Guidance for teachers in five steps

Step 1: Explore

It can be very helpful to start using generative AI if you’re not already doing so. This will give you an idea of the product’s capabilities. You don’t have to make a permanent commitment to start using generative AI products – you can start and stop whenever you want.

We recommend that you try the text-based tool called Copilot, which LU employees and students can use as part of the Microsoft Office 365 subscription. Unlike some GenAI products, Copilot doesn’t save your data. 

Open Copilot in your web browser – copilot.microsoft.com

You can just try asking questions to see what outputs you get. Don’t get frustrated if the outputs are unfocused and wrong, but try making your questions more specific to get more detailed outputs. You can also try asking for outputs in different styles, or suitable for different people.

An introduction to GenAI can be found in Kompetensportalen.

Introduction to generative AI in Kompetensportalen

Step 2: Educate yourself

Step two is to educate yourself about the products in your professional context. Use your networks to find out what's happening in your subject area locally, nationally and internationally. How are the products being used there, and what does it mean for research and teaching? Read the principles on GenAI use at LU and find out if you have a local policy.

Policy on Principles for the Use of Generative AI at Lund University (pdf, 366 kB, opens in a new tab)

Our Canvas course on GenAI-products in education at LU covers a range of different challenges and applications. The course has a lot of examples of activities you can try out.

The Canvas course Generative AI-tools in education at LU (in English) – canvas.education.lu.se

Step 3: Review learning objectives

After exploring and learning about the tools, you may need to review the students' learning objectives in your course or program and think about the potential impact of GenAI use. 

For example, if it's essential for your students to develop writing skills, it may be necessary to clarify how GenAI products may be used and possibly prohibit them in examination. On the other hand, if it's crucial for your students to learn how to use GenAI products because they will be essential in your field, it may need to be included in the learning objectives. The Canvas course has more detailed guidance on managing your examinations. Check with your study director whether you have departmental guidelines to share with students.

If you need support from other teachers, there is also a forum for sharing experiences on Teams.

Teams channel GAI Tools and Teaching at LU – teams.microsoft.com

Step 4: Inform your students

Once you have reviewed learning objectives and made decisions about the use of GenAI products in teaching, you must inform your students. Be clear about whether and, if so, how students can use GenAI products in their work. It is also important to inform students about the consequences of unauthorized use of GenAI products:

• Getting feedback on something they didn't produce yourself is not developmental and takes time from teachers and peers – respect each other’s time and effort.
• Improving texts with GenAI can hinder the development of their own writing competence.
• Misleading or cheating with the help of GenAI can lead to warnings or suspensions.

Feel free to advise your students to read the text below.

Things to keep in mind before asking AI for help - campusonline.lu.se/en

Step 5: Test and Evaluate

By now, you may want to change something in your course. With any new teaching technique, it is wise to first test on a small scale and then evaluate. For a semester, for example, you might forbid GenAI products in examinations but try using them in the classroom for specific tasks, or vice versa. Test something, evaluate with your students and colleagues, and then consider your next steps. There are ideas in the Canvas course and in this free book.

GenAI in Higher Education: Redefining Teaching and Learning – bloomsburycollections.com