Teacher Story: Joint exploration of GenAI leads to concrete steps for Forensic Science
When the teacher team of the Master programme in Forensic Science started the pilot of the AI Track of the Visible Learning Trajectories Programme, no specific application was yet central. At first, there was a need for overview and direction. Yorike Hartman, programme coordinator of the Master’s in Forensic Science, explains: “Generative AI (GenAI) in education is quite a complex topic. Are we talking about GenAI as a learning outcome, as a tool in education or about assessment? The AI track brought structure to those different questions.”
From exploration to concretisation
Hartman looks back positively on participation in the pilot of the AI Track. The programme team was actively involved in determining the direction, and the guidance from the trainers aligned well with the programme’s questions and needs. Hartman: “It really was a collaborative process; there was constant attention to what we as a programme wanted to achieve. Our wishes were taken very seriously.”
“GenAI will play a role in every degree programme. That is precisely why it is valuable to reflect on it together as a team.”
— Yorike Hartman, Programme Coordinator of the Master’s in Forensic Science
The AI Track began with a plenary session in which the teacher team and trainers jointly explored the opportunities and challenges GenAI offers within the curriculum. This was followed by smaller group sessions focusing on concrete applications. Hartman reflects: “That combination worked very well: first reflecting together as a whole team and then going into depth with a smaller group.”
GenAI as a practice partner for students
The AI Track ultimately led to concrete adjustments to two courses within the Forensic Science programme. For one of these courses, three AI personas were developed. One of these can be used as an additional practice partner for students preparing for the oral defence of their research report. This allows students to practise answering potential questions and further strengthen their argumentation.
GenAI is explicitly positioned as a complement to existing teaching, not a replacement: the existing in-person practice sessions remain an essential part of the preparation. Hartman explains: “We want to give students an additional opportunity to practise so they can experience the types of questions they may receive and learn how to respond.”
Enthusiastic teachers make the difference
According to Hartman, successful integration of GenAI starts with teachers who are curious about the possibilities of GenAI and willing to experiment: “You need teachers who see the added value, are willing to make time for it and enjoy working with it. We start small with a few enthusiastic teachers. If something works well, other colleagues can build on it.”
At the same time, experience with and affinity for GenAI vary widely within teacher teams. That is precisely why the practical support from the AI Track trainers is important. Hartman: “Our teachers received support in developing AI personas, setting up scripts and other applications. That made the step towards actually developing something much smaller.”
Building step by step
For the Forensic Science programme, implementing GenAI is not a one-off project but a gradual development process. The programme deliberately adopted a step-by-step approach: first experimenting in a few courses, gathering experiences and then exploring which applications can be scaled more widely across the curriculum.
According to Hartman, the value of the AI Track lies not only in the concrete applications of GenAI that were developed, but especially in the conversations that emerged within the team: “Even if, as a programme, you do not yet know exactly what you want to do with GenAI, it is extremely valuable to explore it together. That conversation alone already yields a lot.”
Tips from Yorike Hartman to implement GenAI into education
“Successful implementation of GenAI starts with questions such as: What problem are we trying to solve? What do students need to learn? Where can GenAI genuinely add value? The most energy is generated when GenAI is directly linked to a specific course or learning activity, so it becomes immediately relevant for teachers and students.”
“By asking students to reflect on how they use GenAI, responsible use of GenAI becomes an explicit part of the learning process. For example, ask them which GenAI tools they used, for what purpose, and how GenAI contributed to the final product.”
“GenAI implementation is not achieved overnight. New applications need to be developed, tested and refined before they can be scaled up. Realistic planning and a long-term perspective are therefore essential.”