AI Tools: Considerations for Teaching and Learning

Interest in the use of ChatGPT and other artificial intelligence (AI) tools in teaching and learning has grown enormously. ChatGPT is an AI language model trained on a large body of text data that can instantly generate written responses to questions and prompts. ChatGPT is the best known of hundreds of generative AI tools that can be used by faculty and students in higher education.

Students' writing practices have already been transformed by the network of digital tools in which they are embedded (Grammarly, online translators, Google Docs autocomplete, etc.). As use of AI tools becomes prevalent, it is important to consider when and how their use can enhance learning and when it may be wise to limit their use. This is a transformational opportunity for educators to incorporate AI tools and pedagogy; to prepare students to use them ethically, judiciously, and critically; and to expand the notion of digital literacy to include such tools. In this spirit, these guidelines and resources are provided to aid OSU instructional faculty in making informed decisions at the course level about the use of emerging AI tools. 

As the capabilities of AI tools grow and these tools become ubiquitous, additional creative uses of the tools are being employed in higher education as well as in the workforce. This will move us to new starting points and horizons in education. With these possibilities, come responsibilities and the need for an ongoing dialogue about the purposes of learning. A good starting point is to explore some AI tools such as ChatGPT and to consider how such tools could be used in your courses. Input from colleagues and students about these tools can be valuable. For example, see A Liberal Arts Perspective by Dan Faltesek.

The following strategies may help you revisit course design and policies, teaching techniques, and assessments in the light of AI tools:

• Include students in dialogue about course policies regarding AI use, and help them develop an awareness of their own learning processes. Consider providing low-stakes formative assessments, building in feedback loops, and developing activities that provide student reflection. Transparency and discussion with students about your course design, activities, and assessments can help them make connections between their learning and the importance of completing all processes and steps in assignments.
• Consider redesigning assignments that are easily completed with AI tools. For example, ask students to apply concepts, solve problems, or analyze case studies in ways that integrate class discussions lectures, lived experience, and specific course readings.
• Build students' critical thinking skills and commitment to lifelong learning, while keeping in mind the importance of digital literacies Links to an external site. and the potential impact of AI on the learning process.

• AI tools may provide incorrect, misleading or biased content. OpenAI itself has noted Links to an external site. these and other limitations and has offered useful recommendations for educators.

• ChatGPT and other AI tools are not substitutes for the multitude of interactions that are essential to successful teaching and learning in higher education.

• Detection tools exist but there is no 100% accurate way to determine whether all written content was produced by generative AI tools.

• As instructors begin using AI tools to grade, there are concerns about grading multilingual learners equitably. The algorithms built into AI tools reflect the expectations of standard academic English. This can put multilingual learners at a disadvantage.

• Pay for premium access is being introduced for many generative AI tools. This cost to students may create equity concerns if assignments require the use of these tools.

Explore, Reflect, Discuss, and Apply

The best way to understand AI tools is to use them. Start at your comfort level and spend 20 to 30 minutes trying one. Not sure where to begin? Start by exploring AI Teaching and Learning Resources. Consider uses in your discipline - how could intentional integration enhance learning or limit it at the course level? Give yourself time to explore over a period of time while keeping in mind the tools are rapidly improving. As you become more comfortable, dive deeper into experimenting with prompts and applying AI tools to your instructional preparation. Discuss your exploration and reflection with colleagues. Check in with your college/unit administration to see if they have specific guidance.

Set Course-Level Expectations

Consider modifying syllabus language to clearly state when and how students can utilize AI tools in course assignments and assessments. Setting clear expectations at the start of the term is essential in providing transparency and clarity with students regarding AI tools. See CTL Guidance for Syllabus Statements about AI Use which includes examples from OSU faculty. 

Note: OSU faculty are invited to share your AI-related syllabus statements and assignment language with CTL to serve as examples. Contact CTL@oregonstate.edu.

Additional Considerations

• OSU Student Conduct and AI Guidance
• OSU Office of Information Security Statement

These rapidly emerging technologies present challenges and may best be faced through staying informed and in dialogue with colleagues, students, and OSU units that support teaching and learning such as UIT-Academic Technologies, Academic Success Center, Center for Teaching and Learning, Ecampus, and Writing Intensive Curriculum (WIC) Program. 

Finished?

Click "next" to go to CTL Guidance for Syllabus Statements about AI Use.