尤物视频

Wondering what ChatGPT might mean for your Fall course? 

Generative artificial intelligence (AI) is here to stay, but the good news is that there are many different options emerging for how to respond to it when it comes to teaching and learning.

Communicate with students

According to Elizabeth Elle, Vice-Provost, Learning and Teaching, communication is key. 

鈥淚nstructors should start by setting clear expectations with students regarding use of ChatGPT and other forms of generative AI.  Some of your colleagues are encouraging use and experimentation, while others are limiting its use. Clear expectations are always important but especially now when they are likely to vary greatly among instructors.鈥� 

For guidance on how to address generative AI in your syllabus statement, see SFU鈥檚 Office of Academic Integrity notification on inappropriate use of technology in coursework (option 2).. The office also offers student guidelines on how to cite tools like ChatGPT.    

Design around it

Assignments and assessments can be designed to be generative AI-resistant through approaches such as team-based learning and a focus on in-class tasks, as described by Beedie senior lecturer Kevin Stewart.

鈥淚 recently flipped my classroom, so we now spend almost all our in-class time applying the course material and completing assignments together. My TAs and I also provide multiple rounds of feedback on each assignment, so we see students work develop over time. I redesigned my course this way so that students would find value in coming to class, but the unintended benefit of that has been tools like ChatGPT aren鈥檛 really a concern.鈥� 

For more information on more ideas and approaches for designing around generative AI, such as replacing essays with mind maps and videos, see  from the University of Calgary鈥檚 Taylor Institute.

Build it into your course

As outlined in our February newsletter, there are many ways to integrate ChatGPT into assignment and assessment design鈥攁nd the list continues to grow. Key to these approaches, notes geography lecturer Leanne Roderick, is having students critically reflect and refine the AI output.

鈥淒uring Summer term, I provided my students with a generative AI assignment option. In the assignment, I provided the prompt and their task was to improve the content so that it more accurately reflected the course material and demonstrate to me what strategies they used to do so. They were still working with the content, so their learning outcomes were the same鈥攊t  was just a different route to them. In fact, some of the students said they wished they would have just answered the questions themselves because that would been easier.鈥�

If you鈥檇 like help with creating alternative assignments or any other aspect of course design, contact the Centre for Educational Excellence for help.  

Further Reading

• An overview of strategies for assignment and assessment design in the era of generative AI, as well as strategies for using it to develop learning resources by SFU鈥檚 Centre for Educational Excellence
• A set of  and an  from UBC
•  from the University of Calgary (Taylor Institute)
•  by SFU BPK senior lecturer Leanne Ramer
•  by SFU business professor Terri Griffith