Building and Sharing AI Expectations for your course

Building and Sharing AI Expectations for your course

In today’s rapidly evolving educational landscape, using or not allowing the use of AI-powered technology by students demands setting out clear, well-defined AI technology expectations that fit within your teaching philosophy and assessment approaches. Creating these expectations is crucial for several reasons, all of which contribute to a more effective, fair, inclusive and accessible learning environment. 

It is also important to remember that establishing these AI expectations is required according to the University of Lethbridge Student Code of Conduct which states:

5.2.1.10.1.

Instructors or Supervisory Committees shall clearly set out expectations and may choose to permit, limit, or ban the use of tools such as AI in research, assignments, and assessments in a program or Course.

5.2.1.10.2.

Students shall consult with their Instructors or supervisory committee on the appropriate use of AI tools and technologies.

5.2.1.10.3.

Contravening the instructions provided by an Instructor or Supervisory Committee regarding the use of AI tools is an Academic Student Code of Conduct Policy Offence.

Some things to consider about developing expectations include: 
Building and Communicating Expectations

  • AI expectations promote clarity and transparency. By outlining if, how, when, and why AI tools may be used or not on your course assignments and assessment, you set clear expectations for learners from the outset, reducing misunderstandings and ensuring everyone is on the same page.

  • Consistency is another key benefit. A written AI statement ensures that rules are applied uniformly across all learners, particularly in assessments. This consistency helps avoid perceived or actual unfairness, ensuring that every student is held to the same standard.

  • Moreover, AI expectations allow for customization to course needs. Different courses have unique goals and challenges, and a tailored set of instructions and expectations enables you to address these specific needs. Whether AI is used for research, writing, outlining, or problem-solving, customized expectations ensure that the technology is used appropriately and effectively within your class context.

  • The promotion of ethical learning considerations are also central to AI expectations in your course. By guiding learners on ethical considerations of using AI, as well as positive and negative impacts on learning you foster responsible use of technology in academic work. This ethical framework is essential as AI continues to have a big impact in education.

  • As AI tools evolve, so should your course expectations. Detailed, course-specific AI rules allow you to adapt to these changes, ensuring that your guidelines remain relevant and effective as new technology and challenges arise.

  • Repeat AI Expectations in course outline, Moodle and on Assignments. It is essential to not only set the AI expectations in your course outline, but also reinforce these expectations on your Moodle page, and detail specific expectations on all assignments. This will ensure that your expectations are clear, support learning outcomes, and help students adhere to the code of conduct regarding AI technology usage.

If you choose to incorporate AI in your classes:  

  • Creating AI expectations is just the first step. It’s equally important to test, assess, and demonstrate how AI-powered technology will be used in your course.This ensures that the technology you choose is effective and relevant to your learning objectives and course outcomes. By experimenting with this technology, you can assess whether they truly enhance learning or assessment, making adjustments as needed to ensure they contribute to student success.

  • Demonstrating AI technology usage in class early in the term, builds student confidence and competency, helping them understand the potential benefits and challenges of AI while also fostering a balanced, ethical relationship with technology. This approach also enhances fairness in assessment, as it allows you to ensure that AI- powered technology is unbiased and aligned with your grading criteria.

  • Engaging with AI technology enhances digital literacy and allows for continuous improvement. By reflecting on your approaches and strategies, by gathering data and feedback, you can refine both your teaching methods and student learning outcomes, keeping your course content dynamic and responsive to new developments.

  • Guiding Students on when and how to Cite or Attribute AI use is important. The most recent definition of Plagiarism outlined in the  University of Lethbridge Student Code of Conduct states: 

4.2.1. 

"Plagiarism” means representing or attempting to represent the work of others as the Students’ own work. The term “others” includes other people’s work or work generated by algorithms or other means, including artificial intelligence (AI).

Examples of this offence include:

4.2.1.1.

Using all or a portion of someone else’s work in an evaluated activity without proper acknowledgment or attribution to indicate the source of the work.

4.2.1.2.

Submitting material received or purchased from another person, website, service, or other source, which the Student is required to complete on their own in an evaluated activity, as their own original work.

Providing clear instructions and examples in course materials of how and when you would like AI cited or attributed in your course not only provides guidance for students but communicates a need for academic integrity at all times. The University of Lethbridge Library has developed a guide including citation styles that can be helpful and shared with students: Understanding plagiarism and AI