Responsible use of GenAI (resources)
The new UvA policy framework and guidelines for GenAI in education sets out clear guidelines for the responsible and transparent use of Generative AI (GenAI) in education, with a strong emphasis on scientific integrity. One component that fits within the new policy is the UvA AI Chat. With this application, everyone at the University of Amsterdam will soon be able to experiment with GenAI in education at the university.
- On this page, you can find several resources about GenAI for teachers and teaching assistants. View the e-learning AI literacy to learn more about the responsible use (and the impact) of GenAI in higher education!
- Also find the e-learning for students. In the module, students learn what GenAI is and how they can use it responsibly.
- Moreover, you can find several examples of how GenAI can support teachers and students.
Examples of what GenAI can do for teachers and students
GenAI offers new opportunities for teachers and students. Below, you can find several examples of how GenAI can improve and support education. Note that different GenAI platforms have different applications. Besides, for some GenAI platforms, there might be a big gap between the paid and free versions. It is important to consider this, so that students that do not have access to the paid version are not disadvantaged.
- Help in managing information, such as organising data;
- Understanding complex concepts;
- Answering questions;
- Giving real-time feedback;
- Assistance with self-study, e.g. with revision questions;
- Simulation of practice conversations in different languages and (professional) situations;
- 1-to-1 tutoring and coaching. GenAI can adapt the learning process to an individual’s pace: it can point the way to additional practice material or give outstanding learners more complex tasks;
- Supporting personal learning plans;
- Support for students with disabilities, e.g. with step-by-step planning, or help with getting started;
- Non-native English speakers are less at a disadvantage and can express themselves more easily;
- Facilitating communication with teachers and fellow students, especially if there is a language barrier.
Student literacy should include competent and responsible use of GenAI. Therefore, consider the following points:
- Analyse the different texts a chatbot generates for different audiences and how it uses different text styles and registers;
- Look for the sources the chatbot uses by verifying the sources elsewhere, since it may come up with its own reference;
- Identify problems with logic, consistency, precision (distinguishing sense from nonsense) and discuss bias and privacy issues in GenAI outcomes;
- Explain that understanding the context is needed to determine whether a GenAI answer is correct;
- Discuss the effectiveness and efficiency of GenAI, have students respond to the chatbot’s outcomes, what is good and what could be better;
- Compare different prompts and outcomes of the chatbot;
- Compare multiple texts generated by GenAI;
- Organise prompt competitions between students;
- Have a chatbot generate a good example and let students work from there;
- Have the chatbot invent something new and have students implement it in real life (e.g. a board game).
GenAI can help prepare lessons and tests and create teaching materials. GenAI can support teachers in:
- Formulating learning objectives (more sharply);
- Formulating lesson plans;
- Gain inspiration for teaching methods and assignments;
- Creating rubrics;
- Creating study manuals;
- Making step-by-step plans for assignments;
- Getting suggestions for learning activities;
- Previewing and evaluating learning materials (e.g. textbooks, software, websites);
- Getting tips for personalising and differentiating learning activities;
- Generating learning materials (or getting inspiration for them);
- Generating fill-in-the-gap texts;
- Creating texts with spelling mistakes (and lists of good answers);
- Creating summaries of texts;
- Generating examples/cases for application of a theory in a lecture;
- Writing cases for discussion during work groups;
- Designing scripts for knowledge clips;
- Designing scripts for multimedia learning materials, such as presentations, videos, podcasts;
- Making up assignments;
- Creating and checking examination questions and answer templates (e.g. for ambiguities);
- Creating feedback;
- Creating writing samples;
- Get suggestions for additional or supporting teaching materials, such as a list of films with a particular theme;
- Getting inspiration for discussion settings;
- Making up role-play scenarios;
- Designing emails or communications to students;
- Easier revision. For example, ask students to hand in only revised assignments.