AI Academy is a four-week, highly collaborative, community-driven program where we will surface the most important questions about generative AI in education. We’ve designed AI Academy to be as personal a learning experience as possible. To better prepare you to stay organized and engaged, please bookmark this page—it contains all the information you need to succeed in the course and enjoy your learning experience.
4 Steps for Success
Follow these four steps, and you can’t go wrong.
1. Read. Each week, course facilitators will suggest readings from the Reading List for the class to get you started. You’ll find readings (and important weekly announcements in the “pinned” post at the top of the discussion forum each Monday morning.
2. Reflect. Post your thoughts about the readings in the discussion forum—and respond to others’ reflections as well. Check out our quick tutorial on the Discussion tab above, and then jump into the conversation.
3. Connect. Join the guest lectures and community hours each week. Links will be provided in the “pinned” post in the discussion forum. Guest lectures are every Wednesday at noon Eastern, and will be recorded. Community hours are Fridays at noon Eastern, and are not recorded.
4. Create. Turn in assignments each week. We’ve listed all assignments under the Assignments tab on this page. You’ll be submitting assignments to the community. Don’t miss the opportunity to get feedback from your peers.
And finally: Bookmark this page! When you feel lost or uncertain, this page will help you stay organized and succeed.
Practical, Hands-on Assignments
Each week, we’ll complete hands-on assignments that will give us practical ways to address AI in education. There will also be a final assignment due at the end of the course. Weekly assignments will be submitted in the discussion for feedback from the community. Final assignments will be turned in to instructors. Click on each of the assignments below for more information.
Choose two AI tools from this list:
Complete a critical evaluation for each of the digital tools selected answering the following questions:
- How is the tool described? What does it actually do? What dependencies does the tool have on other external resources in order to properly function?
- What personal data are we required to provide in order to use the tool (login, e-mail, birthdate, etc.)? Do you know where is data housed; who owns the data; for how long is it stored? What are the implications of this requirement for in-class use?
- How is the tool’s design pedagogical? Or exactly not pedagogical? How would you use this tool, or recommend students use it?
By the end of Week 1, post a summary in the discussion of your evaluation of the two digital tools you selected. Use the discussion topic: WEEK 1 ASSIGNMENT
At the end of Week 2, participants must post an example of an assessment or assignment that incorporates AI either in the design or in the students’ work. Explain the subject matter/context of the course along with the assessment.
Post your assignment using the discussion topic: WEEK 2 ASSIGNMENT
At the end of Week 3, participants write a statement of ethical use of AI for your syllabus along with 3 to 5 discussion questions to use in the classroom to have a conversation about ethical use of AI with your students.
Post your assignment using the discussion topic: WEEK 3 ASSIGNMENT
At the end of Week 4, participants post a plan for what skills you plan to teach students within your course(s), how you will share this information with students, and why this plan is important for teaching and learning.
Post your assignment using the discussion topic: WEEK 4 ASSIGNMENT
Participants seeking a certificate of completion for Teaching with AI and 10 CEUs need to submit a professional statement about how AI will be implemented within your classroom teaching and learning practices. This may include your definition of AI and how you plan to use AI as well as how you would like students to address their use of AI. This statement could be used within a course syllabus and is due November 5, 2023. Written feedback will be sent by the facilitators by November 11, 2023.
Join the Discussion
Most of our work will consist of collaborative, reflective discussion. You will receive an invite from firstname.lastname@example.org to Yellowdig, our discussion forum.
We’ve included some tips in the very short video below; but the best way to use Yellowdig is to think about it as a social media, and to follow our guidelines: Create. Find. Play. Scroll.
For this course, we’ve gathered the most current readings and resources available. Each week, we’ll suggest a few readings to get you started, but feel free to explore this list according to your own interests and learning needs.
- Cardona, Miguel; Rodriguez, Roberto; Ishmael, Kristina (2023, May). Artificial Intelligence and the Future of Teaching and Learning. Office of Educational Technology. Department of Education. https://www2.ed.gov/documents/ai-report/ai-report.pdf
- Crompton, H., Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education 20, 22. https://doi.org/10.1186/s41239-023-00392-8
- 5 ways artificial intelligence may influence higher education admissions & retention (2023, June 15). Wiley
- Mo Chen, T. (2023, September 5). Generative AI in Schools: A Closer Look and Future Predictions. https://thejournal.com/Articles/2023/09/05/Generative-AI-in-Schools-A-Closer-Look-and-Future-Predictions.aspx?
- Mollick, E. R., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, including prompts. Including Prompts (March 17, 2023).
- Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501.
- Office of Educational Technology. Artificial Intelligence. https://tech.ed.gov/ai/
- Palmer, S. (n.d) Metacademy: Generative AI. https://courses.shellypalmer.com/metacademy-generative-ai
- Pugh, J. (2023, September 9). The ‘perfect’ teaching assistant? Universities find new uses for AI. https://www.cbc.ca/news/ai-chatgpt-openai-universities-1.6958321
- Winthrop, R. (2023, June 20). ChatGPT cheat sheet for higher ed: Your guide to AI-powered marketing: https://element451.com/blog/chatgpt-cheatsheet
- Young, J. R. (2023, Jan 19). AI tools like ChatGPT may reshape teaching materials — and possibly substitute teach. Teaching and Learning: EdSurge. https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach/
- Will, M. (2023, February 1). With ChatGPT, teachers can plan lessons, write emails, and more. What’s the catch? Education Week, 42(20). https://www.edweek.org/technology/with-chatgpt-teachers-can-plan-lessons-write-emails-and-more-whats-the-catch/2023/01
- Chayka, K. (2023, July 11). My A.I writing robot. New Yorker.
- Fontaine, S. (2022, Dec 16). Artificial intelligence in higher education: Benefits and ethics. Fierce Education.
- Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education, 203, https://www.sciencedirect.com/science/article/pii/S0346251X21001305
- Herder, L. (2023, September 13). AI: A Brilliant but Biased Tool for Education. Diverse Issues in Higher Education. https://www.diverseeducation.com/from-the-magazine/article/15546478/ai-a-brilliant-but-biased-tool-for-education
- Langreo, L. (2023, September 7). 6 Things Teachers Do That AI Just Can’t. https://www.edweek.org/technology/6-things-teachers-do-that-ai-just-cant/2023/09?
- Milgram-Elcott, T. (2023, September 20). Will (Or Won’t) AI Transform Teaching And Learning? Forbes. https://www.forbes.com/sites/taliamilgromelcott/2023/09/19/will-or-wont-ai-transform-teaching-and-learning/
- Nerantzi, C., Abegglen, S., Karatsiori, M., Martinez-Arboleda, A. (Eds.) (2023, June 23). 101 Creative Ideas to Use AI in Education, a Crowdsourced Selection. https://zenodo.org/record/8072950
- Singer, N. (2023, August 24). Despite Cheating Fears, Schools Repeal ChatGPT Bans. The New York Times. https://www.nytimes.com/2023/08/24/business/schools-chatgpt-chatbot-bans.html?
- Slagg, A. (2023, September 19). A cautious approach to using AI in education. eSchool News. https://www.eschoolnews.com/digital-learning/2023/09/19/using-ai-in-education-cautious/
- Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability (2071-1050), 15(15), 11524. https://www.mdpi.com/2071-1050/15/15/11524
- Akgun, S., Greenhow, C (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics 2, 431–440. https://link.springer.com/article/10.1007/s43681-021-00096-7
- Brock University. (2023, September 11). An outline for teaching responsible use of AI in high schools. https://phys.org/news/2023-09-outline-responsible-ai-high-schools.html
- Crompton, H., Burke, D. (2023). Artificial intelligence in higher education: The state of the field. Int J Educ Technol High Educ 20, 22 https://doi.org/10.1186/s41239-023-00392-8
- D’Agostino, S. (2023, September 13). Why Professors Are Polarized on AI. Inside Higher Ed. https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2023/09/13/why-faculty-members-are-polarized-ai
- Singer. N. (2023, September 1). We Used A.I. to Write Essays for Harvard, Yale and Princeton. Here’s How It Went. The New York Times. https://www.nytimes.com/2023/09/01/business/chatbot-essays-harvard-yale-princeton-dartmouth.html
- Torres, JT., Mayo, C. (2023, July 19). AI Eroding AI? A New Era for Artificial Intelligence and Academic Integrity. Faculty Focus.
- Zeide, E. (2019). Artificial intelligence in higher education: Applications, promise and perils, and ethical questions. Educause
- Acar, Oguz (2023, June 14). Are Your Students Ready for AI? A 4-Step Framework to Prepare Learners for a ChatGPT World. https://hbsp.harvard.edu/inspiring-minds/are-your-students-ready-for-ai
- Arendt-Bunds, A. (n.d.) How to cite AI tools: A guide for students. Teaching with technology Course Hero Faculty Club. https://facultyclub.coursehero.com/teaching-with-technology/how-to-cite-ai-tools-a-guide-for-students/
- Course Hero. (No date.) 5 strategies for teaching AI literacy to students. https://facultyclub.coursehero.com/teaching-with-technology/5-strategies-for-teaching-ai-literacy-to-students/
- Fourtane, S. (2023, August 3). How universities can better prepare students for a future with AI. Fierce Education. https://www.fierceeducation.com/leadership/how-universities-can-better-prepare-students-future-ai
- Hardaway, W. (n.d.). Preparing your students for an AI-enabled future. Teaching with technology Course Hero Faculty Club. https://facultyclub.coursehero.com/teaching-with-technology/preparing-your-students-for-an-ai-enabled-future/
- Martinez, C. J. & Mezitis, T. A. (2023, September 22). ‘Struggling to Keep Up’: Harvard Students and Faculty Grapple with Impact of Generative AI in Classrooms. The Harvard Crimson. https://www.thecrimson.com/article/2023/9/22/generative-ai-policies-students-react/
- Pritts, N. (2023, September 6). How To Be Conspicuously Human in the Online Classroom https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/how-to-be-conspicuously-human-in-the-online-classroom/
- Sharma, S. (2023, August 14). Guiding Students to Access the Merits of Artificial Intelligence Tools. Edutopia.
- Singer, N. (2023, June 26). In Classrooms, Teachers Put A.I. Tutoring Bots to the Test. https://www.nytimes.com/2023/06/26/technology/newark-schools-khan-tutoring-ai.html
- Terry, O, (2023, May 12). I’m a student. You have no idea how much we’re using Chat GPT. The Chronicle of Higher Education. https://www.chronicle.com/article/im-a-student-you-have-no-idea-how-much-were-using-chatgpt
Designed for Community
AI Academy has rigorous learning objectives and relevant essential questions at its core. But we’ve also designed the course with you in mind, centering six community agreements that support meaningful engagement in challenging ideas. See the full course syllabus here.
Participants who complete the certificate program will:
- Better understand how AI is being used in educational and professional settings
- Communicate ethical use of AI
- Demonstrate academic integrity with the use of AI
- Design authentic assessments with AI
- Apply media literacy with AI access to learning resources
- Implement AI in teaching and learning practices
- Create a professional statement about AI within classroom practices
Throughout this course, we’ll consider questions like:
- How is generative AI being used effectively in educational settings?
- How can one use AI as a professional learning assistant to support quality teaching and learning?
- How might AI be implemented in teaching and learning practices?
- How can ethical use of AI be communicated?
- How are authentic assessments designed using AI?
- How is media literacy addressed with AI?
To explore our essential questions, and achieve our learning objectives, as members of this community, we strive to:
- Be responsible for our own learning and contribute to the learning of others—ask questions, make connections, voice your thinking
- Acknowledge challenges but seek ways forward
- Commit to our own growth as a specialist
- Be willing to accept the discomfort of uncertainty and lack of closure
- Assume positive intentions of all
- Keep in mind that high-quality professional learning should challenge us to stretch our thinking and our actions
This course is designed in alignment with Learning Forward’s 2022 Standards for Professional Learning. The Standards for Professional Learning are research-based guideposts for the conditions, content and process for professional learning that leads to high-quality teaching and learning practices. This course aligns with the following seven Standards for Professional Learning.