The few students who have chosen not to use AI tools did not mention confidence problems – they simply preferred traditional study methods or have felt sufficiently confident with their existing notes. As a student said, they “like to write everything by hand” to help memorization.
In the collaboration execution process, the professor was able to discuss the safe and appropriate use of the generative AI with the class. He provided a forum to teach students the traps and warnings of use of AI, such as the incorrect questions found, as well as on the way students can safely use AI to increase their learning, in particular by involving teachers or other professionals. Previously, students who used AI did so without knowledge of teachers and, thanks to this experience, they could see the usefulness of having surveillance and comments when using the AI.
This type of student-faculty collaboration could change the situation of the way in which educational establishments tackle the integration of AI. He demonstrates that when teachers and students associate themselves to implement AI tools, the results can be both practical and powerful. The best part? The whole configuration has used free and widely available platforms, making it a model that other institutions could easily adopt.
In the current debate on AI in education, this model offers refreshing common ground – showing how AI can improve learning while maintaining academic integrity through the faculty. For the online class and beyond, it could be the necessary prescription for a successful integration of AI in higher education.
Student comments
“I love the fact that the professor examined the questions before publishing the set. I would not use it by myself without teacher advice ”.
“I think my teacher had done an excellent job by providing us with a question of perfect quiz through Gai after examining.”
“It is important that a teacher or a person who knows the subject must go through the question of the quiz that the gay generates”.
“I really like them, they were honestly so useful and I wanted each class to do it!”
The few students who have chosen not to use AI tools did not mention confidence problems – they simply preferred traditional study methods or have felt sufficiently confident with their existing notes. As a student said, they “like to write everything by hand” to help memorization.
In the collaboration execution process, the professor was able to discuss the safe and appropriate use of the generative AI with the class. He provided a forum to teach students the traps and warnings of use of AI, such as the incorrect questions found, as well as on the way students can safely use AI to increase their learning, in particular by involving teachers or other professionals. Previously, students who used AI did so without knowledge of teachers and, thanks to this experience, they could see the usefulness of having surveillance and comments when using the AI.
This type of student-faculty collaboration could change the situation of the way in which educational establishments tackle the integration of AI. He demonstrates that when teachers and students associate themselves to implement AI tools, the results can be both practical and powerful. The best part? The whole configuration has used free and widely available platforms, making it a model that other institutions could easily adopt.
In the current debate on AI in education, this model offers refreshing common ground – showing how AI can improve learning while maintaining academic integrity through the faculty. For the online class and beyond, it could be the necessary prescription for a successful integration of AI in higher education.
Student comments
“I love the fact that the professor examined the questions before publishing the set. I would not use it by myself without teacher advice ”.
“I think my teacher had done an excellent job by providing us with a question of perfect quiz through Gai after examining.”
“It is important that a teacher or a person who knows the subject must go through the question of the quiz that the gay generates”.
“I really like them, they were honestly so useful and I wanted each class to do it!”
The few students who have chosen not to use AI tools did not mention confidence problems – they simply preferred traditional study methods or have felt sufficiently confident with their existing notes. As a student said, they “like to write everything by hand” to help memorization.
In the collaboration execution process, the professor was able to discuss the safe and appropriate use of the generative AI with the class. He provided a forum to teach students the traps and warnings of use of AI, such as the incorrect questions found, as well as on the way students can safely use AI to increase their learning, in particular by involving teachers or other professionals. Previously, students who used AI did so without knowledge of teachers and, thanks to this experience, they could see the usefulness of having surveillance and comments when using the AI.
This type of student-faculty collaboration could change the situation of the way in which educational establishments tackle the integration of AI. He demonstrates that when teachers and students associate themselves to implement AI tools, the results can be both practical and powerful. The best part? The whole configuration has used free and widely available platforms, making it a model that other institutions could easily adopt.
In the current debate on AI in education, this model offers refreshing common ground – showing how AI can improve learning while maintaining academic integrity through the faculty. For the online class and beyond, it could be the necessary prescription for a successful integration of AI in higher education.
Student comments
“I love the fact that the professor examined the questions before publishing the set. I would not use it by myself without teacher advice ”.
“I think my teacher had done an excellent job by providing us with a question of perfect quiz through Gai after examining.”
“It is important that a teacher or a person who knows the subject must go through the question of the quiz that the gay generates”.
“I really like them, they were honestly so useful and I wanted each class to do it!”
