AI and Education

With AI tools and new technologies emerging, I am always exploring ways to incorporate such tools in ways that can benefit teaching and learning. Through Course Hero’s AI Academy, I’ve drafted ways to have learners build AI literacy while keeping in mind ethics.

Teaching with AI

To incorporate the use of AI in higher education’s general education courses such as the Basic Course in Communication, use AI in class activities and homework (in particular, brainstorming for topics, debating on persuasive topics, “peer” review) to build students’ AI literacy and critical thinking skills. For discussion and reflection, student should consider the following when using AI:

How do you determine whether content generated by AI is accurate?
Does AI-generated content impact your initial thoughts or ideas on the topic/assignment?
Is the information generated by AI inclusive and unbiased? How do you know?
What are the benefits of using AI in your learning? Drawbacks?

Discussions and reflections can be a mix of small-group work, in-class or online discussions, and short written statements.

In addition, on the first day of class, during syllabus review or course introduction, AI should be a topic of discussion as part of building a community of learning. Have students work in small groups and then share with the larger class thoughts on the use of AI as stated in the syllabus, what academic integrity means to them, and how to create a respectful and successful learning environment.

Using AI Ethically in Education: Sample Syllabus Statement

AI tools can be useful in your learning experience and are permitted. In some situations, which are noted in the syllabus (e.g., exams), the use of AI is prohibited. AI can be helpful in brainstorming, tutoring, and studying. AI should not be used to generate answers to your assignments but as a starting point.

Do not use AI as a substitute for your own work. It is a violation of the institution’s policy to misrepresent the work of others, including AI, as your own.

To effectively use AI in your learning experience, you need to first build AI literacy with generative AI applications and other AI tools. There will be some class activities on how AI tools can and may be used. For any tool that you use during this course, you need to be able to assess outputs that are generated as you would with any research resource. Consider how the AI is trained to ensure that the tool is not biased.

Before using an AI tool, consider how it protects (or doesn’t) your privacy and data. Therefore, be careful not to share information that you want to remain private as the information can be stored and used to train the AI tool. Similarly, instructors will not upload or share students’ information in an AI tool.

Always acknowledge the use of AI in your work and include appropriate attributions or citations as you would with any research resource you use. Attributions and citations will also help to distinguish your words and thoughts from others, including AI, that you’re using as support.

Citation guidelines for AI-generated content:

For more on ethics and privacy when using AI, explore these resources:

“Guidelines for the Ethical Use of Generative AI (i.e. ChatGPT) on Campus” from Markkula Center for Applied Ethics at Santa Clara University
“Ethical AI for Teaching and Learning” from the Center for Teaching Innovation at Cornell University
“Ethical and Privacy Concerns” from the Center for Teaching and Learning at Brandeis University

Sample Assignment Using AI

Course and Description

Introduction to Speech Communication, an introductory course to the basic human communication principles for various contexts including public speaking, small groups, career, and interpersonal. The course focuses on preparing, organizing, and delivering oral messages.

Pre-Assignment Recommendations

When covering topics such as topic selection, research, and outlining, include in-class activities where students are introduced to AI tools such as ChatGPT and have opportunities to build AI literacy such as prompt engineering skills. There are lots of suggestions and materials about prompt engineering. Here is one for more information: https://learnprompting.org/.

In these activities, stress the importance of evaluating what AI generates as with any other research sources. Include discussions of how and when to use AI with proper attribution or acknowledgement.

These activities can be adapted for online sections, preferably in a synchronous or recorded meeting.

Assignment Details for Students

A 5- to 7-minute persuasive speech:

Choose a current event topic for a persuasive speech in which you will argue for or against

a question of policy to motivate the audience to act, or
a question of fact or value to influence the audience’s thinking.

Visual aids are optional for this speech although strongly encouraged to support your arguments.

Drafting your speech:

Brainstorm: After selecting a topic for your speech, use ChatGPT or similar tool to start a dialogue or debate. Using what you learn from the chat, draft your thesis or central idea.
Research: As you conduct research for your speech, if there are passages in an article or reading that you need a better understanding of, you can use ChatGPT or similar tool to get a summary of that section to ensure you have an accurate picture of what is being discussed.
Outline: Following research, create an outline and use GPTZero’s Writing Report to receive an originality report and insight into your writing activity/process. Share or export your report to include with your outline.
Draft: Create a draft of your speech. Use ChatGPT or similar tool to
a) Review your speech draft for fallacies
b) Check your reasoning and organization
c) Get suggestions for areas of improvement
d) Produce a bibliography of the sources you used in APA style (At least 3 carefully evaluated sources need to be included for your speech.)
Review the feedback you’ve received from ChatGPT or similar tool, and then
a) Decide which suggestions you want to incorporate into your speech, and revise your daft, as needed.
b) Check that the bibliography has been correctly formatted in APA style.
Practice: Rehearse your speech with a classmate in person or online (using Zoom, Google Meet, Microsoft Teams, or another video conferencing tool).
a) Remember to record your rehearsed speech.
b) Your peer will provide feedback based on the following:

Peer Review

    Criteria and Evaluation
    Excellent
    Satisfactory
    Average
    Needs Improvement
    N/A
    Notes
  
    Topic appropriate for audience and occasion
    
    Clear, strong thesis or central idea
    
    Appropriate supporting material with proper citations
    
    Appropriate and well-designed visual aids
    
    Clear and appropriate organizational pattern
    
    Language appropriate to the audience and occasion
    
    Vocal skills: variety in rate, strong diction or articulation, appropriate pitch
    
    Proper pronunciation and grammar
    
    Appropriate bodily movements, gestures to support verbal message
    
General Comments:

Following peer review:

Conduct a self-reflection with a SWOT analysis based on the recording of your rehearsed speech.
In addition, write a short 2 to 3 paragraph analysis comparing feedback from AI, a classmate, and your self-reflection. Were there inaccuracies in the AI’s suggestions? Did AI help with the speech drafting process or did it create unnecessary work and possibly errors? What suggestions will you implement from AI and from your classmate for your final speech?

Submissions prior to in-class speech delivery:

Outline
GPTZero writing report
Peer review
Self-reflection/SWOT analysis
Speech draft analysis

Final Speech Delivery: Your speech drafting process will be 30% of your grade for the assignment and the final speech delivery in class will be 70% of your grade for the assignment. It is recommended that you dress professionally and appropriately to the topic on which you are presenting to build your confidence and credibility.

Rubric for in-class speech evaluation


  
    Criteria and Evaluation
    Excellent
    Satisfactory
    Needs Improvement
    Unsatisfactory
  

    Topic Selection
    Topic is appropriate for audience and occasion with a clear, strong thesis or central idea. (20%)
    Topic is appropriate for most of the audience with a clear purpose or argument. (17%)
    Speech does not apply to entire audience and does not have a clear, strong position or argument. (13%)
    Audience analysis was not conducted, and topic is not suited for a persuasive speech. (7%)
  

    Organization
    There is a clear and appropriate organizational pattern with a strong, attention-getting introduction, transitions between main points, and an effective closing. Main ideas are clear. (20%)
    There is a clear and appropriate organizational pattern, but one of the main ideas could use more support or time. (17%)
    Another organization pattern should be used to deliver the message or central idea more effectively; the speech is missing a clear introduction or conclusion; or not all main ideas are fully supported. (13%)
    There is a lack of organization pattern. Main ideas are not apparent. (7%)
  

    Support and Examples
    Credibility is enhanced with at least 3 appropriate research sources, varied support (e.g., examples, testimonies, statistics), proper oral citations, and well-designed, appropriate visual aids. (30%)
    At least 3 appropriate research sources are used with mostly proper oral citations and some variation in support (e.g., examples, testimonies, statistics). (25%)
    Speech does not include at least 3 research sources or does not use proper oral citations. (19%)
    Speech does not include use of research sources and has minimal, if any, support (e.g., examples, testimonies, statistics). (10%)
  

    Delivery
    Speech practice is evident with display of confidence and use of natural tone. Language is appropriate to the audience and occasion. There is vocal variety in rate, strong diction or articulation, appropriate pitch, proper pronunciation, and grammar. Appropriate bodily movements, gestures, and eye contact support the verbal message and speaker credibility. (30%)
    For the most part, speech delivery shows confidence and has a natural tone. Language, vocal elements, gestures, and eye movements generally are appropriate. (26%)
    Tone is not natural; there is little variation in vocal elements; there is incorrect pronunciation or use of language; there is too much gesturing; the delivery is too stiff; there is minimal eye contact; or there are too many “ums.” (20%)
    There is no evidence of speech practice; the tone is not natural; there is no eye contact; and/or there is a lack of preparation and too much reading from the notes. (11%)
  
    
    Column Totals
    100%
    85%
    65%
    35%
  