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Eric Hudson has consistently brought a helpful and nuanced perspective on AI in education. Subscribe to his Substack for more.

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Here in the U.S., we're approaching the end of the school year. Summer is a time for rest, reflection, and planning, so I'm going to write a few posts that look ahead to the school year to come (and beyond) from a variety of perspectives. The goal is to offer some ideas for how we can integrate AI into our summer reflection and planning in a way that allows us to be proactive, considering how AI might support goals we already have for ourselves and our students.

Let's start with teachers and their workflow.

It is important for teachers to engage with AI. However we feel about it, we have a responsibility to develop some basic literacy about its impact on school and the world beyond it. Knowing more about AI allows us to talk with students about it, to explore the ethical implications of it, and use it to reflect on and reconsider the purpose of assessments.

One simple and useful way to build AI literacy is to explore how it might support our professional workflows. Consider these three pathways:

I have always enjoyed Ethan Mollick's analogy that having AI is like having an eager but naive intern who can be extremely helpful with some training and mentorship. Because AI is so powerful and so responsive, it has the potential to assist us in many, many ways. We just have to know what to ask.

Teachers are pressed for time, and that time is increasingly consumed by 1) a heavier workload and/or 2) tasks that don't meaningfully relate to the work that got them into the profession in the first place. The vast majority of "AI Tools for Teachers" I see on the market tend to address these efficiency challenges: Generate rubrics in seconds! Craft emails to parents! Grade papers automatically! The strength of these tools is that they make using generative AI easier: they do a lot of the prompt-crafting for you and they have user interfaces that are less open-ended than the usual chatbots.

While tools like these might be a good entry point for AI beginners, they are limited. There isn't a lot of room for tinkering or creativity, and teachers have told me they find the outputs relatively generic. If using these tools sparks your enthusiasm for AI, though, I recommend you move into the widely available chatbots (ChatGPT, Gemini, Claude, etc.) and start crafting your own prompts and using dialogue with the bot to create teaching materials or other work products.

Many chatbots (Perplexity, Claude, and ChatGPT Plus) allow you to attach files for the bot to read and learn from. Give the bot an example of your work (quizzes, essay prompts, project plans, etc.) and ask it to create new and/or differentiated versions.

If you have one task in mind that you know you'll need help with over and over again, try creating your own bot via tools like Poe or HuggingFace or ChatGPT Plus (what Open AI calls "GPTs"). I have a couple of bots that do a great job creating alt text for images and generating summary reports of long documents.

We can also use AI to become better at elements of our work. Let's take three core elements of teaching as examples:

Instruction. Consider how AI can improve your ability to present and explain content. A few examples:

Have a bot explain a topic to you at a variety of age levels (fifth grade, 12th grade, graduate school, etc.) as a way to think about and refine how you explain that topic. Or, share examples of content you teach and ask it to explain it as clearly and concisely as possible, perhaps even creating guided notes for students.

Upload or copy/paste a handout or worksheet you've written and have it reformat it to be more usable or to improve the clarity of the text. One of my favorite prompts: ask it to generate questions or points of confusion students might have about teaching materials you share.

Feedback. Rather than attempt to delegate feedback to AI, consider how AI can improve the quality, quantity, or process of your feedback.

Give AI a sample of your feedback. Multiple examples are helpful; remember that AI can easily absorb large amounts of information and does a better job analyzing text when it has a lot to work with. Have it look for patterns, make recommendations for improvement, or reformat your feedback into more readable or concise formats.

Use AI to make your feedback multimodal. Give AI some of your written feedback and ask it to create an audio reading of it (Eleven can do this). Or, speak your feedback into an AI bot and have it edit and refine it to make it a useful and polished written piece.

Assessment. I think this is an area where AI's superpowers of pattern recognition, quick but impersonal output, and growing context windows could be really helpful to teachers.

If you work with rubrics, upload a completed rubric to a bot and ask it to generate a narrative comment based on the scores. If you don't use rubrics, share an assignment and some previous feedback with a bot and ask it to use that to generate a prototype rubric.

Use AI to support grading calibration. If you and your colleagues all give the same assignment, give a bot a sample of student work, your shared outcomes or rubric, and other relevant materials like the assignment prompt or grading criteria. Ask AI to grade the work and generate feedback. Compare that with your own assessment and that of your colleagues.

I hear a lot about AI's potential to generate new ideas, but I don't think AI has original ideas; it's just that it sometimes shares ideas that we haven't thought of yet. Because of that, I think there's real potential in its ability to help us put our own new ideas into action.

Move from theory to practice. As a consultant, I am often the person who comes to a school for a few hours, introduces a new idea, and leaves just in time to wish educators luck in implementing it. I think AI could be a helpful partner in processing and implementing new approaches.

Identify a new practice you've learned about but haven't tried yet (for example, project-based learning, or culturally responsive pedagogy, or spaced and retrieval practice). Provide AI with a unit or lesson plan and ask it to redesign it by applying that particular theory. Be sure to ask it to explain its reasoning.

Identify a change to your curriculum or a new project that you've been mulling for a while. Provide a bot with your idea and all the context you can (grade level, subject, intended length of time, learning outcomes, etc.). Rather than having it just design the project for you, tell it to play the role of instructional coach and ask you questions about it. Have it ask you questions one at a time and use your answers to generate more questions.

Make the impossible possible. I'm increasingly convinced that the most radical and innovative ideas about AI in education are going to come out of individual classrooms and the work of teachers and students. Look at how Mollick challenges his students to "do the impossible" with AI. If you are serious about AI, I think it's worth making time for you and students to explore how AI can reimagine the kind of work we do at school.

When I was a teacher, I'd set aside time every summer (usually the beginning or the end, depending on my energy level) to try to design something new or redesign something old for the coming school year. I would have loved to have had access to generative AI during those times, not because it could give me ideas, but because I already knew what I wanted to do and why I wanted to do it. I really could have used more support, though, on how I was going to achieve it.

Speaking, Facilitation, and Consultation. If you want to learn more about my school-based workshops and consulting work, reach out for a conversation at eric@erichudson.co or take a look at my website. I'd love to hear about what you're working on!

AI Workshops. I'll be on a team of facilitators for "AI, Democracy, and Design," a design intensive for educators being held June 20-21 in San Jose, CA, USA (offered via CATDC).

Leadership Institutes. I'm re-teaming with the amazing Kawai Lai for two leadership institutes in August (both offered via CATDC): "Cultivating Trust and Collaboration: A Roadmap for Senior Leadership Teams" will be held in San Francisco, CA, USA, from August 12-13 and "Unlocking Your Facilitation Potential" will be held in Los Angeles, CA, USA, from August 15-16.

Conferences. I will be facilitating workshops on AI and competency-based education at the Summit for Transformative Learning in St. Louis, MO, USA, May 30-31 ( STLinSTL).

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A Focus on Efficiency, Effectiveness, and Innovation

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Okay, slightly over 15 minutes, but you can watch it at 1.25 speed!

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Wharton Video Series: Practical AI for Instructors and Students

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Wharton Video Series: Practical AI for Instructors and Students

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Resources - More Useful Things: AI Resources

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Current papers include: Instructors as Innovators: a Future-focused Approach to New AI Learning Opportunities, With Prompts This paper explores how instructors can leverage generative AI to create personalized learning experiences for students that transform teaching and learning. We present a range of AI-based exercises that enable novel forms of practice and application including simulations, mentoring, coaching, and co-creation.

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How AI Works

Learn more about the new technology driving the large changes in AI, featuring two new videos on Large Language Models (like ChatGPT) and Generative AI. Hear how these new technologies work directly from the experts: Mira Murati, CTO of OpenAI, and Cristóbal Valenzuela, CEO of RunwayML.

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Discover the groundbreaking world of artificial intelligence (AI) and its transformative potential in education with our foundational online learning series for teachers.

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What is AI and how does it work? | AI for education | Khan Academy

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Khan Academy believes that AI and Large Language Models hold the potential to transform education. By providing teachers and students resources and tools to design joyful, personalized, interactive, engaging learning experiences that drive deep learning in the months and years ahead, we hope to beco…

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Grow with Google - Google AI Essentials Course

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Grow with Google - Google AI Essentials Course

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Generative AI is a specific form of AI that focuses on creating new content like text, images, or other media based on examples it's been trained on. Some AI tools accept text or speech as input, while others also take videos or images.

An exciting feature of generative AI tools is that you can give them instructions with natural language, also known as prompts. So, no coding is needed. During Google AI Essentials, you'll practice using a conversational AI tool like Gemini, where you'll experience using natural language to ask Gemini questions or brainstorm with it.

In the workplace, you can use generative AI tools to get creative inspiration, boost your productivity, and make your ideas even bigger. For example, let's say you need to develop a new product. You can prompt the AI tool to help brainstorm ideas. Then, after reviewing the output, you can refine your ideas with additional prompts. You can even use an AI tool to generate a presentation outline to explain the product further and an image generator to create visuals for your presentation.

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Learn AI Skills with Google AI Essentials - Grow with Google

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Learn AI Skills with Google AI Essentials. In this online course, you'll use AI tools to help boost productivity, zero experience required.

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Annotated Syllabi Polices for Generative AI - Daniel Stanford

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Google's Applied Digital Skills curriculum - Discover AI in Daily Life

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Google's Applied Digital Skills curriculum - Discover AI in Daily Life

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Get started with the Discover AI in Daily Life lesson from Applied Digital Skills. Sign in to save your work and track your progress.

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Our Program

We support teachers and educators to run Day of AI activities in their classrooms through curriculum packages and teacher trainings, all of which are available at no cost to participants.

Developed by leading faculty and educators from MIT RAISE (Responsible AI for Social Empowerment and Education), each curriculum features a series of 30-60 minute lessons that engage kids in creative discovery, discussion, and critical thinking as they learn the fundamentals of AI, investigate its societal impacts, and bring grade-relevant applications of artificial intelligence to life through hands-on activities that are accessible to all, even for those with no computer science or technical background.

Our recommended sequence for all students is to begin with the What is AI? lessons to gain a basic understanding of this new technology. After this introduction, you are free to select the next set of lessons based on your interests or the interests of your students. The ages provided for each level should be used as a guideline only, and educators should feel free to adjust the lesson plans based on their students' abilities.

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We support teachers and educators to run Day of AI activities in their classrooms through curriculum packages and teacher trainings, all of which are available at no cost to participants.

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This lesson also gave my students the opportunity to see that there is an element of opinion in classification systems. Later, when we started to see how bias can end up in AI, I was able to pull them back and remind them that the data used to train their models was based on choices.

Seneca Hart * CS Discoveries Teacher

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Learn about artificial intelligence (AI) | Code.org

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Tools to help students and teachers bring AI into the classroom.

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Content Authenticity Initiative - Media Literacy Curriculum

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Content Authenticity Initiative - Media Literacy Curriculum

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TeachAI - AI Guidance for Schools Toolkit

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TeachAI - AI Guidance for Schools Toolkit

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Resources - Guidance and Policy on AI in Education

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Explore resources for guidance and policy on AI in education

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Dan Fitzpatrick - 40 Proven AI Prompts for Educators 

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Dan Fitzpatrick - 40 Proven AI Prompts for Educators 

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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Exploring AI Pedagogy: A Community Collection of Teaching Reflections 

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Exploring AI Pedagogy: A Community Collection of Teaching Reflections 

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Exploring AI Pedagogy - A Community Collection of Teaching Reflections

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This site posts timely reflections by teachers on our AI teaching experiments for open, collaborative inquiry. The AI task force offers this space in the spirit of the informal discussions between teachers in break rooms where we share an earnestness and goodwill, a desire to share practical, frank reflections to help each other better reach students and continuously improve our pedagogy.

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AI in the Classroom: What's Cheating? What's Okay?

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AI in the Classroom: What's Cheating? What's Okay?

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AI in the classroom: What’s cheating? What’s OK?

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Now that generative AI tools like ChatGPT are available, classwork is bound to change as a result. How do we preserve academic integrity? What’s cheating,

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Generative AI Exists Because of the Transformer

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Generative AI Exists Because of the Transformer

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Generative AI exists because of the transformer

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The technology has resulted in a host of cutting-edge AI applications - but its real power lies beyond text generation

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Sal Khan (founder of Khan Academy) - TED Talk

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Sal Khan (founder of Khan Academy) - TED Talk

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sal khan how ai save or destroy education

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How AI Could Save (Not Destroy) Education | Sal Khan | TED

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What Is Age-Appropriate Use of AI_ 4 Developmental Stages to Know About.pdf

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Prompt Library

Prompts on this page (but no other content on the site) are licensed under Creative Commons License Attribution 4.0 International This license requires that reusers give credit to the creators (Ethan Mollick and Lilach Mollick). It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, even for commercial purposes. Use prompts at your own risk, outputs may not be correct.

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Prompt Library - More Useful Things: AI Resources

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Prompts on this page (but no other content on the site) are licensed under Creative Commons License Attribution 4.0 International This license requires that reusers give credit to the creators (Ethan Mollick and Lilach Mollick). It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, even for commercial purposes.

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HGSE POLICY ON STUDENT USE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN ACADEMIC WORK

Generative Artificial Intelligence (AI) poses both great opportunities and great challenges for the field of education. Tools such as ChatGPT, DALL-E, and GitHub Copilot are having a profound influence on teaching and learning - and on your role as education practitioners and leaders. Your time at HGSE is an opportunity to learn to leverage such tools to produce more equitable access to and deeper engagement in education.

HGSE encourages responsible experimentation with generative AI tools, but there are important considerations to keep in mind when using these tools, including information security and data privacy, copyright issues, the trustworthiness of the content they generate, and academic integrity. The implications of using generative AI for your own learning are equally salient. It might be possible to use this technology to complete some class assignments while doing little work yourself, but short cutting the process of thinking and writing in this way would rob you of the learning you came to HGSE to experience. At its best, generative AI can be like a tutor or thought partner with unlimited time to help you learn - but it should not be used to do the cognitive work for you, or else your own learning will be greatly diminished.

The following guidelines aim to ensure that, in your academic work at HGSE, you use generative AI when it can help you learn and not when it is a hindrance. If you have any doubt about whether a specific use of generative AI is permitted for an assignment or course, you are responsible for discussing it with your instructor prior to using it.

1. Unless otherwise specified by your instructor, it is a violation of the HGSE Academic Integrity Policy to use generative AI to create all or part of an assignment for a course (e.g., a paper, memo, presentation, or short response) and submit it as your own. This rule parallels other rules. You may not ask another person to complete your assignment for a course. You may not copy from something someone else has created or re-write in your own words something someone else has written, without proper attribution.

2. Permissible uses of generative AI in HGSE coursework include seeking clarification on concepts, brainstorming ideas, or generating scenarios that help contextualize what you are learning. For instance, it is fine to use AI-powered web search and to have "conversations" with tools like ChatGPT to help you explore ideas, refine your thinking, identify examples, and better understand course material. It is also acceptable to use generative AI to draft emails to instructors, students, and others in the HGSE community that are not being submitted as coursework.

3. For any permitted use of GenAI tools, you must acknowledge and document that use in your assignment submission by explaining what tool(s) you used, prompts you provided (if applicable), and how you integrated the output into your work. If you cite directly from the tool, use proper citation format to credit the source. For more details and examples, see these APA guidelines: How to cite ChatGPT.

4. Keep in mind that the information provided by generative AI tools like ChatGPT is generated from unverified crowd-sourced information. Large language models can produce false claims or "hallucinations" and will regenerate any biases in the corpus of texts on which they are trained. You therefore should not trust the information as if it were equivalent to published research. You are ultimately responsible for the accuracy of the work you submit.

5. The use of generative AI may also have implications for the protection of your own intellectual property. For example, if you upload your own original content to a generative AI tool, that content may become part of the tool's models, which others may encounter and use. Conversely, if you use generative AI to develop your own original work, it may unexpectedly include others' copyrighted material.

6. Certain uses of AI also infringe on copyright laws applicable to U.S. universities or contravene existing expectations for student conduct in HGSE courses. For example, the HGSE Student Handbook notes that "Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, the following: lecture slides, video, or audio recordings, assignments, problem sets, examinations, other students' work, and answer keys. Students may not make recordings of course material for their own use without written permission of the instructor." In keeping with these guidelines:

7. Uploading any substantial course content - including text, video, readings, discussion-board pages, or audio recordings - is only allowable through the Harvard-approved AI Sandbox, which ensures data entered is kept in a secure environment and not used to train public AI tools. The Sandbox is available through individual courses; if you have questions about the Sandbox, discuss with your instructor.

8. It is forbidden to make your own recording of any course meetings, with or without AI tool integrations. If you require or would prefer that course meetings be recorded, discuss this request with your instructor. More broadly, if you require AI technology as part of an assistive technology solution to enable you to participate fully in the course, you must coordinate your usage with the Office of Student Affairs.

9. Given the wide range of learning goals in courses at HGSE, individual instructors may create course-specific policies that differ from and supersede these guidelines. Again, if you have any doubt about whether a specific use of generative AI is permitted for an assignment or course, you are responsible for discussing it with your instructor prior to using it.

New ways of teaching and learning will emerge as generative AI becomes increasingly ubiquitous and robust. We thus anticipate that this policy will also evolve, with feedback from students and instructors.

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HGSE POLICY ON STUDENT USE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN ACADEMIC WORK Academic Year 2024-25