Abstract
This action research project explores the use of generative AI as a learning tool in graduate level courses. As a response to the curiosity and trepidations previous students have expressed about these tools, several assignments were designed to help them engage with generative AI as a learning tool. These assignments focused on engaging with generative AI through structured prompts that were directly connected to the course learning objectives. Early feedback from these assignments has informed iterations that will improve the quality of these assignments. Students gained hands-on experience with generative AI tools and reflected on their learning experience. Each assignment was carefully designed to offer students practical experience comparing their own work to the products generated or revised by generative AI. Students competed the structured assignments and reflected on the benefits and drawbacks of engaging with these tools (including accuracy, bias, hallucinations, writing style, formatting, etc.). Student reflections included diverse perspectives on the quality, tone, accuracy and formatting of the generated text. The implications of this emerging research suggest that intentional incorporation of generative AI into coursework can facilitate a deeper understanding of both its capabilities and limitations. Student reflections and discussions have indicated these assignments have empowered them to engage with these tools in their academic, personal and professional lives. This approach was designed to allow students practice in utilizing generative AI ethically and academically, offering a hands-on opportunity for its use as a support for learning rather than a tool for “cheating.”
Presenters
Angela TheringLecturer, Higher Education Administration and Adult Education, Buffalo State University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Pedagogy, Ethical AI use, Reflection, Academic integrity, Iterative Design Process
