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.
Example 1.1 – Course where practical and basic programming skills is the main focus
All use of generative AI is prohibited in the course's examination and graded assignments. You are also advised to avoid the use of generative AI in your own studies and during class time. This is based on the fact that the use of generative AI may have a negative impact on students' ability to meet the course's learning objectives, as you as a student, without the help of generative AI, is expected to be able to:
explain how simple scripts in a scripting language work
writing and debugging scripts
describe and explain the main hardware components of a computer.
The ban on generative AI means that
All examination and graded assignments must be carried out without the help of generative AI.
All submissions must be completely human-generated.
This also includes that all debugging in code should be performed without generative AI.
As a student, you are fully responsible for all material you submit and must be able to defend and explain it completely without the support of generative AI.
Students are also advised to avoid using generative AI for support and guidance during their own study, as the answers are unreliable and may omit important parts of the course. Instead, seek support from your fellow students and teachers for guidance and support, and use the course literature for facts.
Disciplinary action for unauthorized use of AI
Everything you submit must be your own work. Using generative AI in the course's examination and graded assignments is considered unauthorized assistance and may result in disciplinary action.
Questions or concerns?
Contact the course responsible for guidance and clarification of this information, or if you are wrongly accused of using generative AI in the course's examination and graded assignments.
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.
Example 2.1 – Course in which scientific language and writing are central
This course allows the use of generative AI in specific graded assignments under clearly stated conditions and terms based on the nature of the assignments. In the selected exam assignments, generative AI is used to save time and allow students to focus on the actual learning and the fulfillment of the learning outcomes
The use of generative AI is prohibited in other graded assignments and examinations and you are also advised to avoid using generative AI in non-graded assignments, as the use risks preventing you as a student from:
developing your own practical linguistic skills in scientific writing based on an engineering and engineering science standard
practicing your own ability to apply effective writing strategies
learning to search and assess the relevance of academic sources and references in, for example, scientific articles in digital archives, libraries and archive collections.
Permitted use of generative AI
The following lists explains how and in which graded assignments generative AI may be used:
Assignment B: Individual presentation:
Brainstorming – for example, of ideas or to get suggestions for ideas and arrangements for the presentation.
Structuring your presentation and outline and create images for it.
Editing text to make it more concise and rigorous, for example by reducing redundancy.
Restrictions: You must work further with the idea suggestions, you cannot use the generated answer directly.
Assignment E: Linguistic analysis in engineering sciences:
Brainstorming – for example, of ideas or to get suggestions for ideas and arrangements for the presentation.
Structuring your analysis.
More information can be found in the respective assignment.
Note! Remember to critically review material created by generative AI. You as a student are fully responsible for all material you submit and must be able to defend and explain it completely without support from generative AI.
Disclosure of AI use
To ensure academic transparency, you must disclose if, what, how and why generative AI has been used in your work.
Note! AI-generated references or quotes must be checked for accuracy and relevance.
Disciplinary action for unauthorized use of AI
Everything you submit must be your own work – even if generative AI is used as support, the thinking and conclusions must be your own. Using generative AI in an unauthorized way for examination and graded assignments is considered an attempt to mislead and may lead to disciplinary action. Therefore, be sure to follow the information on this page and what is specified in the assignments, and disclose your use of generative AI.
Questions or concerns?
Contact the course responsible for guidance and clarification of this information, or if you are wrongly accused of unauthorized use of generative AI in the course's examination and graded assignments.
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.
Example 3.1 – Course on subject didactics and relevant applications
In the course, you as a student may use generative AI tools in all examinations and assignments as long as the use follows the course's guidelines and as long as nothing else is explicitly stated. You are also recommended to follow the course's guidelines for non-examination elements and assignments. The guidelines for the use of generative AI are designed to promote learning and the fulfillment of the course's learning objectives, where generative AI is considered to be able to help you as a student to:
reason about a teaching/educational content
understand how you can apply didactic tools
receive support in academic language use and writing
develop suggestions on how to plan different teaching elements.
The AI tools are therefore considered both a source of inspiration and a conversation partner when you perform the tasks in the course.
Guidelines for the use of generative AI
Generative AI may be used in the course's examination and graded assignments as long as you use it in a manner that is
responsible
ethical - especially with a focus on diversity
academically honest.
taking into account the different needs and conditions of pupils/students.
One example on how to fulfill these guidelines is to be transparent with your use of generative AI, which means that your use must be disclosed. You will find more course-specific examples under the heading "Examples of permitted use".
Note that the guidelines must be followed for examination and graded assignments, but you are advised to also follow them outside of examinations and for non-graded assignments.
Note! The course-specific information about generative AI may be updated during the course if technology development or teaching needs warrant it.
Examples of permitted use
Below are examples of permitted use of generative AI in the course. However, please remember that it's always good to think independently first, so that the AI tool doesn't limit your perspectives. Consult your teacher if you are considering other areas of use.
Idea generation - to gain inspiration, structure thoughts, or formulate questions.
Discussion and reflection - to gain alternative perspectives and ideas on the topic.
Language enhancement - to improve your text, such as grammar and style in written assignments – but you must understand and approve the changes.
Technical support - to help you understand the assistive technology used in the course.
Note! Remember to critically review material created by generative AI. You as a student are fully responsible for all material you submit and must be able to defend and explain it completely without support from generative AI.
Examples of unauthorized use
Below is a description of the use of generative AI in examination and graded assignments that is considered unauthorized assistance, attempted deception or cheating. This is not a complete list, always consult your teacher if you are unsure whether your use is permitted.
Full assignment solving - AI must not be used to generate entire assignments, reports, or exam answers.
Automatically generated references - AI-generated references or citations that cannot be verified in academic sources are not allowed to be used.
Unreported AI usage - The AI usage must be disclosed.
Disclosure of AI use
To ensure academic transparency, you must disclose whether and how generative AI has been used in your work. The report can be made in the form of a short description at the end of the assignment, for example in the following way:
which generative AI tool has been used
what has generative AI been used for
what prompt the iteration in the Chatbot is based on
any sources referred to by AI.
Disciplinary action for unauthorized use of AI
Everything you submit must be your own work – even if generative AI is used as support, the thinking and conclusions must be your own. Using generative AI in an unauthorized way for examination and graded assignments is considered an attempt to mislead and may lead to disciplinary action. Therefore, be sure to follow the information on this page, and disclose your use of generative AI..
Questions or concerns?
Contact the course responsible for guidance and clarification of this information, or if you are wrongly accused of unauthorized use of generative AI in the course's examination and graded assignments.
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.
Example 4.1 – Course where generative AI is the topic of the course
In the course, generative AI may be used at the students' own discretion in all examination and graded assignments, unless the use violates other rules or codes of conduct. The use of generative AI is considered to promote learning and the fulfillment of the course's learning objectives. Generative AI is the topic of the course and its use is considered to promote learning and the fulfillment of the course's learning outcomes in the following ways:
experience and practical work with generative AI tools is expected to provide increased ability to explain basic principles and techniques of generative AI.
Increased use can make it easier to identify and avoid potential pitfalls and biases.
students can practically apply their skills in prompt engineering in various tasks to acquire knowledge in the field.
students gain a deeper understanding of what differentiates the different tools from each other by testing and comparing them.
students gain a foundation on how to evaluate the ethical and social consequences of generative AI and thus gain a greater understanding of how generative AI can, for example, affect creativity, authenticity and spread disinformation.
The use increases understanding of and insight into how questions should be asked of the AI tool in order to optimize the quality and relevance of the results.
Permitted use of generative AI
You as a student should decide for yourself how to use generative AI in a way that is ethical and promotes learning. Your decision must consider existing rules and codes of conducts at KTH, and it must be legally and ethically defensible, for example regarding the handling of personal data or copyrighted material. Make informed choices and stay up-to-date on relevant laws, court decisions, and other legal decisions surrounding AI and generative AI.
In the course, we will try to investigate what should be considered ethical and honest use of AI through the following two learning activities:
Group discussion - "How is the use of generative AI promoting studies? How do I relate to AI with an academic integrity and in an ethical way"?
Peer-to-peer discussion - "What are the advantages and disadvantages of the use of generative AI in studies and scientific work?"
Note! Remember to critically review material created by generative AI. You as a student are fully responsible for all material you submit and must be able to defend and explain it completely without support from generative AI.
Disclosure of AI use
You as a student decide when and how you need to disclose your use of generative AI.
Questions or concerns?
Contact the course responsible for guidance and clarification of this information.
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."
Contact and support for generative AI
Do you have questions or do you want guidance? Contact us at
e-learning@kth.se
(response time: within 2 working days).
