Generative AI in the Classroom: A Primer (Part 1)

So you’ve heard some buzz about generative AI: maybe you’re worried about student academic misconduct in your course, or maybe you are wondering how you would ever get started learning a new technology with all the demands you already have on your time.

Never fear! There are easy ways to get started if you have not already. One of the easiest ways, for example, to get started with generative AI is to just start using it to do basic searches. Whenever you start to use Google or Bing for a web search, try using Copilot instead. For example, I was recently trying to think of an academic word that I could not immediately remember. Normally, I would go to Google and type a similar word and then “synonym” and try to spot the word I was thinking of in a list. This was often a frustrating experience for me, as the word I was looking for would rarely be included. So instead, I went to Copilot and typed the prompt “What is the word for when the name of the character is the name of the work?” It immediately responded with the word I was looking for (eponymous). Similarly, generative AI programs tend to be good at generating lists, writing summaries, and for beginning basic research.

So the first step in taking the mystery out of using generative AI is to start using it. At least some of your students are using it, so start using it yourself so that you can see what generative AI is good at and what it is not. Write a policy for generative AI use in your class and then start asking your students how they are using it. You might be surprised to see that they are using it in creative ways that can benefit their learning experience.

To learn more about using generative AI in your classroom sign up for our January 31 workshop, Creating Assignments with AI in Mind: A Hands-On Workshop, or contact the CITL with questions or for a consultation.