There’s a lack of consensus about how–or whether–generative artificial intelligence should be used in writing classrooms. As writing and literature professors, we were early adopters in using these tools to improve student learning and writing. We co-developed OER student training on LLMs and their uses. With our students’ consent, we use generative AI to provide formative assessments on writing. Our students want guidance from us. What are these tools? How can they be useful? When should their use be avoided? Who can students go to for help if they aren’t sure? What are the ethical concerns around these tools? This interactive presentation will provide a basic pedagogical framework for instructors starting with the development of an AI syllabus policy. We will share the AI training we require our students to complete, showing how generative AI can be used throughout the reading and writing process. Participants will consider how they can model best practices and ethical uses of AI.
Attendees of this session will be able to:- Explore use cases for generative AI for reading and writing.
- Evaluate whether these use cases are ethical and appropriate.
- Consider a variety of approaches to AI use.
- Determine the policy approach that most closely aligns with personal values.
- Explore trainings and tools for students.
- Review openly licensed trainings such as what we provide in our OER Write What Matters.
- Consider the role of ed-tech in generative AI use.
- Empower students to learn about generative AI in their courses.
