Artificial Intelligence: Teaching and Learning Guide

No. Assiniboine will promote educative and adaptive responses to this emergent technology that are occupationally suitable and safe. Furthermore, banning generative AI would be impractical due to its increasing integration into the tools and technologies we rely on daily.

There is no definitive answer whether AI-generated text is considered cheating; that will differ course by course and situationally. Instructors might assume that any written work that a student submits is written personally by that individual. Students may believe that it is acceptable to use text generated by AI that they proofread and revise as they are making a contribution to the end-product through their editing. This is the same as students who have believed for years that they can copy and paste freely from websites, use rephrasing software, or submit the work of others found on file-sharing sites. Because this is an area without one answer, instructors should set clear guidelines for whether AI-generated text is acceptable in their course.

No. The privacy, accessibility, adherence to college policy, etc. of each generative AI cannot be evaluated at this time. It is an increasingly difficult task due to the rapidly changing nature of the technology.

Furthermore, students may have personal reasons why they do not want to use a generative AI. For example, they may have a concern with privacy or data use. Rather than requiring students to use the generative AI, offer an alternative such as:

If a student objects to creating an account for or using generative AI, offer an alternative such as:

• provide a sample of generative AI output or creation that is created by someone else for the student's use
• adapt the assignment, in a way that still meets the learning outcomes
• co-construct an alternative with the student, that still meets the learning outcomes

Handle students' concerns in good faith and offer alternatives that demonstrate student achievement of the learning outcomes.  

Contact your program academic leader, the Assiniboine Library, or the Centre for Learning Innovation for resources and support. 

Start by asking yourself:

• What are the learning outcomes for this course? How can generative AI support or enhance these learning outcomes? Or would the use of generative AI compromise the learning outcomes?
• How is generative AI being used in the field or industry students will enter upon graduation?
• What is the pedagogical value? Will it improve the quality of instruction or student learning?
• Is the use ethical and responsible? Have I considered the ethical implications of using AI in the course? How will I ensure that student data and privacy are protected?
• Do my students have the technical skills required to engage with generative AI tools? Will I need to provide additional training or resources?
• How easily can generative AI be integrated into the existing course structure and materials? Will it disrupt the flow of the course?
• What are the alternatives? Are there non-AI alternatives that can achieve similar educational goals? What are the advantages and disadvantages of using generative AI compared to these alternatives?
• How will I assess whether students have achieved the intended learning outcomes through AI-generated content? Do I need to adapt my assessment methods?
• Is there room for experimentation? Am I open to experimenting with generative AI and making adjustments based on student feedback and outcomes? Will I be able to iterate and improve the use of AI in future courses?
• What are the technical requirements? Do I have access to the necessary technology infrastructure to support the use of generative AI?
  Are there any compatibility issues with existing systems?
• How will I provide support? How will I provide support and guidance to students who may have questions or encounter challenges while working with generative AI?
• What are the legal and copyright implications? Have I considered the legal implications of using AI to generate content, especially if it involves copyrighted material?
• Am I staying up to date? Am I committed to staying up-to-date with advancements in AI and its applications in education to ensure my course remains relevant and effective?

You may also want to discuss your ideas and questions with the Assiniboine Library and Centre for Learning Innovation.

Here are some strategies you can use to prevent misuse of artificial intelligence:

• Redesign assessments as needed   
• Have conversations with students  
• Provide access to skill building opportunities  
• Address generative artificial intelligence in assignment instructions 
• Use course outline statements

Visit the Misuse of Artificial Intelligence section of the Academic Integrity for Faculty Library Guide for further guidance

You may choose to create an account for yourself and use it as part of your teaching. Some individuals find it to be a helpful way to learn about the tools. However, creation of accounts is not required. Before creating an account, always review the terms and conditions, and research privacy and security concerns.

Generative AI already is and will increasingly become part of technologies we use everyday. You will likely see elements of it appearing in the technology and tools you use everyday. For example, Microsoft Bing has integrated AI into its search capabilities.

Below are two examples you can adapt and use.

Use of generative AI is permitted:

• Use of generative artificial intelligence (AI) to [state use - e.g., generate a first draft of your assignment] is permitted. You must review, revise, and attribute (cite) any generative AI content before submission. You will be provided with examples of how to do this. Generative AI can be a useful tool but it is often prone to factual errors, incorrect or fabricated citations, and misinterpretations of abstract concepts. Utilize it with responsibility, critical thinking, and caution. You are responsible for the content of any work submitted for this course. 

Use of generative AI is not permitted:

• All work submitted for this course must be completed by you individually. Use of generative artificial intelligence (AI) is not allowed. Submission of content generated by generative AI will be considered academic misconduct, specifically cheating. This includes AI-generated text that you have summarized or edited. 

Assiniboine utilizes text matching software as part of a proactive, educative, and supportive approach to academic integrity. Text-matching software, such as Turnitin or Ouriginal, shows the percentage of a submission that matches other sources. This typically will not identify AI-generated text because it is original text, just as it does not identify work written by contract cheating providers for student customers. However, this is rapidly changing as companies are racing to generate the newest way to identify AI-generate text.

There are already new tools available that claim to identify AI-generated content. These may be open-source tools that may become unavailable at any time, or proprietary tools that come with a cost. These tools are also unproven and best used as a guideline and not as definitive proof that a given passage of text was generated by AI.

Of course, the development of AI-detection is going to create an arms race of finding ways to outsmart that identification, as well. An instructor’s academic judgement in knowing what is or isn’t their student’s writing remains the best way to identify potential academic misconduct. For these reasons, the ACC Learning Commons recommends focusing on teaching and learning strategies that support students to understand AI tools and how and when to use them ethically.

Assignments that allow the use of artificial intelligence (AI) tools may include a student disclosure or acknowledgement of artificial intelligence (AI) use. This may be in an appendix to the assignment or in a location designated the instructor.

A disclosure or acknowledgement statement typically includes the following:

• The name of the AI tool used and a link to the website for the tool.
• A description of how the tool was used to accomplish the task (e.g., generate text, generate images, edit text, generate code, etc.).

Additionally, instructors may require:

• A list of the specific prompt(s) used.
• An explanation of how the output was used in the final work.

The Assiniboine College Sample Student Paper includes a sample student disclosure statement that may be used. Here are some additional examples of statements a student could use:

• I acknowledge the use of ChatGPT 3.5, July 20 version (https://chat.openai.com/) to generate a case study about the challenges of sustainability and labor ethics in the chocolate industry.
• I acknowledge the use of Bing Image Creator powered by DALL-E (https://www.bing.com/images/create) to generate an image of an alien landscape.
• I acknowledge the use of Claude (https://claude.ai/) to improve the organization and academic tone of my essay.
• The prompt I used for this ask is: For the attached document, suggest potential revisions to improve the organization of information and voice. Please provide specific examples of corrections or improvements. The output from these prompts was used to edit my draft essay. Some specific suggestions for rephrasing were used. 

Instructors must clearly communicate to students the expectations for disclosing and attributing the use of AI in assessments and student work.

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