In my previous post I presented some very basic elements of AI literacy. Here I’ll discuss recommendations for setting ground rules and expectations for student use of generative AI in language courses.
First, watch this brief video:
Note: I think having students share information regarding the tool they used, their prompt, and the output DOES have its place. But I think if your policy is that students must disclose all this information with any and every AI use, you run the risk of effectively discouraging students from using it or having students use it without disclosure.
Sample Statements on AI Use
As I said in the video, I created a Sample Statement on Use of Generative AI in Language Courses. You are free to use whatever you see fit, or encouraged to draft your own policies that fit your views and preferences.
The document above takes a relatively open stance on the use of generative AI, while setting some firm limits on direct use in assignments. The UChicago Center for Teaching and Learning has recently published a document titled Guidance for Syllabus Statements on the Use of AI Tools that includes example syllabus statements for (1) use prohibited in all situations; (2) use with prior permission; (3) use with proper citation; and (4) free use with no citation required. It also encourages instructors to describe how they treat potential academic integrity violations.
Additional Resources
- Teaching Against, Teaching Around, and Teaching with Generative AI – Michael Hernandez, UChicago Academic Tech Solutions
- On ChatGPT: A Letter to My Students – Russell P. Johnson, UChicago Divinity School
- AI Teaching Strategies: Having Conversations with Students – The Ohio State University’s Teaching & Learning Resource Center
- Using AI Ethically in Writing Assignments – Kansas University’s Center for Teaching Excellence
Generative AI for Language Teaching and Learning
The goal of this brief series of blog posts has been to make sure language instructors are prepared for urgent issues related to the approaching academic year and the rollout of a new AI tool for the UChicago community.
In the video above I express my belief that there are beneficial, productive uses of generative AI by language teachers and learners. The next big question is what those uses are. While I believe everyone urgently needs basic AI literacy and clear guidelines in their syllabi, integrating generative AI into teaching and learning activities requires an intentional, strategic approach, along with a deeper understanding of how AI tools behave and how they perform in your language. This is something I’ll continue working on with instructors throughout the year.
My recommendation in the immediate term is to keep building your general AI literacy and proficiency, test out potential use cases as they emerge, and stay tuned for more guidance and workshops from the CLC and other offices across the University.