AI technology can be useful in a number of ways. On this page, you will find information about how AI can be used in teaching with a focus on its specific benefits and on how you can integrate AI technology into the classroom.
There are many different AI tools. ChatGPT is the best-known, which is why it is often used as a model. At the university, we can access Copilot. The two are very similar.
What is AI?
AI (artificial intelligence) is technology that mimics human thinking and learning. It comes in different forms. Below we focus on machine learning, which involves systems that can learn and improve over time based on the data they process. Teachers can save time by automating certain administrative tasks, such as creating materials.
If you are unsure what type of task Copilot/ChatGPT can help you with, ask it while you are using it. If you think the AI tool answers are too simple, ask it for a more difficult/higher level until you get the answer you are looking for.
Experience shows that it is difficult for the AI tool to produce text that is as good as or better than a text produced by a teacher in the subject; however, it can help to get you started.
Note: Copilt can create images.
Copilot (copilot.cloud.microsoft) is included with Microsoft 365. You may need to log in with your regular username and password when you click on the link if you are not already logged in (depending on which browser you are using).
AI has been developing since the 1960s: this film describes its history (10 min)
AI for Learning and Planning
You can use AI in many creative ways to enrich the learning experience, support pedagogical innovation, and contribute to more engaging and personalised teaching. Here are some examples:
- Create study questions linked to the literature:
AI can help you generate study questions based on course literature. You can use the study questions as part of a quiz, or as discussion points in teaching. - Multiple choice or quiz questions:
You can use AI to design quizzes and knowledge tests, which can make the learning process more interactive and fun. - Case methodology:
You can use AI to generate authentic cases that are linked to course materials, which can help students develop critical-thinking and practical skills.
Examples and results from a teaching situation and information about risks (video 10 mins) - Conversation partner:
Students can use AI as a conversation partner in courses in, for example, teacher education, social work or nursing. This can help students develop their communication skills in safe and controlled environments: for example, the student can practise conversing with a patient or student without doing it with a real person.
You always need to read through AI-generated texts to check the facts and language.
You can share your syllabus and reading list with an AI tool like ChatGPT to get help planning your course. This tool can then generate student tasks/assignments that relate to the learning objectives.
In the example below, a question has been asked in ChatGPT (chat.openai.com). Note that both the course and the learning objectives in the example are fictitious. Also note that AI responses are a resource not a final product.
Question
Structure my course in higher education pedagogy. The course meets once each week and lasts 10 weeks. I want you to match the learning activities and assessment with the learning objectives. Examination is scheduled for week 4 and weeks 9-10.
Here are the learning objectives for the course:
Understand: The student should be able to explain the principles of constructive alignment and illustrate using examples to show how these can be applied to improve learning and teaching.
Reflect: The student must complete and submit a structured self-reflection in which they both evaluate their current teaching approach in light of student-centred learning and identify areas for personal development.
Compare: In a written assignment, the student must compare formative and summative assessment methods and exemplify situations where each method promotes learning, based on theoretical frameworks and practical examples.
Reply from ChatGPT
To create a course structure that supports learning objectives and integrates learning activities with assessment, we can use Biggs' idea of Constructive Alignment. Here is a suggestion for how the course can be structured:
Week 1: Introduction to constructive alignment
- Learning activities: lecture on constructive alignment, discussion forum to share initial thoughts.
- Preparatory reading: basic articles on constructive alignment.
Week 2: Principles of constructive alignment
- Learning activities: group work to analyse and discuss examples of constructive alignment.
- Homework: write a short reflection on how you can apply constructive alignment in your teaching.
Week 3: Student-centred learning
- Learning activities: workshop where participants design teaching sessions based on principles of student-centred learning.
- Homework: begin work on the self-reflection to be submitted in week 4.
Week 4: Self-reflection and first assessment
- Learning activities: seminar to discuss draft self-reflections.
- Assessment: submission of structured self-reflection.
Week 5: Formative assessment
- Learning activities: case-based discussions about formative assessment.
- Preparatory reading: articles about formative assessment methods.
Week 6: Summative assessment
- Learning activities: role plays and scenarios to practise summative assessment.
- Homework: plan the written assignment to compare assessment methods.
Week 7: Integration of formative and summative methods
- Learning activities: workshop to integrate formative and summative methods in course planning.
- Group task: design an assessment plan for a fictitious course.
Week 8: Theoretical frameworks for assessment
- Learning activities: lecture and discussion on different theoretical frameworks.
- Homework: continue working on the written assignment.
Week 9: Examination and feedback
- Learning activities: peer review of the written assignment.
- Assessment: submission of the first version of the written assignment.
Week 10: Closing and feedback
- Learning activities: feedback sessions where students receive feedback on their work.
- Assessment: final submission of the written assignment after revision.
In this arrangement, the learning activities and assessment have a direct correlation with the learning objectives. The Week 4 self-reflection corresponds with the second learning objective, while the written assignment (Weeks 6 to 10) gives students the opportunity to work on both the first and third learning objectives. The examinations are spaced to come at the end of each major learning sequence, giving students the chance to demonstrate their knowledge and skills in stages.
Important Information
Before you start using AI in your classroom, there are a few important things to consider:
- Security and Privacy:
The university has not acquired an AI tool: Copilot is included in our procured Microsoft Office Suite.
Be sure not to share any personal/sensitive information. - Support and Resources:
Take the training that is offered if you feel the need. - For example, there are workshops on how teachers can use AI.
- Variety and Balance:
Remember that AI is a complement to, not a replacement for, traditional teaching. Vary the use of AI with other teaching methods to maintain the balance of the learning experience and keep it interesting.
AI offers many exciting opportunities for teaching. If necessary, schedule time to train both yourself and your students on how to use AI effectively. By understanding the basics and considering the points mentioned above, you can begin to explore how this technology can enrich your classroom and support your students on their learning journey.
AI in Assignments - Teacher Support
Information about what AI helps teachers and students find out what is allowed and what is not allowed both in a course and in a specific assessment session/examination. It provides a framework for both pedagogical development and academic honesty. As guidance for teachers on how they can support students' work using generative AI, the AI group has produced a document with three areas of use in teaching.
It can be used:
- by the teacher when planning assessment/examinations to clearly state how students may use generative AI during the assessment/examinations.
- as a self-assessment instrument by students to assess their use of AI before they submit their assignment.
- by the students as support in their learning process both during assessment and the course as it progresses.
Download teacher support to communicate the use of AI in assignments (pdf) (in Swedish)