Teaching and Learning in an Era of Generative AI

This resource provides some considerations and suggestions around designing assessments in response to the growing prevalence of artificial intelligence tools that can generate text, such as ChatGPT and Bing AI. There are also tools that can generate images, such as Midjourney, Stable Diffusion, and DALL-E, but at the moment this resource is only focused on tools that generate text.

Please note that this resource is a work in progress. We welcome your feedback and your input to further document it and make it valuable for your teaching. In particular, we are looking for examples from UBC instructors to include in the sections on assessment design. If you are willing to share an example of how you’re designing activities and assessments either using, or mitigating the use of generative AI, please let us know by filling in our contact form!

Learn about prompting:

Future Events: events the CTLT is facilitating around GenerativeAI.

AI Tools

Learn about what these tools are and what they can do.

Ethics and privacy

Discover the impact of these tools on privacy and other ethical considerations.

Academic integrity

Understand the ways in which AI tools and academic integrity can co-exist.

Communicating with students

Discover ways to discuss AI tools with students and whether they can be used in courses.

Designing assessments

Get suggestions on designing assessments that mitigate or encourage the use of AI tools in your teaching.

Additional resources

Access publications, resources and samples on how generative AI tools can be used in higher education.

The field of generative AI is rapidly changing and evolving, with new tools or revisions to existing ones released almost weekly. The capabilities and limitations that exist now may be different in a few months.

Generative AI can bring significant changes to the teaching and learning landscape, and it takes time to learn and respond. It’s not necessary to try to keep up with all of these developments, or to change courses radically in response. Small steps such as talking with students about these tools, and possibly making a minor change to one activity could make a big difference.

Sources of further support and ideas abound; including in the Resources section we have provided some further resources. In addition, it’s helpful to reach out to colleagues in your unit or discipline, as many are likely also thinking about generative AI and how to address it in their classes. The Centre for Teaching, Learning, and Technology is also here to help; please contact us if you would like further suggestions or advice for your particular teaching context.