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1 | Use this form to submit resources you'd like to see added to the repository | |||||||||||||||||||||||||
2 | Title (w/ link) | Type of Resource | Description | Primary Topic | Secondary Topic | Creative Commons? | Additional Notes | |||||||||||||||||||
3 | AI Colonialism | Article Series | From MIT Technology Review, investigates how AI is enriching a powerful few by dispossessing communities that have been dispossessed before. | Ethical Use | Decolonization/Indigenization | No | ||||||||||||||||||||
4 | How Will Artificial Intelligence Change Higher Ed? | Article Series | From the Chronicle of Higher Education, provides perspectives from 12 educators and administrators about how AI could change higher education | Speculative | Instructor Perspective | |||||||||||||||||||||
5 | What To Do If You Are Falsely Accused of Cheating with AI | Article/post | Advice for students on what to do if they are falsely accused of using AI tools to cheat. Includes helpful information to proactively share with students (e.g., retaining evidence of their work). | Academic Integrity | Student Resource | No | ||||||||||||||||||||
6 | Prior to (or instead of) using ChatGPT with your students | Article/post | Offers activity suggestions for instructors to do with their students prior to or instead of directly using ChatGPT | Ethical Use | Instructional Design | No | ||||||||||||||||||||
7 | A Blueprint for an AI Bill of Rights for Education | Article/post | From Critical AI, proposed blueprint for educators and students that builds on the Biden administration’s“Blueprint for an AI Bill of Rights | Ethical Use | AI Literacy | No | ||||||||||||||||||||
8 | Assignment Makeovers in the AI Age: Reading Response Edition | Article/post | Work-through of different ways to modify reading responses based on Ethan Mollick’s suggestions in “The Homework Apocalypse” | Instructional Design | Instructor Perspective | No | ||||||||||||||||||||
9 | Assignment Makeovers in the AI Age: Essay Edition | Article/post | Work-through of different ways to modify essay assignments based on Ethan Mollick’s suggestions in “The Homework Apocalypse” | Instructional Design | Instructor Perspective | No | ||||||||||||||||||||
10 | I'm a Student. You Have No Idea How Much We're Using ChatGPT | Article/post | From the Chronicle of Higher Education, provides student perspective on the frequency and extent of their useage of AI tools | Student Perspective | | No | Require creation of free account to access article | |||||||||||||||||||
11 | Teaching the Machine: Faculty weigh in on AI in the classroom | Article/post | Reporting on survey results from Academica (May 2023), faculty and educational staff working in Canadian higher ed describe their experiences with AI technologies (particularly ChatGPT) in the classroom | Instructor Perspective | | No | ||||||||||||||||||||
12 | 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence | Article/post | Thinking about the impact of artificial intelligence on writing, Sarah Eaton contemplates the future of plagiarism and academic integrity and introduces the idea of life in a postplagiarism world. She proposes 6 tenets that characterize the post-plagiarism age. | Academic Integrity | | CC BY NC SA | ||||||||||||||||||||
13 | LLM Data Collection Practices | Article/post | Compilation of data collection practices for OpenAI, Google, Microsoft, Anthropic, including what data/information is collected and advice on how to make your data more secure | Ethical Use | Privacy | |||||||||||||||||||||
14 | What Happens When a Novice Writer Asks ChatGPT for Editing Advice? | Article/post | Describes a ChatGPT writing test performed by Jane Rosenzweig, Director of the Harvard College Writing Center to mimic what happens when a novice writer uploads an essay to ChatGPT for feedback and then has to decide what to do with that feedback | AI Performance | Instructional Design | No | Suggestions include i) we need to know what kinds of output students are likely to get and what they can or will do with it; ii) before designing writing assignments that ask students to use generative AI, we should have a clear sense of what we want them to learn from those exercises. | |||||||||||||||||||
15 | The Unreasonable Effectiveness of Eccentric Automatic Prompts | Article/post | Assess the performance of 60 combinations of system message snippets, tested with and without Chain of Thought prompting, across three models. Show that employing an automated prompt optimizer is the most effective method for enhancing performance; the highest-scoring, automatically-optimized prompt exhibits a degree of peculiarity far beyond expectation | Prompting | AI Performance | No | ||||||||||||||||||||
16 | One Useful Thing | Blog | Ethan Mollick’s website that translates research into succinct and practical advice/commentary, covering One Useful Thing in each post. Focused on AI, and its impacts on work and education | General Knowledge | | No | ||||||||||||||||||||
17 | How Can College Students with Diverse Neurotypes Harness AI? | Chapter | Describes how learners with ADHD, anxiety, and/or autism could use AI to enhance their learning experience, with example prompts/suggestions | Accessibility | Student Resource | CC BY NC ND | ||||||||||||||||||||
18 | GPT Trainer | Chatbot Builder | Build your own AI chatbot using your own data which it references to respond to queries. No coding required. Possible applications - create a chatbot to respond for a large course to field commonly asked questions | AI Design | | No | Requires you to create an account. Free version allows 1 chatbot w/ 100 MB of storage space | |||||||||||||||||||
19 | AI in Education | Course | Canvas course for students, built by students, to provide ways you can use generative artificial intelligence productively and responsibly as part of your learning journey in university | AI Literacy | Student Resource | CC BY NC | ||||||||||||||||||||
20 | Practical AI for Instructors and Students | Course | Five-part course that provides an overview of AI large language models for educators and students, showing how to use AI to make teaching easier/ more effective and how students can use AI to improve their learning | General Knowledge | AI Literacy | No | ||||||||||||||||||||
21 | Destination AI | Course | Course for anyone who wants to know what artificial intelligence is, understand how it works, and learn more about it. The course is free. | General Knowledge | | Open source (CC BY SA) | ||||||||||||||||||||
22 | Introductory Course on Generative AI and Prompt Engineering | Course | Learn how to use ChatGPT and other AI tools to accomplish your goals using our free and open source curriculum, designed for all skill levels | Prompting | AI Literacy | Open source curriculum | ||||||||||||||||||||
23 | AI Observatory | Directory/Library | Compilation of HigherEd institutions' policies and guidelines around AI within Canada and internationally | Policy | Academic Integrity | No | ||||||||||||||||||||
24 | There's An AI For That | Directory/Library | Directory of thousands of AI that's regularly updated. Organized by featured, launch date, most saved, etc.. Includes AI community chat board | AI Directory | | No | ||||||||||||||||||||
25 | GenAI Chatbot Prompt Library for Educators | Directory/Library | Prompts for: lesson plans, rubrics, discussion questions, quizzes, syllabi, formative assessments, etc. | Instructional Design | Prompting | No | ||||||||||||||||||||
26 | TextGenEd: An Introduction to Teaching with Text Generation Technologies | Directory/Library | A collection of writing-related assessments. All assignments include a description of how students responded, reflections from the instructors, and detailed implementations. Assignments are organized according to learning goals relevant to writing: rhetorical engagements; AI literacy; ethical considerations; creative explorations; and professional writing | Instructional Design | Discipline-Specific | CC BY NC | Instructors must have taught using the assessment at least once. | |||||||||||||||||||
27 | AI Assignment Library | Directory/Library | Library of assignments designed to advance student learning in the context of the new information environment created by GenAI, searchable by discipline, course level, or student learning outcomes | Instructional Design | Multiple Disciplines | Varies | Individual assignments have different CC licenses | |||||||||||||||||||
28 | University Policies and Guidelines for Generative AI | Directory/Library | Compilation of GenAI policies at higher education institutions in Canada & the US | Policy | | |||||||||||||||||||||
29 | 100+ Creative Ideas to Use AI in Education | Directory/Library | Crowdsourced instructional activity ideas for using GenAI in the classroom. Each slide describes a different activity, including information about: the instructor, the general idea, the context, what the instructor is aiming to achieve, where the inspiration comes from, and links to additional information | Instructional Design | Instructor Perspective | CC BY NC SA | ||||||||||||||||||||
30 | Learn with AI - Strategies | Directory/Library | Compilation of strategies for discouraging or adapting generative AI to the classroom | Instructional Design | Instructor Perspective | May vary by individual activity | ||||||||||||||||||||
31 | ChatGPT/LLM Errors | Directory/Library | A spreadsheet of mistakes in ChatGPT output moderated by Davis, Hendler, Hsu, Leivada, Marcus, and Witbrock (ongoing) | AI Performance | | No | ||||||||||||||||||||
32 | AI Text Generators: Sources to Stimulate Discussion Among Teachers | Directory/Library | Extensive list of resources crowdsourced and compiled by Anna Mills. Topics include AI Text Generators/Large Language Models, Implications for Higher Ed Writing Assignments, Student Perspectives and Marketing to Students, Scholarly Writing on AI in Higher Education, Short Pieces on the General Topic of AI, Books on AI in General, etc. | General Knowledge | | CC BY NC | Useful for deep dive on AI | |||||||||||||||||||
33 | The Sentient Syllabus Project | Directory/Library | A public good collaborative that aims to create practical and actionable advice for university educators. | Instructional Design | | CC BY NC SA | ||||||||||||||||||||
34 | AI Classroom Challenge | Directory/Library | Compilation of student use cases of an existing AI tool, including a critical evaluation of its impact on learning and justification or challenge of its use | Student Resource | | No | ||||||||||||||||||||
35 | Academic Integrity Lessons: Practical Ideas for Teaching, Learning, and Assessment | Directory/Library | Contains open-access lesson plans with a positive orientation to academic integrity, focusing on building skills and competencies, rather than focusing on consequences for committing academic misconduct. | Academic Integrity | Instructional Design | CC BY NC SA | ||||||||||||||||||||
36 | Exploring AI Pedagogy: A Community Collection of Teaching Reflections | Directory/Library | Crowdsourced space that allows educators to share their reflections on experimenting with ways to teach about it and use AI in the classroom. Includes several dozen examples. Each reflection includes a description of the experiment, the results, relevant resources, and contact info | Instructional Design | | An initiative out of MLA-CCCC Joint Task Force on AI and Writing | ||||||||||||||||||||
37 | AI in Education | Discussion Group | Google Group established by Daniel Stanford in January 2023 to foster conversations and collaborations around the impact of artificial intelligence on teaching and learning. Over 1000 members as of summer 2023. | General Knowledge | | No | Active list serv; monthly meetings | |||||||||||||||||||
38 | COED GenAI CoP | Discussion Group | Google Group established in August 2023 to foster conversations and connections between Canadian educational developers | General Knowledge | | No | Meetings are planned for twice per term | |||||||||||||||||||
39 | Responsible Artificial Intelligence: A Guide for Deliberation | Guidebook | Provides an introduction to deliberation on ethics of AI, and includes definitions, illustrations, and case studies to help create a common language. Aims to equip communities to organize their own deliberations on AI and the deployment of digital technologies in their social environment. | Ethical Use | | No | ||||||||||||||||||||
40 | Generative Artificial Intelligence in Teaching and Learning at McMaster University | Guidebook | A guidebook for educators on the capabilities, limitations and possibilities of generative AI in teaching and learning at McMaster University. Includes interactive activities to walk instructors through assessment redesign | General Knowledge | Instructional Design | CC BY | Created in Pressboks - easily cloned/adapted | |||||||||||||||||||
41 | ChatGPT and Bing: A Practical Guide | Guidebook | Guide for using AI professionally and in higher education. Organized by specific uses/tasks with example response prompts and outputs. Includes basic principles for interacting with AI | Prompting | AI Literacy | No | ||||||||||||||||||||
42 | ChatGPT in Higher Education | Guidebook | Explores the positive integration of AI in academia and the ways that it might enhance pedagogy, research, and professional development. Includes guidance with numerous examples of how to use ChatGPT to complete different instructional design tasks. | Instructional Design | | CC BY | Created in Pressboks - easily cloned/adapted | |||||||||||||||||||
43 | Some Harm Considerations of LLMs | h5p | Image hotspot that summarizes key harm considerations around LLMs. Each hotspot includes multiple references and identifies relevant harms | Ethical Use | | CC BY NC SA | ||||||||||||||||||||
44 | It's Time to Rethink Plagiarism and Cheating | Infographic | Infographic that asks instructors to assess different scenarios of using AI for relevance, use in the workplace, and whether it constitutes "cheating" | Academic Integrity | Instructional Design | No | ||||||||||||||||||||
45 | Bloom's Taxonomy Revisited | Infographic | Reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for GenAI tool capabilities and distinctive human skills | Instructional Design | | CC BY | ||||||||||||||||||||
46 | Testing of Detection Tools for AI-Generated Text | Journal Article | The paper examines the general functionality of detection tools for artificial intelligence generated text and evaluates them based on accuracy and error type analysis | AI Detection | | No | ||||||||||||||||||||
47 | Can AI-Generated Text be Reliably Detected? | Journal Article | Shows, both empirically and theoretically, that AI detectors are not reliable in practical scenarios. | AI Detection | | No | Article pre-print, available June 2023 | |||||||||||||||||||
48 | GPT Detectors are Biased Against Non-Native English Writers | Journal Article | Evaluate the performance of several widely-used GPT detectors using writing samples from native and non-native English writers. Key findings: detectors consistently misclassify non-native English writing samples as AI-generated; simple prompting strategies can mitigate this bias and effectively bypass GPT detectors | AI Detection | | No | Published April 2023 | |||||||||||||||||||
49 | Evaluating the Effectiveness of Turnitin’s AI Writing Indicator Model | Journal Article | Conducted a test of Turnitin’s AI-generated text detector using a mix of human-generated texts, AI-generated texts, disguised AI-generated texts, and hybrid texts. Key findings: does a reasonably good job of correctly identifying texts that are entirely or nearly entirely written by humans (Note: the tool is more accurate in identifying human-generated text by design), with a 14% error rate in detecting AI generated text; its ability to identify AI-generated texts that had been “disguised” was not impressive; generally found that Turnitin's flag reports are inaccurate and can't be relied upon | AI Detection | | No | ||||||||||||||||||||
50 | Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices | Journal Article | Examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in law, philosophy, education, and sociology (three levels of prompt adaptation). Key findings: found a passing rate range across the cohort (37.5 − 85.7%) and a chatbot-written suspicion range (14–23%); identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts | AI Performance | Multiple Disciplines | No | ||||||||||||||||||||
51 | ChatGPT Goes to Law School | Journal Article | Used ChatGPT to generate answers on four exams at the University of Minnesota Law School (without adapting prompts). Key findings: ChatGPT performed on average at the level of a C+ student, achieving a low but passing grade in all four courses; offer prompt engineering guidance for legal writing | AI Performance | Discipline-Specific | No | ||||||||||||||||||||
52 | Would Chat GPT3 Get a Wharton MBA? | Journal Article | Examines how Chat GPT3 performed on the final exam of a typical MBA core course. Key findings: very capable of basic operations management and process analysis questions including those based on case studies; makes mistakes in relatively simple calculations; not capable of handling more advanced process analysis questions; good at modifying its answers in response to human hints; overall would have received a B to B- grade on the exam | AI Performance | Discipline-Specific | No | ||||||||||||||||||||
53 | AI Assistance in Legal Analysis: An Empirical Study | Journal Article | Administered law school exams to students with and without access to GPT-4. Key findings: assistance from GPT-4 significantly enhanced performance on simple multiple-choice questions but not on complex essay questions; students at the bottom of the class saw huge performance gains with AI assistance, while students at the top of the class saw performance declines; with basic prompts, GPT-4 was a mediocre student, but with optimal prompting it outperformed both the average student and the average student with access to AI | AI Performance | Discipline-Specific | No | Builds on findings from "ChatGPT Goes to Law School" | |||||||||||||||||||
54 | ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity | Journal Article | A subject-by-subject reflection is provided to summarise the impact ChatGPT had on a student’s ability to pass the subject | AI Performance | Discipline-Specific | No | The team plans to reproduce the study against future versions of ChatGPT to monitor progress | |||||||||||||||||||
55 | Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality | Journal Article | Examine the performance implications of AI on realistic, complex, and knowledge-intensive tasks completed by consultants, comparing no AI access, GPT-4 AI access, or GPT-4 AI access with a prompt engineering overview. Key findings: consultants across the skills distribution benefited significantly from having AI augmentation, with those below the average performance threshold increasing significantly more; for tasks outside the frontier, consultants using AI were less likely to produce correct solutions compared to those without AI | AI Performance | World of Work | No | ||||||||||||||||||||
56 | ENAI Recommendations on the Ethical Use of Artificial Intelligence in Education | Journal Article | Recommendations aimed to support academics, researchers and other educational stakeholders on the ethical use of AI tools. The recommendations focus on the importance of equipping stakeholders with the skills and knowledge to use AI tools ethically and the need to develop and implement relevant educational policies addressing the opportunities and challenges posed by AIED | Ethical Use | AI Literacy | CC BY | ||||||||||||||||||||
57 | Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice | Journal Article | Covers how to use GenAI to: Align Prompts with Learning Goals and Assessment Criteria Encourage Critical Thinking and Problem-Solving Skills Foster Student Engagement and Interaction Ensure Prompts are Adaptable Across Learning Contexts Design assessments with AI-generated content Create Learning Experiences for Diverse Student Needs | Instructional Design | Prompting | No | ||||||||||||||||||||
58 | Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape | Journal Article | Explores the promises and pitfalls of GPT AI and potentially future technologies by adopting a speculative methodology. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. | Speculative | | No | ||||||||||||||||||||
59 | Accused: How students respond to allegations of using ChatGPT on assessments | Journal Article | Investigates student responses to allegations of cheating using ChatGPT. Students shared their experiences and discussed strategies to navigate these situations. Key findings: five key themes were adopting a legalistic stance with argumentation and evidence; higher education's role as a societal gatekeeper; vicissitudes of trust in students vs. technology; questions of what constitutes cheating; and the need to rethink assessment. | Academic Integrity | Student Perspective | No | ||||||||||||||||||||
60 | How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process | Journal Article | Propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope in an era of rapidly evolving AI | Instructional Design | Speculative | No | ||||||||||||||||||||
61 | The Dawn of LMMs: Preliminary Explorations with GPT-4V(ision) | Journal Article | Analyze GPT-4V(ision) focusing on the tasks that it can perform. Includes test samples to probe the quality and genericity of GPT-4V’s capabilities, its supported inputs and working modes, and effective ways to prompt the model | AI Literacy | Multimodal | No | ||||||||||||||||||||
62 | Evaluating Verifiability in Generative Search Engines | Journal Article | Audit four popular generative search engines -- Bing Chat, NeevaAI, this http URL, and YouChat -- across a diverse set of queries from a variety of sources; Key finding: on average, 51.5% of generated sentences are fully supported by citations and only 74.5% of citations support their associated sentence | AI Performance | | No | ||||||||||||||||||||
63 | Beyond Memorization: Violating Privacy Via Inference with Large Language Models | Journal Article | Analyze capabilities of pre-trained LLMs to infer personal attributes from text using a dataset of real Reddit profiles. Key findings: show that current LLMs can infer a wide range of personal attributes (e.g., location, income, sex), achieving up to 85% top-1 and 95.8% top-3 accuracy at a fraction of the cost and time required by humans; show that common mitigations, e.g., text anonymization, model alignment, are currently ineffective at protecting user privacy against LLM inference | Ethical Use | | No | ||||||||||||||||||||
64 | Assignment Makeovers in the AI Age | Podcast | Derek Bruff (educator, author, and higher ed consultant) shares about assignment makeovers in the AI age on episode 481 of the Teaching in Higher Ed podcast | Instructional Design | | No | Includes links to additional resources that include assignment makeovers specifically for reading responses, essays, and infographics | |||||||||||||||||||
65 | AI Dialogues | Podcast | Delves into the ethical and practical questions of generative AI for McMaster University and post-secondary education, bridging the gap between knowledgeable educators, students, and practitioners and those less familiar with AI technology. | General Knowledge | | No | ||||||||||||||||||||
66 | 2023 EDUCAUSE Horizon Action Plan: Generative AI | Report | Extension of 2023 EDUCAUSE Horizon Report: Teaching and Learning Edition, the report panel describes future goals they'd like to see around the state of GenAI in higher education, actions that individuals, units and departments, and multi-unit or multi-institutional teams can take, and different activities for identifying your desired future | Speculative | | |||||||||||||||||||||
67 | Guidance for Generative AI in Education and Research | Report | From UNESCO, proposes key steps to regulate the use of generative AI. It also presents frameworks and concrete examples for policy formulation and instructional design that enable ethical and effective uses of this technology in education. Considers the longer-term implications of generative AI for how we understand knowledge, define learning content, methods and outcomes, as well as the way in which we assess and validate learning | Policy | | |||||||||||||||||||||
68 | AI & Ethics | Slides | Open access slide deck about common ethical issues, including privacy and student data, bias, misinformation, hallucinations, human labor, digital divide, intellectual property rights, and environmental costs of AI. Examples provided using Gemini, Copilot, and ChatGPT | Workshop | Ethical Use | CC BY NC | ||||||||||||||||||||
69 | Crafting Your GenAI & AI Policy: A Guide for Instructors | Slides | Slides to help university instructors determine and write their course policy on whether students are allowed to use GenAI tools. Provides different entry points into the process depending on whether instructors may have to learn more about GenAI, figure out how GenAI impacts their particular course learning outcomes, revise their course learning outcomes, and/or redesign their course assessments. | Workshop | Instructional Design | Unclear | Potentially use in combination with Tool for Determining Allowable Uses of AI with Writing Assignments | |||||||||||||||||||
70 | Teaching with AI: Using Writing Generators in the Classroom | Slides | Developed by Anna Mills, slides include introduction to AI text generators/ChatGPT, approach to teaching about and with ChatGPT, and resources | Workshop | Instructional Design | CC BY | ||||||||||||||||||||
71 | Towards Transparency: How Can We Distinguish AI from Human Text Going Forward? | Slides | Developed by Anna Mills, slides include reasons to distinguish AI from human text, how we might distinguish AI text without software, pros and cons of classification software, and possible ways forward | Workshop | AI Detection | CC BY | ||||||||||||||||||||
72 | Tool for Determining Allowable Uses of AI with Writing Assignments | Tool | Tool to help instructors determine and communicate allowable uses of AI when assigning written work to their students. The tool helps instructors define skills-based learning objectives and provides a checklist to clarify the allowable and non-allowable uses of generative AI in the assignments | Instructional Design | | CC BY NC SA | Potentially use in combination with Crafting Your GenAI & AI Policy: A Guide for Instructors | |||||||||||||||||||
73 | 10 Minute Chats on Generative AI | Vlog | A series of short conversations with guests with different kinds of expertise in generative AI and education, broadly conceived. Each chat is structured around 3 key messages or questions that the guest wants to put across to the educational community | General Knowledge | | No | ||||||||||||||||||||
74 | AI Webinar Series for Educators | Webinar | Designed for educators, this weekly series aims to demystify and equip you with the knowledge, skills, and confidence to navigate the evolving landscape of AI in the classroom. Targeted at K-12 education. Includes links to recordings of past webinars and information about upcoming webinars | General Knowledge | Instructional Design | No | ||||||||||||||||||||
75 | Indigenous Protocol and Artificial Intelligence (A.I.) Working Group | Website | Compilation of position paper, workshop information, blog posts, and collection of resources related to Indigenous perspectives on AI | Decolonization/Indigenization | | No | The working group predates the GenAI explosion (formed in 2019). Includes information about 2023 Abundant Intelligences research project | |||||||||||||||||||
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