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Examples of course-specific information about generative AI

This page provides examples of how course-specific information about generative AI can be formulated and presented to students in different courses. The examples on this page are based on KTH's templates for course-specific information about generative AI that are available in Canvas. The courses in these examples are fictitious, but are inspired by information given in real course memos. The purpose of the given examples is to give you, as a teacher, inspiration when creating your own course-specific information about generative AI.

No use of generative AI tools allowed

Sometimes it may be justified to completely prohibit generative AI in the course's examination and graded assignments since generative AI risks negatively impacting the students' ability to meet the course's intended learning outcomes. 

Allowed only in specific assignments

In some courses, the use of generative AI is only suitable for selected assignments, but is not suitable for the rest of the course. For example, the use can be justified in an assignment where certain elements, otherwise would be too time-consuming, and that the use of generative AI might give the students more time to focus on the topic itself. Another example is when generative AI is considered only to be suitable in a minority of the assignments, in order to make students avoid taking generative AI too lightly and thereby missing out on important experiences. 

Allowed according to given guidelines

In some courses, it is suitable to use generative AI in all examinations and assignments (with possible exceptions). To support this use, these courses should provide students with guidelines so that the use is done in an academically honest manner and that the answers are examined with a critical eye. 

Free use of generative AI tools 

In some cases, the fulfilment of the intended learning outcomes can be favoured if the students are allowed to decide for themselves how and when generative AI should be used in the course, both in non-graded and graded assignments and other examinations. 

However, you should consider the free use based on the academic maturity of the students. For the best effect, you should let the students discuss common guidelines for the use of generative AI in the course.

Examples of how students can disclose their use of generative AI

If generative AI has been used to generate text:

  • "I wrote my assignment completely on my own, but I used AI to edit the text and to reduce repeated expressions in it to make the text more rigorous and concise. For this, I used ChatGPT 4.0 and started from my own text. I did this because I had difficulty deciding for myself whether certain parts of the text could be excluded. I have also marked these parts of text with "asterisk, *".
  • "I used ChatGPT 4.0 to explain the technical science concept "XYZ" that I had difficulty getting how to apply. In this way, I have deepened my understanding of the concept and the subject that I was unsure about. I then verified that the information was correct by checking the information in the source "A" that I did not have access to at first."
  • "I used Copilot to brainstorm possible research questions within the topic. AI suggested five different angles, of which I chose to further develop two of them through my own literature review. An example of an AI-generated idea that I modified was to examine 'how the use of digital tools affects student engagement', which I reformulated to focus specifically on interactive features and their effect on learning."

If generative AI has been used to generate images:

  • "Image generated with DALL-E (ChatGPT 4.0), of "student's name", with the prompt "X."
  • "Image generated with Adobe FireFly 3, of "student's name" with the prompt "IC circuits in a laboratory, close-up."