6.3 Active Learning With AI

In addition to faculty modelling the use of AI, students can use AI to augment active learning activities in the classroom. AI can enhance learning by empowering students to explore complex concepts independently, engage in interactive Q&A sessions, and collaborate on projects. By using AI in active learning across different modes of course delivery, students can explore AI’s features and functions, receive real-time feedback, and gain experiences with AI use to reflect on.

Active Learning With AI

How can students use AI in your classroom to support and enhance their learning. You could invite students to use AI as a/n:

• Idea and design aid – brainstorm an idea, create an image
• Critical thinking partner – make an analogy; share a different perspective
• Editing and feedback partner – get feedback on ideas, structure, grammar, etc.
• Research aid – Locate a resource, summarize research on a topic
• Personalized learning – break down a complex topic, create questions to be answered
• Group work support – Creating meeting notes, creating template documents, develop a process

Student Uses of AI Across Modes of Delivery

AI can facilitate active learning by encouraging students to use AI for learning tasks that are relevant to your course. Here are some ideas and examples:

Disclosing AI Use in Learning Tasks

Asking students to document learning while using AI shows you what students have learned and how they apply AI. It keeps students accountable, encourages them to reflect on their learning, and helps you gauge what uses of AI support learning effectively and what needs improvement. This process also creates a clear record of the learning journey and can be used as a reference in the future.

Use these ideas to guide students in disclosing the use of AI in active learning.

Documenting AI Use for Brainstorming, Conversations, and Process

Activities can be documented by:

• Screenshots
• Prompts and outputs
• Description of use
• Student reflections
• Completed checklist
• Ideas for Introducing Active Learning with AI

Documenting AI Use for Source Information

Are you inviting students to quote, paraphrase, or summarize information acquired from generative AI? The use of AI as an information source can be disclosed through APA or IEEE citations and references.

The Generative AI Toolkit for Students provides examples of how to cite and reference AI as an information source.

Activity or Project Documentation

AI can create commonly used structured documents like reporting documents. Students can use Copilot to rapidly create other forms of project and activity documentation, such as timelines, meeting notes, templates, and activity roles and responsibilities.

Introducing AI-Supported Activities in Class

Here are some ideas to consider when guiding and supporting AI use in class by students.

Introduce or review MS Copilot

Explain its purpose and how it will be used in the course. For example, “Today, we’re going to start [or continue] using Microsoft Copilot, a tool that will help us with various tasks throughout the course. It’s designed to assist you, but remember, it’s not a replacement for your own critical thinking and creativity.”

Show what students should do first

Show how to prompt effectively and interpret feedback. For example, “Let’s walk through a sample activity using Copilot. I’ll show you how to input a prompt and interpret the feedback. This will help you understand how to use the tool effectively and what to watch out for.”

Set clear expectations and instructions

Clarify how and when to use Copilot, including any limitations and prohibitions. For example, “Copilot is here to support you, but using it as a supplementary tool is important. Always verify the information it provides and use your own judgment.” Establish clear rules for AI use to prevent distractions.

Provide prior access to instructions and materials

Ensure students access necessary resources, including user guides and support channels. For example, “I’ve uploaded all the relevant materials to eConestoga, including a user guide for Copilot. If you have any technical issues, please get in touch with the support team.” If students opt out of using Copilot, explain alternatives. For example, “If you prefer not to use Copilot, you can complete the assignment using traditional research methods and submit your work directly to me for feedback.”

Permit students to explore (in groups)

Encourage students to explore the use of Copilot in class under clear guidance, instructions, and support. Allow students to work in groups using Copilot. As a class, create a checklist for using Copilot that includes tips like “Always verify AI-generated content for accuracy” and “Be aware of potential biases in AI outputs.”

Remind students about AI’s weaknesses

Emphasize that AI is not infallible by discussing its limitations, such as potential biases and inaccuracies. Give students an idea of what weaknesses they might discover in the learning task with AI.

Consider diverse students and the “requirement” of AI

Ensure that participation in AI-related activities is voluntary and comfortable for all students. Provide additional support and resources for students who may need extra help with instructions or technology, ensuring inclusivity and equal learning opportunities. Give students an opt-out option if they prefer not to use AI.

Assessing Appropriate AI-Supported Learning Activities

Many different learning activities could be AI-enabled. How will you choose one for your class? Use this rubric to help assess the quality and impact of an AI-supported class activity on student learning. Consider whether other criteria apply to your teaching context as well.

Rubric for Evaluating AI-Supported Learning Activities

Reflecting on Active Learning with AI in the Classroom

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