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Integrating AI into assignments

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Here we offer strategies and perspectives on integrating AI tools into assignments and activities used to assess student learning.

Creating your course policy on AI

• An effective syllabus works to motivate learning, define goals, explain course structure, and provide support to students as they learn.
• Be clearly stated and specific
• Clarify the context or conditions of allowable AI use
• Explain processes and consequences for non-compliance
• Have a thoughtful pedagogic rationale in support of student learning
• Connect to support resources
• Show support for student well-being

Outcomes for this module

In this module, we will analyze activities and assignments used for assessing learning, provide student-centered perspectives, and offer strategies for developing assessment activities and assignments that integrate student use of generative AI chatbots.

After completing this module, you should be able to:

• Describe why your assessment activities are meaningful to learners.
• Identify and clarify the learning objectives of your assessment activities.
• Identify relevant strategies that can be applied to assessment activities in your course.
• Empathize with student perspectives on using AI in course assessment activities.

Warm-up with a metacognitive exercise

As you begin to explore, think about what you already know and the opinions you may already hold about the educational aspects of AI chatbots. This metacognitive exercise can help you identify what you want to explore and what you already understand. Making connections to what you already know can deepen your learning and support your engagement with these modules.

Begin with the prompt, “Describe an assignment or assessment activity that integrated technology in a way that was effective and engaging for your learning,” and respond to the poll below.

Unpacking your assessment activities and assignments

When designing or adapting an activity or assignment used to assess learning, whether you integrate AI or not, we encourage you to consider two questions: why is this meaningful, and what are students supposed to learn from it?

Define why it is meaningful

Students can learn better when they are motivated and can make meaningful connections to coursework (Headden & McKay, 2015). We might assume that students’ motivations focus on their grades, but that assumption does not provide the full picture, and when applied in isolation it is not likely to sustain deep learning. Articulating what makes an activity meaningful, motivational, and memorable for students can help you create an engaging activity or assignment that enhances student learning and motivation.

Concerning AI chatbots, perhaps the activity or assignment addresses AI in ways that prepare students for future careers, enhance their social connections, or touch upon broader issues they care about. We encourage you to talk with your students about what they find meaningful to inform the design of your activities and assignments. What leads them to want to engage?

Also, reflect on why the assignment is meaningful to you. Is it simply convenient to implement (and standard in your experience as a student and teacher) or does it connect to something deeper in your pedagogy? Perhaps the assignment reinforces the norms and values that you share with other professionals in your discipline, allows you to connect with students in more meaningful ways, builds foundational skills for other parts of the curricula, or explores emergent opportunities and challenges with AI for your field.

Define what students are intended to learn

Next, identify and clarify the underlying learning objectives of the assignment or activity. The objective should describe the observable skills or behaviors students will have learned to perform after completing the activity. Clearly articulated learning objectives can help you develop activities that support learning and assessments that accurately measure student learning.

When thinking about AI chatbots and how they impact writing, you might ask yourself, “What are the underlying learning objectives being addressed through writing?” Instructors may assign writing tasks to assess how students engage with content. In the past, teachers could assume with good reason that a student producing coherent writing must have engaged with the content to generate writing that makes sense. However, we might also question this assumption about the automatic connection between coherent writing and deep engagement. The advent of generative AI has certainly exacerbated this.

Do you ask your students to write to demonstrate and reinforce content knowledge? Do they write to analyze and critique a position? Do they write to formulate arguments and cite evidence? Do they write as a form of creative expression? When you think about the available options, you can likely develop many ways for students to learn and demonstrate these skills with or without writing. Ultimately, honing in on the underlying learning objectives can help you integrate generative AI tools into an assignment.

Students can benefit from understanding how AI works and the educational opportunities and challenges that it presents. Consider offering the content in the modules in this guide to your students as supplemental reading or as part of a class activity.

Strategies for implementing AI into activities and assignments

As you think through how you might address or integrate AI tools in an assessment activity or assignment, we encourage you to consider a range of possibilities related to the specific aims of your course and the needs of your students. Here we offer a variety of pedagogical strategies for you to consider. We present these strategies in the context of students using AI chatbots, but they also apply to contexts without AI. Remember why your assignment is meaningful in relation to your learning objectives to help you select appropriate strategies.

Leverage multiple modalities

Consider ways to diversify when and where you assess student learning and the formats students use to express what they’ve learned.

Use more in-class assignments

Strategies like the flipped classroom model assign lecture content as homework and use the in-class time for learning activities (Lage et al., 2000). You can use this in-class time to integrate more low-stakes assessment activities during which you can better guide students toward using AI in ways that support learning.

Multiple modes of expression

Students may differ in how they can best articulate what they know. Using multiple modalities of expression, such as having students complete assignments that require speaking or graphic representations instead of only written text, stands out as an established strategy within the Universal Design for Learning framework that could apply here. While chatbots primarily generate written text, other AI tools can generate music, graphics, and video. You can thus create assessment activities that integrate multiple modalities at once.

For example, if you are assessing students’ understanding of cultural exchange in the ancient world, students might create a mind map or timeline to visually represent important trends, events, or concepts covered in the assigned readings. AI might then be used to generate images of artifacts, portraits, or cityscapes based on historical descriptions.

Make grading practices clear

Consider ways to clarify for students how they are being graded and what is expected of them.

Require robust citation

Have students learn about and adopt more robust citation practices, especially if they use AI tools for writing. You might begin with conversations about what plagiarism entails and why ethics matter in higher education and your discipline. Then connect students to resources on citation and documentation .

If you and your students decide to use AI tools, you can find style guidelines about citing AI-generated text for APA style and MLA style . These guidelines advise writers to cite the AI tool whenever they paraphrase, quote, or incorporate AI-generated content, acknowledge how they used the tool (for brainstorming, editing, and so on), and vet secondary sources generated by AI. For example, students could include citations for AI in the Works Cited section of their work and also include a statement describing why and how they used AI chatbots.

Establish and communicate clear assessment criteria

Try to bring assessment activities, learning objectives, and evaluation criteria into alignment. For example, if your objectives and assessments center around students proposing a solution to an open-ended problem, then the evaluation criteria might touch upon the feasibility, impact, or comprehensiveness of the proposed solutions. The criteria can vary a lot depending on your content and course, but your students benefit when you communicate these criteria and the purpose and reasoning behind them (Allen & Tanner, 2006).

For example, when integrating AI chatbots into a writing task for students, you might put more weight on the quality of their ideas and the validity of cited sources and less weight on structure, grammar, and word choice. You might then create a rubric that you discuss with students in advance so they have a clear understanding of what will guide you in assessing their work.

Assess learning throughout the course

Consider ways to assess student learning throughout your course as opposed to assessing mostly at the end of the course.

Emphasize the process

You may be able to more effectively assess student learning during the different stages of the process as opposed to assessing learning based on their finished work (Xu, Shen, Islam, et al., 2023). Whether or not students use AI tools, they can benefit from segmenting a large project into smaller components with multiple opportunities for feedback and revision. Also, consider how you might adjust grading criteria or grade weights to put more emphasis on the process.

For some steps in the thinking process, such as brainstorming ideas, formulating a position, and outlining a solution, allowing students to use AI tools might benefit their process. For example, you might have students begin with low-stakes free-writing, such as brainstorming, then use AI chatbots to explore possible areas for further investigation based on the ideas students generate through their exploratory writing. Students might then critique and revise the AI-generated ideas into an outline.

Leverage formative feedback

Teachers provide formative feedback to students throughout the learning process to stimulate growth and improvement. Formative feedback can help students identify misunderstandings, reinforce desirable practices, and sustain motivation (Wylie et al., 2012). You and the teaching team might provide feedback directly to students or you might facilitate students giving feedback to each other. You might then assess how students follow up on feedback they receive.

You can use AI tools to inform your feedback to students or generate feedback directly for students. AI tools could provide instant, individualized feedback efficiently and frequently, supplementing the feedback provided by your teaching team. For example, you might share your existing assignment, rubric, and sample feedback with the chatbot and give it instructions on when and how to give feedback. Importantly, you should review feedback generated by chatbots for accuracy and relevance. Refine and save the prompts that work best. You might later share the prompts you’ve developed with students so they may use them to generate feedback themselves.

Make assignments more meaningful

Consider how you might make your assignments more relatable and meaningful to your students.

Personalize assessments

When done thoughtfully, connecting assessments to the personal experiences, identities, and concerns of students and their communities can help to motivate and deepen learning (France, 2022). You might also connect assignments to contexts specific to Stanford, your course, or your specific group of students.

With AI, you or your students might generate practice questions on topics that came up during a specific class discussion or generate analogies for complex concepts based on their interests and backgrounds. You might ground an assessment activity in local contexts, such as having your engineering students propose a plan to improve Lake Lagunita.

Use real-world assessment tasks

Assignments that leverage real-world problems, stakeholders, and communities that students are likely to engage with in their work lives can be motivational and valid ways of evaluating a student’s skills and knowledge (Sambell et al., 2019).

For example, students might work with real (or AI-simulated) business or community partners to develop a prototype product or policy brief. Students might have more time to work with those stakeholders and refine their proposal concepts if they can use AI tools to assist with time-consuming tasks, such as summarizing interview transcripts, writing a project pitch statement, or generating concept images.

AI itself might provide a relevant topic of study for your course. For example, you might examine AI as part of a discussion in a course about copyright and intellectual property law. Or you might analyze AI companies such OpenAI or Anthropic as case studies in a business course.

Assess more advanced learning

Consider ways you might assess more advanced or wider-ranging learning goals and objectives.

Emphasize metacognitive reflection

Metacognitive reflection activities, where students think about what and how they learn, can help students improve their learning (Velzen, 2017). You might use polls, discussion activities, or short writing exercises through which students identify what they already know about the topic, what they learned, what questions remain, and what learning strategies they might use for studying.

AI chatbots can help guide the reflection process like this reflection tool being developed by Leticia Britos Cavagnaro at Stanford d.school . Or perhaps students complete some activities with AI, then reflect on how it benefits or hinders their learning, and what strategies they might use to best leverage AI for learning.

Prioritize higher-order thinking

While students should develop mastery over foundational skills such as understanding concepts, identifying key characteristics, and recalling important information, practicing higher-order thinking skills, such as solving complex problems, creating original works, or planning a project, can deepen learning. For example, you might frame student essays as a defense of their views rather than a simple presentation of content knowledge. You might adjust assessment criteria to prioritize creativity or applying skills to new contexts.

Prioritizing higher-order thinking can encourage students to use AI tools to go beyond simply generating answers to engaging deeply with AI chatbots to generate sophisticated responses. Students could conduct preliminary research to find reliable sources that verify or refute the claims made by the AI chatbots. AI chatbots might then generate feedback, provide prompts for further reflection, or simulate new contexts.

Putting it all together

Here we offer a practical example: first, a typical assignment as usually designed, and then how you could enhance the assignment with some strategies that integrate AI chatbots.

When thinking about your course, start with small changes to one assignment and steadily expand upon them. Try to use AI chatbots for your other work tasks to build your fluency. Talk with students and colleagues about how the changes to your course work out concerning student engagement and learning. When integrating AI into an existing assignment, begin with an assignment that already has clearly defined learning objectives and rationale. Begin by using AI or other technology to supplement existing parts of the process of completing the assignment.

More examples of AI assignments

• AI Pedagogy Project from metaLAB (at) Harvard
• Exploring AI Pedagogy from the MLA-CCCC Joint Task Force on Writing and AI
• TextGenEd: Continuing Experiments, January 2024 Collection from WAC Clearinghouse

Example of an assignment without AI

Currently, your students in an epidemiology course write essays summarizing the key concepts of an academic article about the socio-determinants of diabetes . This assessment activity has meaning because it focuses on a foundational concept students need to understand for later public health and epidemiology courses. The learning objective asks students to describe why socio-economic status is a strong predictor for certain diseases. Students write a five-page essay about a disease that can be predicted by socio-economic status including at least three additional citations. Students complete the essay, which counts for 30% of the final grade, before the final exam.

An example of an assignment that integrates AI

Using some of the strategies in the above sections, you might redesign this assignment to integrate the use of AI chatbots. Keep in mind that you would likely make small changes to a major assignment over multiple quarters. Consider some of the ideas below.

A meaningful assignment

The redesigned assessment activity carries more meaning to students because they might have personal experience of some communities adversely affected by these kinds of diseases, and public health issues like this intersect with other social injustices that students have expressed concern about.

Learning objectives

The objectives of the assessment activity include that students will be able to:

• Describe how this disease affects particular communities or demographics
• Explain the difference between correlation and causality regarding socioeconomic status and the disease
• Propose a public health intervention that could help to address this issue

Assignment elements with AI

Students generate explanations of medical terminology in the selected articles to aid with reading comprehension. They generate several analogies for the core concept that apply to their own life experiences and communities. Students share these analogies in a Canvas forum graded for participation. Instructors provide general feedback in class.

Informed by the article, students then prompt a chatbot with biographical stories for two fictional characters from communities they care about incorporating differing socio-economic factors. Then they guide the chatbot in generating a dialogue or short story that illustrates how the two characters could have different health outcomes that might correlate with their socio-economic status. Students might use AI image generators for illustrations to accompany their stories. Students submit the work via Canvas for evaluation; the teacher shares exemplars in class.

Using an AI chatbot prompt provided by the instructor, students explore possible ideas for public health interventions. The provided prompt instructs the chatbot only to help students develop their ideas rather than suggesting solutions to them. With the aid of the chatbot, the students develop a public health intervention proposal.

Assignment elements without AI

Students discuss the differences between correlation and causation, critically analyze the generated characters and stories, and address any biases and stereotypes that surfaced during the activity. You facilitate the discussion with prompts and guidelines you developed with the aid of AI chatbots. Students write an in-class metacognitive reflection that you provide feedback on and grade for completion.

Students draw posters that summarize their proposed intervention. They critique and defend their proposals in a classroom poster session. Students complete a peer evaluation form for classmates. You evaluate the posters and their defenses with a grading rubric that you developed with the aid of an AI chatbot.

Students write an in-class reflection on their projects summarizing what they have learned over the length of the project, how the activities aided their learning, and so on. This is submitted to Canvas for grading and evaluation.

Student-centered perspective on using AI for learning

When thinking about integrating generative AI into a course assignment for students, we should consider some underlying attitudes that we, the authors, hold as educators, informed by our understanding of educational research on how people learn best. They also align with our values of inclusion, compassion, and student-centered teaching. When thinking through ways to integrate AI into a student assignment, keep the following perspectives in mind.

AI is new to students too

Like many of us, students likely have a wide range of responses to AI. Students may feel excited about how AI can enhance their learning and look for opportunities to engage with it in their classes. They may have questions about course policies related to AI use, concerns about how AI impacts their discipline or career goals, and so on. You can play a valuable role in modeling thoughtful use of AI tools and helping students navigate the complex landscape of AI.

Work with students, not against them

You and your students can work together to navigate these opportunities and challenges. Solicit their perspectives and thoughts about AI. Empower students to have agency over their learning and to think about AI and other technologies they use. Teaching and learning are interconnected and work best in partnership. Approach changes to your teaching and course to empower all students as literate, responsible, independent, and thoughtful technology users.

Look at AI and students in a positive light

Education as a discipline has repeatedly integrated new technologies that may have seemed disruptive at first. Educators and students typically grapple with new technology as they determine how to best leverage its advantages and mitigate its disadvantages. We encourage you to maintain a positive view of student intentions and the potential of AI tools to enhance learning. As we collectively discover and develop effective practices, we encourage you to maintain a positive and hopeful outlook. We should try to avoid assuming that most students would use generative AI in dishonest ways or as a shortcut to doing course assignments just because some students might behave this way.

Assess and reinforce your learning

We offer this activity for you to self-assess and reflect on what you learned in this module.

Stanford affiliates

• Go to the Stanford-only version of this activity
• Use your Stanford-provided Google account to respond.
• You have the option of receiving an email summary of your responses.
• After submitting your responses, you will have the option to view the anonymized responses of other Stanford community members by clicking Show previous responses .

Non-Stanford users

• Complete the activity embedded below.
• Your responses will only be seen by the creators of these modules.
• Course and Assignment (Re-)Design , University of Michigan, Information and Technology Services
• ChatGPT Assignments to Use in Your Classroom Today , University of Central Florida

Works Cited

Allen, D., and Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE - Life Sciences Education. 5(3): 197-203.

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39. https://doi.org/10.1080/02602938.2013.819566&nbsp ;

Bijlsma-Rutte, A., Rutters, F., Elders, P. J. M., Bot, S. D. M., & Nijpels, G. (2018). Socio-economic status and HbA1c in type 2 diabetes: A systematic review and meta-analysis. Diabetes/Metabolism Research and Reviews, 34(6), e3008. https://doi.org/10.1002/dmrr.3008&nbsp ;

CAST. (n.d.). UDL: The UDL Guidelines. Retrieved January 22, 2024, from https://udlguidelines.cast.org/&nbsp ;

Exploring AI Pedagogy. (n.d.). A Community Collection of Teaching Reflections. Retrieved January 22, 2024, from https://exploringaipedagogy.hcommons.org/&nbsp ;

France, P. E. (2022). Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms (2nd ed.). Corwin.

Headden, S., & McKay, S. (2015). Motivation Matters: How New Research Can Help Teachers Boost Student Engagement. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED582567&nbsp ;

Hume Center for Writing and Speaking. (n.d.). Documentation and Citation. Retrieved January 22, 2024, from https://hume.stanford.edu/resources/student-resources/writing-resources… ;

Lage, M. J., Platt, G. J., & Treglia, M. T. (2000). Inverting the Classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.

metaLAB (at) Harvard. (n.d.). The AI Pedagogy Project. Retrieved January 22, 2024, from https://aipedagogy.org/&nbsp ;

MLA Style Center. (2023, March 17). How do I cite generative AI in MLA style? https://style.mla.org/citing-generative-ai/&nbsp ;

Office of Community Standards. (n.d.). What Is Plagiarism? Retrieved January 22, 2024, from https://communitystandards.stanford.edu/policies-guidance/bja-guidance-… ;

Sambell, K., Brown, S., & Race, P. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice. All Ireland Journal of Higher Education, 11(2), Article 2. https://ojs.aishe.org/index.php/aishe-j/article/view/414&nbsp ;

The WAC Clearinghouse. (n.d.). January 2024. Retrieved January 22, 2024, from https://wac.colostate.edu/repository/collections/continuing-experiments… ;

U-M Generative AI. (n.d.). Course and Assignment (Re-)Design. Retrieved January 22, 2024, from https://genai.umich.edu/guidance/faculty/redesigning-assessments&nbsp ;

Van Velzen, J. (2017). Metacognitive Knowledge: Development, Application, and Improvement. Information Age Publishing. https://content.infoagepub.com/files/fm/p599a21e816eb6/9781641130240_FM… . ISBN 9781641130226. 

Wylie, E. C., Gullickson, A. R., Cummings, K. E., Egelson, P., Noakes, L. A., Norman, K. M., Veeder, S. A., ... Popham, W. J. (2012). Improving Formative Assessment Practice to Empower Student Learning. Corwin Press.

Xu, X., Shen, W., Islam, A. A., et al. (2023). A whole learning process-oriented formative assessment framework to cultivate complex skills. Humanities and Social Sciences Communications, 10, 653. https://doi.org/10.1057/s41599-023-02200-0  

Yee, K., Whittington, K., Doggette, E., & Uttich, L. (2023). ChatGPT Assignments to Use in Your Classroom Today. UCF Created OER Works, (8). Retrieved from https://stars.library.ucf.edu/oer/8  

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We hope that you found these modules useful and engaging, and are better able to address AI chatbots in your teaching practice. Please continue to engage by joining or starting dialogues about AI within your communities. You might also take advantage of our peers across campus who are developing resources on this topic.

• Institute for Human-Centered Artificial Intelligence
• Accelerator for Learning
• Office of Innovation and Technology , Graduate School of Education

We are continuing to develop more resources and learning experiences for the Teaching Commons on this and other topics. We'd love to get your feedback and are looking for collaborators. We invite you to join the Teaching Commons team .

Learning together with others can deepen the learning experience. We encourage you to organize your colleagues to complete these modules together or facilitate a workshop using our Do-it-yourself Workshop Kits on AI in education. Consider how you might adapt, remix, or enhance these resources for your needs. 

If you have any questions, contact us at [email protected] . This guide is licensed under  Creative Commons BY-NC-SA 4.0 (attribution, non-commercial, share-alike) and should be attributed to Stanford Teaching Commons.

Unlocking Human-AI Potential

10 best practices for ai assignments in higher ed, by stephanie speicher.

Digital Fluency Faculty in Residence - Weber State University

In the early days of December 2022, late one night, under the cover of darkness, I eagerly typed “ChatGPT” into my Google search bar. I nervously and excitedly entered the world of AI, similar to when I walked into a candy store as a child and was bombarded with colors, flavors, and treats to pique my curiosity. However, just like the choices I would make in a candy shop, jumping into the realm of AI required thoughtful consideration.

Whether you’re enthusiastic, wary, or, as Dr. Flower Darby puts it, an AI realist, as faculty, it’s crucial to navigate AI in education with mindfulness. AI can undoubtedly enhance efficiency and accuracy, yet it lacks the essence of human intelligence and personal interaction. As we explore the integration of AI into our teaching, we must ask ourselves pivotal questions and consider strategies that align with human-centered pedagogy.

Table of Contents

• 1. Set Clear Learning Objectives

2. Choose the Right AI Tool for the Job

3. encourage experimentation and play, 4. acknowledge and teach voice, representation, access, and data privacy, 5. infuse collaboration and critical thinking, 6. personalized and differentiated learning.

• 7. Integrate with Existing Curriculum... and Start Small

8. Balance Theory and Practical Application

9. connect to future careers and professional opportunities, 10. emphasize human-ai interaction, 1. set clear learning objectives for ai assignments.

What strategies can you employ to communicate the learning objectives of AI assignments effectively, fostering a shared understanding among students and promoting engagement?

In the dynamic landscape of AI and education, a foundational step is to set crystal-clear learning objectives. Begin by delineating explicit learning outcomes and objectives for your AI assignments. What specific knowledge and skills do you want your students to acquire? The answer lies in the details of these objectives. This transparency provides a road map for students.

In a creative writing class, the learning objective is to introduce students to the possibilities of AI in enhancing storytelling. The clear objective is for students to explore and understand how AI tools can be used as creative partners in the storytelling process. The assignment involves creating a short story where students use AI-generated prompts or characters to add unique elements to their narratives. By setting this clear learning objective, you can guide students to appreciate the synergy between human creativity and AI assistance in storytelling.

Have students collaborate to define the learning objectives collectively; this will not only deepen their understanding but also build connections that mirror real-world collaboration.

How can you thoughtfully integrate a diverse array of AI tools into your curriculum, providing students with the tools needed to innovate, deepen their understanding of content, and generate new ideas?

The integration of AI tools into the educational landscape demands strategic decision-making. It’s not just about incorporating technology for the sake of it; it’s about selecting the right tool for the right purpose. As educators, our choices should align with the overarching goal of empowering students to innovate, comprehend content deeply, and spark creative ideas. When contemplating the integration of AI tools, consider the assignment’s complexity and purpose. For example, is the goal to enhance storytelling, generate visual art, or optimize code creation? Depending on the desired learning outcomes, select tools that resonate with the learning objectives. This thoughtful approach ensures that AI becomes a dynamic, purposeful component of the learning experience.

Introduce Adobe Firefly, an AI image-generation model, into a literature or art class. The objective is not only to showcase the capabilities of the tool but to explore creativity in visual storytelling. Students could use DALL-E to bring to life characters from literature or generate unique visual interpretations of a given theme. By aligning the tool with the curriculum’s learning outcomes, students not only engage with AI but also deepen their understanding of literature and art through a fresh lens.

To infuse authenticity into the AI learning experience, connect the concepts to real-world challenges. Foster a sense of purpose beyond the classroom by encouraging students to explore how the chosen AI tool can address broader societal issues. For instance, prompt discussions on how AI-generated art can be used to communicate complex ideas or evoke emotions on topics such as social justice or environmental sustainability. By grounding AI exploration in real-world relevance, students are not only learning about technology but are also contributing to meaningful conversations and solutions.

How can you foster curiosity and ignite a spirit of innovation in AI assignments, turning the learning process into an exploration of creativity and play?

The landscape of AI offers a playground of possibilities, and as educators, our challenge is to turn assignments into avenues for experimentation and discovery. We can empower students to delve into the world of AI, sparking curiosity and encouraging a playful approach to learning. To achieve this, provide students with opportunities to explore and experiment with AI tools. This not only nurtures a sense of play but also opens doors to unexpected discoveries and innovative thinking. By allowing room for experimentation, we enable students to tap into their creativity and uncover unique applications of AI that extend beyond initial expectations.

Rather than confining students to a rigid assignment, encourage them to play with the tools, experimenting with language, genres, and prompts. The goal is not just to complete a task but to explore the nuances of AI in crafting narratives. This playfulness can spark creativity and a sense of ownership over their work.

To partner with students in their AI learning journey, guide them intentionally in using AI tools with creativity. Encourage thoughtful exploration rather than aimless experimentation. By providing guidance and framing the exploration within a learning context, you can ensure that students purposefully engage with AI. This partnership transforms the learning process into a collaborative venture, where both educators and students contribute to the discovery and application of AI in innovative ways.

How can you cultivate a culture of ethical and responsible use of AI in your assignments, ensuring that students not only understand the technology but also its profound implications on voice, representation, access, and data privacy?

In the age of AI, understanding the ethical considerations surrounding its use is not just a prerequisite, it’s an imperative responsibility. As educators, our role goes beyond teaching the technical aspects of AI; we must instill in our students a deep awareness of the societal impact their creations may have. This best practice involves providing comprehensive background information on AI concepts while placing a strong emphasis on ethical considerations, including issues related to bias, privacy, and algorithmic fairness. To ensure the ethical and responsible use of AI, begin by offering a thorough understanding of its concepts. Place a spotlight on the ethical dimensions, discussing the potential biases that may emerge from data, the importance of privacy in AI-driven applications, and the broader implications of algorithmic decision-making on society.

Take, for instance, a class discussion that focuses on the impact of biased data on AI algorithms and its implications for society. By examining real-world cases where biased algorithms have perpetuated inequalities, students gain insight into the profound consequences of seemingly neutral technologies. This example serves as a gateway to exploring the ethical dimensions of AI in a tangible and relatable context.

To foster ethical use, extend the educational focus beyond the technical aspects. Cultivate digital citizenship skills by educating students on the broader societal impact of AI. Encourage critical thinking by prompting discussions on the ethical implications of AI technologies, emphasizing the importance of responsible decision-making.

Beyond technical proficiency, we should craft assignments that stimulate critical thinking, encourage collaboration, and inspire the generation of new ideas. Start by creating assignments that prompt students to evaluate the strengths and limitations of AI approaches, fostering a deeper understanding of the technology. This goes beyond surface-level comprehension, challenging students to engage in thoughtful analysis and consider the broader implications of their work.

Consider a scenario where students collaborate on a project to develop an AI-driven solution for a community issue. This could involve analyzing datasets related to local challenges, discussing ethical considerations, and collectively designing an application that addresses a real-world problem. This hands-on, collaborative approach not only sharpens technical skills but also encourages critical thinking and fosters a sense of collaboration.

Emphasize deep learning principles and the building of relationships among students. Provide opportunities for students to engage with information, synthesize it, and think critically about it, creating dynamic and enriching learning experiences. By fostering autonomy and creativity, educators empower students to generate their own ideas and content, transforming them from passive learners to active contributors in the learning process.

In what ways can you create AI assignments that accommodate various learning styles, ensuring an inclusive and engaging experience for all students?

One of the powers of AI lies in its ability to adapt and differentiate content for students. Begin by recognizing the unique strengths and challenges present among students. Tailor AI assignments to accommodate this spectrum, providing resources and support that cater to both novices and those with advanced skills and knowledge. This approach ensures that every student can actively engage with the material and learning experiences.

Consider an AI assignment where students are given the freedom to choose different formats for their work. This might include options such as written reports, presentations, or creative projects. By allowing this flexibility, students can align the assignment with their strengths and preferences. Beginners might find comfort in written reports, while those with advanced skills can showcase their proficiency through more complex creative projects. This adaptable framework not only accommodates diverse skill levels but also nurtures a sense of ownership over the learning process.

Go beyond adaptation and embrace co-creation. Encourage students to be active co-creators of their educational experience, providing opportunities for them to shape the direction of their learning. By promoting autonomy and creativity, educators enable students to take ownership of their education, transforming the classroom into a collaborative space.

7. Integrate with the Existing Curriculum . . . and Start Small

How might you identify the low-hanging fruit within your curriculum, pinpointing areas where AI integration can be introduced gradually and effectively?

Embarking on the integration of AI into the curriculum is a transformative journey that necessitates a thoughtful and gradual approach. The key is to start small, with one assignment, one idea, in one course, during one semester. This deliberate approach allows you to gauge impact, fine-tune strategies, and gradually expand the integration of AI into your teaching repertoire. Begin by exploring ways to align AI assignments with course topics and learning objectives.

In a literature course, start small by introducing a single AI assignment focused on creative writing. Students could use AI-generated prompts or tools to explore new narrative styles or even co-create stories with AI assistance. This limited yet impactful integration not only emphasizes storytelling but also serves as a gateway for students to witness the potential of AI in a familiar writing context.

Consider incorporating a feedback loop within the “start small” approach. Create channels for open communication with students, gathering their insights and experiences as they engage with the AI assignment. This feedback loop not only provides valuable information for fine-tuning future implementations but also fosters a collaborative and supportive learning environment.

In what ways can assignments be designed to encourage students to analyze the strengths and limitations of AI approaches critically, fostering a comprehensive understanding that goes beyond theoretical knowledge?

The integration of theoretical knowledge and practical application is the cornerstone of preparing students for the dynamic opportunities that lie ahead. To achieve this balance, we need to go beyond traditional teaching methods, designing assignments that prompt critical thinking and foster a deep understanding of AI principles through hands-on experiences. Begin by weaving theoretical knowledge into hands-on applications, creating assignments that serve as bridges between abstract concepts and real-world scenarios. This dynamic approach not only enhances students’ theoretical understanding but also equips them with the skills needed to apply this knowledge in practical settings.

Incorporating Socratic Seminars into the curriculum, creating a space for deep learning and critical thinking about the ethical aspects of AI. This method encourages students to engage in thoughtful discussion, challenging each other’s perspectives and promoting a deeper understanding of the ethical considerations surrounding AI. By integrating this theoretical exploration with practical discussions, students not only grasp theoretical concepts but also develop the analytical skills needed to navigate the ethical dimensions of technology.

To enhance the human aspect within the AI learning experience, emphasize deep learning principles and the building of relationships among students. Foster collaborative and enriching learning experiences by incorporating group activities or discussions that prompt students to engage with AI from diverse perspectives. By creating a collaborative atmosphere, we reinforce theoretical principles and nurture a sense of community and shared exploration among students, enriching their learning journey.

How might AI assignments be framed to encourage students to envision the real-world applications of their skills, fostering a sense of purpose and relevance beyond the classroom?

The integration of AI into education goes beyond the classroom; it’s about preparing students for the challenges and opportunities they’ll encounter in their future careers. To achieve this, connect AI assignments to relevant course topics, learning objectives, and the broader landscape of industry applications. Begin by guiding students to leverage digital technologies in addressing genuine problems, mirroring the challenges they are likely to face in their future professional experiences. Emphasize that AI tools extend beyond the classroom, showcasing their utility in tackling real-world issues. Frame assignments around authentic problems to enhance engagement and practicality, demonstrating the immediate applicability of AI concepts.

Consider designing an assignment that requires students to apply AI in addressing a current industry challenge, such as optimizing supply chain processes using predictive analytics. By connecting AI concepts to real-world applications, students not only gain practical experience but also understand the transferability of these skills to their future careers.

Provide opportunities for students to share their career goals and expectations, fostering a sense of individuality. This allows us to tailor assignments to students’ unique career paths and create a supportive environment that values and respects each student’s professional goals.

How can you guide students to view AI tools not as replacements for critical thinking and independent research but as creative partners, fostering collaborative learning and interdisciplinary perspectives in the process?

The integration of AI into education is an opportunity to emphasize the symbiotic relationship between humans and AI. Rather than relegating AI as a tool or resource, guide students to perceive AI as a creative partner, augmenting their capabilities and inspiring collaborative problem-solving. Encourage students to recognize that AI is not a substitute for critical thinking but a catalyst for it. Design assignments that create moments for collaboration. This approach enhances students’ ability to approach problems from different angles and mirrors the collaborative dynamics they are likely to encounter in professional settings.

Picture a marketing class in which the focus is on emphasizing the collaborative relationship between students and AI in crafting effective marketing campaigns. The objective is for students to leverage AI tools to enhance their marketing strategies rather than relying on them exclusively. Have students create a marketing campaign using AI-generated insights to refine their target audience, messaging, and content strategy. By framing the learning objective in this way, we can guide students to see AI as a valuable partner in the marketing process, amplifying their strategic thinking.

Facilitate open dialogue that explores students’ perceptions and concerns regarding the collaboration between humans and AI. Acknowledge the emotional and ethical dimensions of working with AI and create a space for students to express their thoughts. By incorporating their perspectives, we can co-create an environment that recognizes and respects the human side of the AI-human connection.

In conclusion, the potential of AI in education is vast, and as faculty, our responsibility is paramount in guiding students through this transformative journey. By aligning AI assignments with human-centered pedagogy, we not only prepare students for an AI-infused world but also enrich their skills in communication, collaboration, critical thinking, and reflection. As we explore these strategies, let’s remain innovative, brave, and humble, recognizing that the integration of AI allows us to be more human, more connected, and more creative in our teaching practices. The key lies in continual exploration, fostering curiosity, and embracing the symbiotic relationship between humans and AI to create a future of possibilities we can only imagine.

About the Author

Stephanie Speicher teaches courses that focus on instructional planning, assessment and curriculum theory. Throughout her career, she has had the opportunity to work in a variety of educational settings from traditional schools as a social studies teacher to a backpacking/rock climbing instructor for Outward Bound and most recently as a public charter school principal. For over twenty years, she has assisted teachers, administrators and other educational professionals to enhance their teaching, leadership and collaborative skills. Specifically, her research interests include preservice teacher agency development, the implementation of learning communities in the classroom and the bridging of social justice ideology into experiential education methodology. Stephanie lives in North Ogden, Utah with her husband, 2 daughters and a growing flock of backyard chickens.

• Darby, F. (2023, November 13). Why you should rethink your resistance to ChatGPT. The Chronicle of Higher Education.
• Furze, L. (2023, January 26). Teaching AI ethics.
• Gee, L. (2006). Human-centered design guidelines. In D. G. Oblinger (Ed.), Learning spaces.
• Westling, M. (2023, November 6). Bridging pedagogy and generative artificial intelligence. Faculty Club.

Learn more about ACUE’s AI Series , which equips educators with the foundational knowledge and skills needed to efficiently utilize AI.

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Robotics named defined that they help us in a remarkable way. The role of artificial intelligence in the robotics world is more than any other industry. Robots perform tasks on their own without pre-programmed. Humanoid robots are the best example of artificial intelligence in robotics.

• Artificial intelligence in Agriculture -

Artificial intelligence also supports agriculture too. Now , agriculture is also becoming digital by applying artificial intelligence as agriculture robotics. They can do crop monitoring, predictive analysis.

• Artificial intelligence in Education -

Artificial intelligence supports education too by automating grading systems so that teachers have more time to teach. Artificial intelligence chat boxes can communicate as a teaching assistant.

• Artificial intelligence in E-Commerce -

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Generative AI in your assignments

Can i use generative ai tools in my assignments.

Some subject coordinators may explicitly include information in your assessment guidance as to whether these kinds of tools may be used and how.  You must comply with the requirements of the assessment task – if you are unsure, check with your lecturer.

Tools such as AI chatbots can be helpful to explain concepts in different ways – this may help you to understand difficult concepts in your course.  Tools like ChatGPT can also potentially help you to think about an initial structure for an assignment: for example you might ask for section headings for a document based on your own notes, as a way to get started. 

In some cases, your lecturer may ask you to use ChatGPT or other generative AI tools as part of the assessment.  If this is the case, make sure that you understand how you are expected to use the tool and which parts of the work are expected to be your own original work.  If you are unsure, ask you tutor or lecturer for clarification. 

It is important to remember that when you submit an assignment or other assessment, you are taking responsibility for the content, and claiming it as your own work.  Whilst generative AI tools can be useful for helping you to understand a topic or structure your thinking, using them to write substantial parts of your work for you (where this is not explicitly required as part of the assessment) is academic misconduct and may have serious consequences for you.

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Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain. 

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on  how to use AI to keep up with important dates and  how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news. 

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media. 

And who knows -- maybe the students might actually enjoy it too.

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My solutions for the five assignments conducted as a part of the Artificial Intelligence (CS F407) course at BITS Pilani.

parthpatel002/AI_Assignments

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This repo contains my solutions for assignments of on-campus Artificial Intelligence (BITS F444) course.

The assignments are focussed on the following topics:

• Uninformed search techniques like BFS and IDS.
• Informed search techniques like hill climbing and simulated annealing.
• Game-Playing Algorithms: Min-max and Alpha-beta Pruning search.
• Solving Constraint Satisfaction Problem using backtracking and AC3 algorithms.
• Computing conditional probabilities in a Bayesian Network.

Note : Each assignment focusses on implementing the entire solution from scratch , with a strong emphasis on analysis of space and time complexity for each algorithm. Also, each solution contains a graphical-user interface for ease of use in choosing different options for running different algorithms.

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AI Tools For Assignment Writing: Smart Solutions for Students

AI in education is increasing day by day. Instead of blacklisting or downright rejecting AI, a lot of educational institutions and departments are trying to regulate and charter the use of AI for more efficiency.

That’s why AI’s use in the education market is projected to reach 3.68 billion by the end of 2023 . One of the main reasons behind that is the abundance of AI-based tools that students use. And the major reason behind students using those tools is fruitful assignment writing for academic success.

So, how do AI tools assist with academic writing? Moreover, what kind of tools do students use today to assist with their writing? All of these questions might look like they require us to look into an in-depth analysis of specific tools.

But we do not have to do that, as we will simply explore the best AI tools for assignment writing that prove to be smart solutions for students. So, let us get started.

Table of Contents

Understanding AI Tools for Assignment Writing

AI-based writing tools are not something uncommon for a lot of you out there. These AI tools can be assistants of various sorts, such as grammar checkers , paraphrasing tools , et cetera. The point is all or most of these tools employ AI and its latest algorithms to assist with writing.

Now, it is important to note that not all AI-based tools use the same sort of AI technology. Some use older AI techs, while others employ the latest GPT-3 and GPT-4 models. Today, the types of AI tools used in assignment writing can be narrowed down to:

• GPT-based chatbots like ChatGPT to generate ideas, research topics, or create outlines.
• Grammar correctors or tools for proofreading.
• And text readability analyzers and improvers.

But there are other types of tools too, which we will talk about in a minute. For now, it is important to understand that these AI-based tools can save a lot of time for students . They can help efficiently research topics without wasting time.

While they can also assist in creating outlines or generating ideas, headings, etc. Lastly, they can help correct issues like grammatical problems, duplicity issues, etc. Thus, the benefit of using AI-based tools is:

• Time efficiency.
• Higher productivity.
• And less effort.

Thus, allowing the students to be more productive without having to compromise on quality. That is why, instead of disarming students with these tools, a lot of educators and educational institutions promote and encourage the ethical use of Ai-based programs for better assignment writing.

Smart Solutions Offered by AI Tools: Real-World Examples and Case Studies

Smart solutions offered by AI tools in assignment writing can be broken down into four key aspects. The first is researching and gathering information. The other is language enhancement and grammar correction. And lastly, it can be used for plagiarism detection.

So, let us talk about these specific tools by analyzing how each one can help a student with assignment writing:

Automated Research

Research is one of the most stressful parts of assignment writing. According to studies, around 45% of all high school students say that they are stressed almost every day in school. That means that research can add more to the stress of a student.

Now, instead of focusing on manual research, students can use chatbots like ChatGPT and do their research like this:

As you can see, ChatGPT simplified a very complex subject in layman’s terms. Now, you can do additional information gathering like this:

And once again, this AI-based bot helps us understand a complex topic in much easier words.

Grammar Correction

Now grammar correction is one of the best things that AI offers. It is seamless and quick and helps writers do it quite efficiently. According to experts, the most common grammatical issue is the capitalization of words in academic writing.

 So, how does AI help with this? One can use viable grammar checkers.

Now what you see here is that red indicates the misspelled word, whereas blue indicates the use of the wrong word/term. So, here is what happens when you click “Fix Errors,”

And now it is perfected without any problems.

Plagiarism Detection and Originality Checking

Plagiarism detection and originality checking is another key aspect of assignment writing. To ensure originality before posting or to simply find the original source, writers can always try using a program like Plagiarism Checker by PrePostSEO . Here is how:

Then one can simply wait for the plagiarism checker’s result like this:

As you can see, this text is 100% plagiarized, as it is expected to be. But you can also find the source of this content by simply switching to the Matched Sources section:

This way, you can simply identify the parts of your assignment that might be plagiarized. But how do you go about fixing this? Let us talk about our next smart solution for assignment writing to find that out.

Rewriting/Revamping Text

Rewriting is a process where writers can remove plagiarism or simply revamp their content for a better outcome. Besides originality, rewriting helps with improved content tone, better readability, etc. Now, we have a plagiarized piece of text above.

So can AI-based rewriting remove it? Let us use Articlerewriter.net for that:

Now, does that remove plagiarism? Only one way to find out:

Now it may not be perfect, but 93% unique content is much better than 100% plagiarized content. But one trick can solve that issue, and that is by quoting or citing the original author—hence, avoiding plagiarism effectively with the help of Ai-based rewriting.

Paraphrasing & Quality Enhancement 

In our opinion, paraphrasing is one of the most important aspects of academic writing. When writing an assignment, students must rely on information, facts, and figures from other authors. This is where the risk of plagiarism occurs. Paraphrasing is restating already discussed ideas and information in different words and with a new perspective. 

For accurate paraphrasing assignment content, students can easily rely on AI-powered online paraphraser tools like Paraphrasetool.ai ! The academic phrasing mode of this tool is best for students who want to rephrase content without tampering with academic writing ethics and guidelines. 

Considerations and Limitations

Now there are always limitations and considerations that one should focus on when using AI tools. It is important to keep your own creative spark alive, and relying too much on AI tools will hinder that. Instead, it is better to use AI tools as an extension of your arm rather than a replacement for it.

That is why two main things should always be kept on priority:

• Ethical and responsible use of AI.
• And limitations in place to avoid issues.

For instance, writers should not just fire up an article rewriter and then copy and paste another writer’s content until it is original. Instead, they should write their own, check for plagiarism, and if they find any, remove it, as shown in the process above.

Recommendations for Students

Now before we sign off, it is important to talk about a few tips and tricks that will help writers with AI tools for assignment writing. All of the tools mentioned above can be very helpful, but they will be even better if they are used with the following tips:

• Using article rewriter for more than just removing plagiarism, i.e., correcting content tone, improving readability, etc.
• Using a plagiarism checker to not only find duplicity but also locate the original source for citation.
• Using a grammar checker to create flawless content.
• And using AI-based chatbots to create unique ideas, outlines, and research thoroughly.

Thus, it will ensure that you are making the most of AI’s smart solutions and writing high-quality assignments without any issues.

Future Implications and Conclusion

These are some of the key essentials of AI and how it can provide smart solutions to students around the globe . It is important to focus on using these tools responsibly and prompting them only when you are in dire need.

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🤖 AI Homework Assignment Generator

Unlock the academic excellence you dream of with the power of AI! Streamline your studies with the Homework Assignment generator.

Do you remember those sleepless nights filled with stacks of books, research papers, deadline pressure, and nerve-wracking concern over how to get scoops beyond your peers? We all do. Say goodbye to academic pressure and utilize the power of technological advancement to make your homework assignments a breeze.

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What Is a Homework Assignment?

A homework assignment is a task assigned by educators as an extension of classroom work typically intended for students to complete outside of class. Written exercises, reading and comprehension activities, research projects, and problem-solving exercises are a few examples of homework varieties.

However, the primary goal remains the same: to develop the learner’s understanding of a specific topic or subject, enhance their skills, complement their learning, and prepare them for subsequent class sessions.

Why Use a Homework Assignment Generator?

A homework assignment generator plays a crucial role in not only simplifying students’ academic life but also enhancing their learning journey. Here are a few reasons:

• Efficient Time Management: Unlike students, an AI-powered generator doesn’t procrastinate. It helps quickly provide homework outlines, ideas, and solutions, leaving you plenty of time for other tasks.
• Quality Content: Drawing from a vast database of resources, this generator assures top-notch content. It furnishes well-researched and factually correct information, ensuring your assignment stands out.
• Ease of Use: No complex instructions. Just input your assignment topic, and behold the AI unfolds its magic, rendering high-quality content almost instantly.
• Learning Aid: This tool should not replace learning but aid it. It brings clarity by simplifying complex topics, making them more comprehensive and easier to grasp.

In conclusion, the Homework Assignment generator aims to transform your academic life. Its primary objective is not to eliminate homework but to streamline it, making it less stressful and more rewarding. It is designed to support, not replace, the traditional teaching-learning method, highlighting what is essential for success: understanding, skill enhancement, and knowledge application. Embrace this new era of learning where technology complements traditional education, and step into the future of academic excellence.

How To Use This AI Generator:

• Click “Use Generator” to create a project instantly in your workspace.
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AI checker provides insight into writing as the learning process evolves

Turnitin’s AI content checker helps educators, publishers, and researchers identify when an AI writing tool such as ChatGPT or text spinners may have been used in students’ submissions.

Academic integrity in the age of AI writing

Over the years, technology has supported and tested academic integrity. Today, educators and students face a new frontier with AI-generated text and ChatGPT.

We believe that AI models can be positive forces that, when used responsibly, can support and enhance the learning process. We also believe that equitable access to AI tools is vital. We’re working with educators and students to develop technology that can support and enhance the learning process. However, it’s important to acknowledge new challenges alongside the opportunities.

We recognize that educators need to know when and where students have likely used AI writing tools. That’s why we now offer an AI content detector and more capabilities for educators in our products.

Our AI checker provides valuable insights on how much of a student’s submission is authentic, human-written content versus likely AI-generated from ChatGPT or likely AI-generated and likely AI-paraphrased.

Reporting identifies likely AI-written content or likely AI-paraphrased text and provides information educators need to determine their next course of action. We’ve designed our AI essay checker with educators, for educators.

Our AI essay detector complements our similarity checking workflow and is integrated with your LMS, providing a seamless, familiar experience.

Our AI content detection capability, which is available with Originality, helps educators detect likely AI-generated content in student work while also safeguarding students’ interests.

Turnitin ai innovation lab.

Welcome to the Turnitin AI Innovation Lab, a hub for new and upcoming product developments in the area of AI writing. You can follow our progress on detection initiatives for AI-written content, ChatGPT, and AI paraphrasing.

Understanding the false positive rate in our AI sentence detection capabilities

We’d like to share more insight into our false positive rate and tips on using our AI detection tool and data-driven metrics.

Understanding false positives within our AI checker

We’d like to share some insight into how our AI detection model deals with false positives and what constitutes a false positive.

Have questions? Read these FAQs on our AI writing checker capabilities

Helping solve the ai writing puzzle — one piece at a time.

AI-generated text has transformed every aspect of our lives, including the classroom. However, detecting likely AI-generated content in students’ submissions is just one piece in the broader, complex, ever-evolving AI writing puzzle.

Research corner

Check out the links below if you’re interested in the additional research we performed against English Language Learners and what an independent research study has revealed about Turnitin's AI-writing detection capabilities.

Research shows our AI scanner shows no statistically significant bias against English Language Learners

• In response to customer feedback and papers claiming that AI detector tools are biased against writers whose first language is not English, we expanded our false positive evaluation to include writing samples of English Language Learners (ELL). We tested another nearly 2,000 writing samples of ELL writers.
• We found that in documents meeting the 300-word count requirement, ELL writers received a 0.014 false positive rate, and native English writers received a 0.013.
• This means that there is no statistically significant bias against non-native English speakers.

Independent research shows the “Turnitin [AI writing detector] achieved very high accuracy”

• Two of the 16 detectors, Turnitin and Copyleaks, correctly identified the AI- or human-generated status of all 126 documents, with no incorrect or uncertain responses.
• Three AI text detectors — Turnitin, Originality, and Copyleaks — have very high accuracy with all three sets of documents examined for this study: GPT-3.5 papers, GPT-4 papers, and human-generated papers.
• Of the top three detectors identified in this investigation, Turnitin “achieved very high accuracy” in all five previous evaluations. Copyleaks, included in four earlier analyses, performed well in three of them.

Teaching in the age of AI writing

As AI text generators like ChatGPT quickly evolve, so will educator resources. Curated and created by our team of veteran educators, our resources help educators meet these new challenges. They’re built for professional learning and outline steps educators can take immediately to guide students in maintaining academic integrity when faced with AI writing tools.

A guide to help educators determine which resource is more applicable to their instructional situation: the AI misuse checklist or the AI misuse rubric.

A guide sharing strategies educators can consider to help when confronted with a false positive.

A guide sharing strategies students can consider to help when confronted with a false positive.

The Turnitin Educator Network is a space to meet, discuss and share best practices on academic integrity in the age of AI.

Learn more about ai writing in our blog.

Written by experts in the field, educators, and Turnitin professionals, our blog offers resources and thought leadership in support of students, instructors, and administrators. Dive into articles on a variety of important topics, including academic integrity, assessment, and instruction in a world with machine learning algorithms and artificial intelligence.

In this blog post, we’re going to address frequently asked questions about AI writing tool misuse for students. Specifically, what does AI writing tool misuse look like? How can you self-check to make sure you’re using AI writing tools properly?

Stay up to date with the latest blog posts delivered directly to your inbox.

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Never miss an update or announcement. Visit our media center for recent news coverage and press releases.

Cheat GPT? Turnitin CEO Chris Caren weighs in on combating A.I. plagiarism | CNBC Squawk Box

Since the inception of AI-generated writing, educators and institutions are learning how to navigate it in the classroom. Turnitin’s CEO Chris Caren joins ‘Squawk Box’ to discuss how it is being used in the classroom and how educators can identify AI writing in student submissions.

Trouble viewing? View the video on YouTube or adjust your cookie preferences .

Some U.S. schools banning AI technology while others embrace it | NBC Nightly News

ChatGPT, an artificial intelligence program, can write college-level essays in seconds. While some school districts are banning it due to cheating concerns, NBC News’ Jacob Ward has details on why some teachers are embracing the technology.

BestColleges

Artificial intelligence, it seems, is taking over the world. At least that's what alarmists would have you believe . The line between fact and fiction continues to blur, and recognizing what is real versus what some bot concocted grows increasingly difficult with each passing week.

ThriveinEDU Podcast

On this episode of the ThriveinEDU podcast, host Rachelle Dené Poth speaks with Turnitin’s Chief Product Officer Annie Chechitelli about her role in the organization, her experience as a parent with school-age children learning to navigate AI writing, and the future of education and original thought.

District Administration

Following the one year anniversary of the public launch of ChatGPT, Chief Product Officer Annie Chechitelli sits down with the publication to discuss Turnitin’s AI writing detection feature and what the educational community has learned.

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• Do ionic bonds occur between atoms from adjacent groups?
• Why are the melting point and boiling point of graphite so remarkably high?
• Which statement is INCONSISTENT with Dalton's atomic theory?
• What is Ka for #HClO_4#?
• How do you rank Bronsted acids?
• Which is the stronger acid in each of the following pair #H_2SeO_3# or #H_2SeO_4#?
• Which is the stronger acid in each of the following pair #HBrO_2# or #HBrO#?
• How do you draw the cis and trans isomers for 1-ethyl-3-methylcyclobutane?
• How does a hydrolysis reaction separate a polymer into its monomers?
• Why are there cis and trans isomers?
• What does it mean for a molecule to be optically active?
• What is the most stable conformer for 3,3-dimethylhexane, viewed along the #C_3-C_4# bond using Newman projections?
• Which group contains a chiral carbon? #A.# #"1-bromopropane"#. #B.# #"2-bromopropane"#. #C.# #H_3C−CH_2CHBrCH_2CH_3#. #D.# #"cyclohexyl bromide"#

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