube Shorts, and Reels to increase social media reach.

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This tool will create interactive lesson based on standards you are working on.

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Introduction to AI and ChatGPT for Teachers

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Introduction to AI and ChatGPT for Teachers

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Introduction to AI and ChatGPT for Teachers

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Shake Up Learning in your classroom today! Simple Ways to Integrate AI in the Classroom

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Shake Up Learning in your classroom today! Simple Ways to Integrate AI in the Classroom

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This post is loaded with some simple ways to integrate AI in the classroom. It's easier than you think, and it doesn't require expensive equipment or software. AI or Artifical Intelligence is ready for its closeup! Are you and your students ready to become "AI experimenters."

In my free ebook, 18 Challenges for Teacher in 2018, AI Experimenter is challenge number two. Have you tried to complete the challenges yet? You should! They are a super fun way to dabble in new ideas and tools. Download the FREE ebook here, or take it a step further and take the 18 Challenges online course.

The term artificial intelligence, or AI, dates back to the 1950's but has drastically accelerated in capabilities over the last few years. AI is "usually defined as the science of making computers do things that require intelligence when done by humans," (alanturning.net).

Along with AI, you will also hear the term machine learning, which basically means the ability to teach machines by giving it data that allows the machine to predict your needs and tasks.

[Tweet "Simple Ways to Integrate AI in the Classroom #shakeuplearning #edtech #edchat"]

Artificial intelligence continues to get better and better. We have to get used to talking to our stuff. Machine learning and artificial intelligence are becoming a part of everyday products, and it's really important to understand the technology that is coming our way, and how it will change education as we know it.

If you have never tried AI, now is the time. Or if you have only used it to ask Siri for directions, it's time to take it a step further. It's time to experiment with AI in the classroom, showing students how it works, and using some fun tools to create learning!

You can find AI in various forms and devices, and it's nothing new. AI has been around for decades, but the difference is that it has now become more accessible, easy to use, and super smart.

AI Voice Assistants

Most likely, the smartphone you have in your hand right now has some kind of voice-enabled assistant; whether that is Siri on the iPhone or the Google Assistant on Android, it is designed to help you complete simple tasks and automate your life. But it does go deeper than that. These voice assistants are getting smarter!

The stand along smart speakers are beginning to enter the classroom and show us the power that these little devices deliver. The two most popular stand alone, smart speakers are the Google Home / Google Home Mini and the Amazon Echo / Echo Dot (both very affordable). But you don't have to have one of these devices to experiment with AI. There are lots of web options as well.

Here a few ideas for using the AI voice assistants like the Google Assistant, Siri, Google Home, or Amazon Echo in your classroom:

[Tweet "How to Use AI Voice Assistants in Your Classroom #shakeuplearning #18challenges"]

Google AI Experiments

That's just the tip of the iceberg. We are now seeing many new ways to not only use AI but to teach it new skills. For instance, Google has a site of AI experiments that allow you to play with artificial intelligence and create. Explore this page to play piano duets with AI, try the teachable machine where you and your students can teach your computer new tricks with the camera, or play a game of Quick, Draw.

Here are few more ideas to try in the classroom:

The Emoji Scavenger Hunt is a fun little app from Google that uses your camera to find objects and match them with an emoji. Works on desktop and mobile, but best on mobile. (Thanks to Sean Fahey for sharing this one.)

On the computer: Quill Connect: Uses machine learning to help students combine sentences. Aligned with curriculum standards for second through seventh grades.

[Tweet "Google AI Experiments are AWESOME!!! Try these with your students! #shakeuplearning #18challenges"]

Interactive Stories

Both the Google Home and Amazon Echo have some really fun, choose your own adventure style stories. Here are a couple ideas to check out:

BONUS: Try a Chatbot!

Chatbots are computer programs that simulate human conversation using voice or text.

The Amazon Echo refers to these as socialbots. To try, just say, "Alexa, let's chat, and you can have a conversation with one of the Alexa Prize socialbots. Or check out to develop your own socialbot, or better yet, let your students become developers!

Build with AI

So not only can you develop with AI and machine learning, but you can get hands-on building actual devices. Google has released two kits:

AI Tips For the Classroom

Let them play and understand what it is capable of but set meaningful expectations on how it will be used for learning, not just telling jokes.

Rotate the use a job/role for the class - The AI Leader of the Day.

Get a Device
Additional Resources: Take Challenge #2!
Are you up for the AI challenge? Try just one of these ideas in your classroom in 2018. Ready to dig into some of these AI ideas?

The 18 Challenges for Teachers in 2018 FREE eBook! (83 pages!)

What's in the ebook?

This ebook started out as a simple blog post that just kept growing and growing! I had so much to share that I had to get in a format for you to download.

In this ebook, are 18 specific challenges (outlined below) for educators. Some challenges are about technology integration, some are specific tools to try, things to read or listen to, some are strategies, and some are just tips and tricks. This is NOT about the tool! This is about transforming the learning in your classroom and trying new ideas in 2018! There is something in here for everyone!

Learn about new and emerging technology

Valuable and practical ideas for your classroom

Tips and tricks

Additional links, resources, templates, and more!

BONUS: coupon codes for PearDeck and InsertLearning!!!

Fill out the form below to download your FREE copy

© Shake Up Learning 2023. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

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Simple Ways to Integrate AI in the Classroom

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This post is loaded with some simple ways to integrate AI in the classroom. It's easier than you think, and it doesn't require expensive equipment or software. AI or Artifical Intelligence is ready for its closeup! Are you and your students ready to become "AI experimenters."

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Some guidance for using AI in the classroom

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Some guidance for using AI in the classroom

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Abram Anders is not shying away from the challenges artificial intelligence (AI) presents in the classroom. The English associate professor will teach the experimental course Artificial Intelligence and Writing this fall, using only AI.

"It is exciting and there is no better teaching and learning experience than when everyone is excited to try something new," he said. "It's clear that the future of writing will be drastically, dramatically influenced by these tools, and I want to be at the forefront of that to help our students be prepared."

Lean more

CELT hosts a monthly ChatGPT teaching talks series that began in January and continues through March. Anders' virtual presentation, "How to use ChatGPT to boost your research and teaching" is Feb. 20 (1-2 p.m.). Faculty with questions about AI and its use can email celt-help@iastate.edu.

One of the newest AI tools is ChatGPT. Launched in November 2022, it can generate text, computer code, images and more when asked questions by a user. The quality of its output separates it from other AI tools and has some educators across the nation worried it will do students' work for them. Some institutions have gone as far as banning it.

"It's artificial intelligence backed up with a database," said Matt Carver, Center for Excellence in Learning and Teaching (CELT) enterprise instructional technology senior manager. "It can't think critically and can only act on the sources it finds, mostly the internet. Those sources are extensive but limited."

University leaders, led by the provost's office, began meeting last month to address AI questions and provide guidance to help instructors address the use of AI by students and incorporate it into their teaching, if they choose.

Set expectations

Instructors can set expectations for students in the syllabus or on assignments by defining when and how AI can be used. Four examples for content-generating AI could be:

It's not allowed: Only content done by a student or as part of an assigned group is accepted.

It's allowed with appropriate attribution: AI-assisted work on some assignments is allowed when students clearly identify what parts of the assignment were AI generated and how it helped them.

It's allowed in limited instances: AI can be used to prepare for assignments by brainstorming, but students must show how it helped them reach the result.

Use is encouraged broadly: Students can use AI but must identify what parts it generated.

"It is important to be open and set expectations with students ahead of time," Carver said. "They are aware it is out there, and they are aware the faculty member knows about it."

When students use AI -- no matter how much -- they are responsible to ensure the information is correct. Carver said one of ChatGPT's biggest limitations is its database only goes up to 2021, making it unaware of current events.

Instructors can encourage or discourage its use by the type of assignments. Instead of testing students' knowledge through a written paper, they can use debate, student reflection or focus on current events. Instructors also can look at the amount of work and the timeline to complete assignments to not overload students and increase the possible use of AI.

ChatGPT poses a challenge for students who require accommodations because it is not designed for universal accessibility.

Embracing AI

Anders said the new course will have students use AI to generate multiple arguments and counterarguments on a topic leading to discussion. Students also will have AI generate text to evaluate things like tone and style.

He believes AI increases the important role of instructors, who must know how to use it effectively. It can benefit students who use it for some of the mundane tasks, allowing them to focus on more challenging aspects. Students still need to be able to understand what they are reading and learning to use AI.

For instructors looking to see how AI can benefit their teaching, Anders suggests trial and error.

"Use AI tools to do things you already need to do and find the spaces where it works and doesn't. That is the discovery of beautiful teaching moments," he said.

Using AI detectors

Instructors can use software to detect when students use AI, but Carver said most of the detection tools lag behind upgrades to AI. They're not as effective as, for example, tools to detect plagiarism, he said.

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Some guidance for using AI in the classroom

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Abram Anders is not shying away from the challenges artificial intelligence (AI) presents in the classroom. The English associate professor will teach the experimental course Artificial Intelligence and Writing this fall, using only AI. "It is exciting and there is no better teaching and learning experience than when everyone is excited to try something new," he said.

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"Artificial intelligence is a field of science concerned with building computers and machines that can reason, learn, and act in such a way that would normally require human intelligence or that involves data whose scale exceeds what humans can analyze.

AI is a broad field that encompasses many different disciplines, including computer science, data analytics and statistics, hardware and software engineering, linguistics, neuroscience, and even philosophy and psychology.

On an operational level for business use, AI is a set of technologies that are based primarily on machine learning and deep learning, used for data analytics, predictions and forecasting, object categorization, natural language processing, recommendations, intelligent data retrieval, and more. "

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Teaching with AI: More inspiration for teachers

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Teaching with AI: More inspiration for teachers

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Inspiring ideas for AI-powered lessons, from Montclair State University's Office for Faculty Excellence

Implications for Teaching

Generative AI can be a tool for short-changing learning and getting a passable grade on an assignment. So can Wikipedia, pasting in answers from a digital text, and copying from a peer.

Generative AI is also a tool for learning, as anyone who gets into the tool and starts inputting queries and studying the output knows.

Your synapses are firing as you write and read the rapidly generated text. It's fun and you're likely wide awake, judging, speculating, disagreeing, agreeing, and doing all those things that happen when an engaged reader encounters text.

Generative AI pushes us to focus on the challenges of teaching.

"Teachers teach someone something, in that order." - Samuel Natale

Natale reminds us that our enduring value as instructors is in teaching students how to learn - how to ask and answer questions. How best to learn in our disciplines and sub-disciplines varies, and thus students need to continue to develop and hone their learning skills.

With every new group of students, we thus need to foster self-reflection on the work of learning in our course. Through exam wrappers, reflection questions, in-class quick writes, think-pair-share activities, and large class discussions, we help students come to know their own best methods for learning. With Generative AI the lure of skipping by learning may be greater, so we may need to double down on our attention to attending to students' growth as learners.

Practical suggestions to mitigate non-learning/cheating

Strategies for course design and pedagogy

Talk about academic honesty with your students: Talk to students about your expectations for academic honesty, and remind them of institutional policies. Tell them that using ChatGPT is academically dishonest, akin to paying a person to write your paper, take your test, or complete your assignment. Give examples and be specific and frank about your concerns.

For most faculty, academic dishonesty is galling because honest students are disadvantaged, but also because it is an offense to our commitment and passion for learning. What's the point of pursuing a degree, of taking a class, if you don't learn?

Raise these questions to stimulate reflection. Most students who engage in academic dishonesty are doing so impulsively or without reflection. Anticipate this human behavior and engage students in an open discussion about academic dishonesty.

Add a clarifying statement, such as, "Use of an AI text generator when an assignment does not explicitly call or allow for it without proper attribution or authorization is plagiarism."

Provide incentives for the behaviors and habits that are associated with strong learning - for trying - as well as producing. If a perfect product (test, paper) is the only way to receive an A, students are more likely to consider cheating.

In your effort to fully assess student learning, make sure you assess (and reward) the processes that are needed to be a strong learner in your course: reading, viewing, speaking, improving, and reflecting on one's learning.

Review your grading criteria and rubrics to make sure you're setting your students up to adopt strong learning strategies.

Run your assignment through ChatGPT and/or Bing, review that answer, and tell your students about your experience (and that you've saved the output). Note: ChatGPT does not produce the same answer each time it's posed.

Strategies for assignment design

ChatGPT and similar tools rely on available text - they know little about text that is obscure or recent or behind firewalls or paywalls.

These suggestions are built on this design characteristic.

In written assignments, reference class materials and notes, or sources that are not available on the free internet (books or articles that are recent, behind firewalls). For example, "Refer to two of the theorists discussed in class."

Include visuals - images or videos that students need to respond to - in your assignment. Be sure to include alt-text for accessibility.

Reference or connect to current events or conversations in your field.

Ask for application or engagement between personal knowledge/experience and course concepts or topics.

For short reading responses, instead of using open-ended questions in Canvas, try social annotation tools that require students to engage with a text along with their classmates. Hypothes.is and Perusall are two options here.

Replace an essay or short-answer writing assignment with one that requires students to submit an audio file, podcast, video, speech, drawing, diagram, or multimedia project. That is, mix up the assignment in ways that make running to ChatGPT more work than it's worth.

Chunk your written assignments with due dates for individual elements that precede the final submission: an outline, notes on research articles, and drafts.

Finally, incorporate ChatGPT in your assignments. For example, ask students who choose to open an account to generate a ChatGPT response to a question of their own choosing, and then write an analysis of the strengths and weaknesses of the ChatGPT response.

ChatGPT is interesting! Engage with the tool and discover with your students what it can and cannot do.

Strategies for the classroom

Extend flipped learning: Use class time for writing, designing, synthesizing, and creating. Ask students to read, view, and digest material at home, and then apply, demonstrate, and perform in class.

Have students write responses in class. If students have 20 minutes to write brief responses to the kinds of questions you might have provided as homework, they will learn a great deal, and as a bonus, your subsequent class discussion will benefit from that engaged individual work.

Have students respond orally, requiring each student to respond to a different question.

Have students work in small groups in class to present on topics in class.

Incorporate brief in-class quizzes, tests and other assessments. The key is to make these short, frequent, and possibly even unannounced. They serve assessment purposes, reward attendance, and provide useful immediate feedback about learning. Small point values for individual assessments allow poor performance to be informative to students rather than disastrous.

Want to join the conversation?

What is the reason people created AI?

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The development of artificial intelligence (AI) has been driven by a combination of scientific curiosity, technological advancements, and the desire to solve complex problems. Here are some of the key reasons why people have pursued the creation of AI:

1. Automation and Efficiency: AI has the potential to automate tasks that were previously performed by humans, leading to increased efficiency and productivity. By leveraging AI technologies, organizations and industries can streamline processes, reduce manual labor, and optimize resource utilization.

2. Problem Solving and Innovation: AI offers powerful tools and techniques for solving complex problems and tackling challenges that require advanced computational capabilities. It enables data analysis, pattern recognition, and decision-making in areas such as healthcare, finance, logistics, and scientific research.

3. Enhancing Human Capabilities: AI can augment human abilities by providing tools and technologies that complement and extend our cognitive and physical capabilities. From voice assistants and recommendation systems to intelligent tutoring and medical diagnostics, AI can support and enhance human performance in various domains.

4. Exploring New Frontiers: AI allows us to explore and understand the frontiers of knowledge and push the boundaries of what is possible. It provides a means to delve into the realms of machine learning, natural language processing, computer vision, robotics, and other exciting fields of research and development.

5. Addressing Global Challenges: AI has the potential to address pressing global challenges, such as climate change, healthcare accessibility, poverty, and education. By leveraging AI to analyze vast amounts of data, derive insights, and develop intelligent systems, we can tackle complex societal problems more effectively.

6. Innovation and Economic Growth: AI has emerged as a transformative technology with significant potential for innovation and economic growth. Many countries and industries recognize the economic opportunities that AI presents, leading to investments, research initiatives, and policies aimed at fostering AI development and adoption.

It's important to note that the motivations behind AI development can vary across individuals, organizations, and fields of study. While there are numerous benefits and opportunities associated with AI, it is also crucial to consider the ethical, societal, and policy implications that come with its deployment and use. Responsible development and deployment of AI are key to ensuring that its benefits are realized while mitigating potential risks.

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I can see how a greater demand for AI in the educational field is being applied, but how do we know how much the AI will be limited to help with so that it doesn't just do your homework for you?

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Determining the appropriate limits for AI in education to prevent it from simply doing students' homework for them is a valid concern. Here are some considerations and approaches to address this issue:

1. Clear Learning Objectives: Clearly define the learning objectives and outcomes that the AI system is meant to support. By aligning AI tools with specific educational goals, you can establish boundaries for their use and ensure that they serve as aids for learning rather than substitutes for student effort.

2. Designing for Active Engagement: Encourage active student engagement in the learning process by designing AI tools that foster critical thinking, problem-solving, and creativity. Instead of providing direct answers or solutions, AI can offer guidance, suggestions, and feedback that encourage students to think deeply and independently.

3. Differentiation and Personalization: Use AI to personalize learning experiences and provide targeted support to students based on their individual needs. The AI system can adapt its recommendations, resources, or interventions to address specific areas of weakness or challenge for each student, promoting growth and learning.

4. Promoting Metacognition: AI tools can be designed to support students' metacognitive skills by encouraging them to reflect on their learning process, evaluate their own work, and make informed decisions. Rather than relying solely on AI-generated suggestions, students should be prompted to explain their reasoning and make choices based on their understanding.

5. Ethical Guidelines and Responsible Use: Establish clear ethical guidelines for AI use in education. Teach students about the responsible use of AI tools, including the importance of academic integrity, authentic learning, and the value of their own effort and intellectual growth.

6. Teacher Guidance and Monitoring: Teachers play a vital role in guiding students' use of AI tools. They can provide oversight, monitor students' interactions with AI systems, and ensure that they are using the tools appropriately and ethically. Teachers can also foster discussions around the role of AI, its limitations, and the importance of independent thinking and effort.

7. Transparent Algorithms and Explainability: Ensure transparency in the algorithms and decision-making processes of AI systems. Students should have a general understanding of how the AI tool works and the basis for its recommendations. This helps prevent overreliance on AI-generated outputs without critical evaluation.

By combining these approaches, educators can strike a balance between leveraging the benefits of AI in education and maintaining a focus on students' active learning, critical thinking, and personal growth. The goal is to use AI as a tool that supports and enhances educational experiences while maintaining the integrity and value of students' own efforts.

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Can people just cheat on tests, homework, and other learning items? Do you think ChatGPT and other Direct AI items should be banned on learning devices(school Chromebook iPad)? And be unbanned for other activities in school. So that then the kids can learn well without using AI to cheat? Then the kids can use AI to check their work.

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Teaching with AI: More inspiration for teachers (article) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Considerations for Using AI in the Classroom

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Considerations for Using AI in the Classroom

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Created by Laura Schmidli with contributions from Molly Harris, Alison Caffrey, Antonella Caloro, Jonathan Klein, Luis Loya, David Macasaet, Erika Schock, and Parker Story.
In December 2022, ChatGPT made headlines. This new conversational artificial intelligence (AI) program (or chatbot) has many in higher education discussing AI's potential threat to our work and purpose. It has inspired both awe and fear. To read more, see References and Further Reading.

Like with any new technology, one approach instructors can take in the classroom is to transparently make use of it. This allows you to move beyond stress over whether or not students are using AI, and instead have a voice in when, why, and how you and your class use it. You can even invite students to consider and explore AI with you (Tufekci, 2022). Although this approach may not work or be right for all instructors and courses, this strategy has the advantages of encouraging student participation in a larger societal question and helping students to develop their own ethical grounding and practical understanding of academic integrity related to AI.

Steps to Consider

1. Reflect on the threats and opportunities you perceive for your teaching and work from AI. People have raised concerns for student academic integrity as well as for the longer term impact on student motivation, engagement, and knowledge retention. However, there are also potential benefits. AI may save time and effort on routine tasks, provide a new perspective on a problem, or generate content that can be analyzed or critiqued.

2. Test AI out for yourself and consider its strengths and weaknesses. If you are able to, chat with ChatGPT during its open testing phase or try other AI language models. (Note: ChatGPT requires creating an account using an email address and phone number, and will only be available for free testing for a limited time.) If provided with a prompt or assessment question from your class, how does the AI perform? What is it good at, and where does it struggle? For example, currently ChatGPT can write with correct grammar and confident flow, but cannot create accurate citations or write with much depth. This is because it creates word patterns, with some variability or randomness, but does not generate meaning (Warner, 2022). ChatGPT is also limited to producing about 5 paragraphs of writing at once, and cannot currently produce complex code or reliably perform accurate mathematical calculations (Wolfram, 2023). However, it can be asked series of questions to iteratively produce better work. See OpenAI's guidance for designing prompts for ChatGPT.

3. Consider revisions to your assignments. Making your questions more personal, reflective, specific, local, or complex (i.e., requiring higher order thinking) may make it more difficult for student to use AI to adequately complete. But more importantly, these changes can make your questions more interesting and valuable to your students.

4. Consider data and privacy policies. Before using ChatGPT or any other third party tool in the classroom, instructors and students should review the data retention and privacy policies. For ChatGPT, the OpenAI FAQ is helpful. Using ChatGPT requires creating an account using an email address and a cell phone number. When designing an assignment where students can use ChatGPT, always provide an alternative for students who don't want to share their data with a third party tool (i.e., students shouldn't have to share their data to be successful). Alternatives could include making part of the assignment optional, the instructor engaging with the AI on behalf of students, students using a different AI language model that does not require personal information, or students using another supplemental source (e.g., interview with a person, responses on social media, review article, etc.) in place of ChatGPT.

5. Identify and communicate opportunities in your course. Some students are already using AI on their own. By acknowledging and working with AI, we can guide students in considering the capabilities of these tools, surface differing opinions among students around fairness, and help them align use of these tools with their own ethical frameworks.

Next, read the crowdsourced ideas below to help you consider opportunities in your own course.

Share Your Ideas for Using AI

We'd love to add your knowledge to this guide. What plans, ideas, questions, or concerns do you have for using AI in your classroom?
Share Your Idea

Considerations for Teaching & Learning Writing

UW-Madison's Writing Across the Curriculum staff have collaborated to draft guidance for instructors on supporting student writing practices in an age of AI, which will evolve as campus guidance and policy changes.
WAC Resource

Compare Exam Questions: Individually students write one multiple choice exam question and ask text-generating AI to write a second. In a larger group, students analyze which submitted questions are AI-written, which are human-written, and evaluate which provide a better assessment of learning.

Evaluate AI Output: The instructor uses AI to generate work, like a thesis, short analytical paper, theater dialogue, computer code, image, or even musical composition. In groups students analyze the sample work created by AI, with particular attention to evidence, sources, perceived bias, or other important elements for your course. Students can then revise it for improvement in groups, and share back revisions for comparison.

Planning and Evaluating AI Use: Students create a plan for using AI within a specific assignment, like a scaffolded research paper, where they articulate for which steps it is valuable and appropriate to use AI, and when original thought and creativity are needed and why. This activity works best when sequenced with other activities that explore AI capabilities.

AI Drafting Process: Students use AI to generate a draft of a simple writing assignment. Students then analyze the AI's writing, focusing on accuracy, bias, or other characteristics important in your course. You may also ask students to improve the AI's draft to complete a second draft.

AI Feedback: Students ask AI to evaluate an initial draft of a short writing assignment, asking AI to focus on a specific element. Students then incorporate any valuable feedback into their work, and share their revisions with a small group. This can help students get another perspective on writing quickly, while encouraging them to consider that feedback critically.

Writing with Images: Students or instructors use image-generating AI as part of a reflective writing, freewriting, or creative writing process in any language. Students can use AI to quickly visualize descriptions from their writing, or students or instructors can use AI to generate images that prompt elaboration in writing.

AI Thesis Revision: Students use AI to quickly generate thesis statements on a variety of topics. Individually students revise these statements and share two that are strongest to a group for feedback, including what prompts they provided the AI and what revisions they made to each statement. Students use AI to "get started" by quickly generating ideas, and then leverage their own skills to refine and improve.

For specific help, Citing AI: If students are using AI in your class assignments, discuss if and how AI should be cited. For example, students may cite it as a source or disclose their use of it in a disclaimer, footnote, or appendix that includes the prompts they created. For AI-generated images, users should consider tools like Stable Attribution to provide attribution to human artists. Ask a Librarian or contact your Subject Librarian.

Make Instructor Expectations Clear: Whatever your aims for using (or prohibiting) the use of AI within your classroom, make your expectations clear to students at the semester's start. This may include adding a statement to your existing academic integrity statement, and reviewing expectations with students in class. Students should also have the option to not use any tool that requires personal information shared with a third party not contracted by the University.

Connect with Help

We are happy to connect with instructors about using AI in your classroom, designing assignments, or brainstorming solutions for your course. Meetings typically last 45 minutes and take place virtually. We listen carefully to understand your needs and recommend actionable next steps.
Schedule a Meeting

AI & Academic Misconduct

We recognize that the advancement of AI creates concern about academic integrity enforcement. While the focus of this guide is different, the following resources may be helpful when you suspect students are using AI to bypass work.

References & Further Reading

Barbaro, M., et al. (2022, December 16). Did Artificial Intelligence Just Get Too Smart? The New York Times. https://www.nytimes.com/2022/12/16/podcasts/the-daily/chatgpt-openai-artificial-intelligence.html

ChatGPT. (2023). In Wikipedia. https://en.wikipedia.org/w/index.php?title=ChatGPT&oldid=1132927055

Jolles, Ward. (2023, January 4). New AI technology writes essays for you-And UW-Madison students are using it. Retrieved January 5, 2023, from https://www.wkow.com/news/new-ai-technology-writes-essays-for-you-and-uw-madison-students-are-using-it/article_4b051b8a-8ca2-11ed-8d15-3b4d9fa4403b.html

Marche, S. (2022, December 6). The College Essay Is Dead. The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/

Roose, K., Newton, C., Land, D., Szuchman, P., Powell, D., Ittoop, E., Niemisto, R., & Moxley, A. (2022, December 9). Can ChatGPT Make This Podcast? The New York Times. https://www.nytimes.com/2022/12/09/podcasts/can-chatgpt-make-this-podcast.html

Thunström, A. O. (2022, June 10). We Asked GPT-3 to Write an Academic Paper about Itself;Then We Tried to Get It Published. Scientific American. https://www.scientificamerican.com/article/we-asked-gpt-3-to-write-an-academic-paper-about-itself-mdash-then-we-tried-to-get-it-published/

Tufekci, Z. (2022, December 15). Opinion | What Would Plato Say About ChatGPT? The New York Times. https://www.nytimes.com/2022/12/15/opinion/chatgpt-education-ai-technology.html

USING AI TO WRITE ESSAYS ISN'T CHEATING, STUDENT SAYS. (2022, May 16). Retrieved November 13, 2022, from https://www.canta.co.nz/canta/newsarticle/115524?newsfeedid=1453013

Warner, J. (2022, December 11). ChatGPT Can't Kill Anything Worth Preserving. The Biblioracle Recommends. Retrieved January 3, 2023, from https://biblioracle.substack.com/p/chatgpt-cant-kill-anything-worth

Wolfram, S. (2023, January 9). Wolfram|Alpha as the Way to Bring Computational Knowledge Superpowers to ChatGPT. Retrieved January 20, 2023, from https://writings.stephenwolfram.com/2023/01/wolframalpha-as-the-way-to-bring-computational-knowledge-superpowers-to-chatgpt/

Acknowledgements

Thank you to Dorothea Salo, Dave Bloom and other UW Libraries staff, several anonymous commenters, and IDC team members for crowdsourcing and discussing these ideas.
Published January 5, 2023
Last updated January 31, 2023

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