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Artificial Intelligence in Teaching & Learning

Helpful information, guidance, and resources for faculty and students on the implications of generative artificial intelligence for teaching and learning.

Generative Artificial Intelligence Tools

The number of Gen-AI tools available seems to grow by the minute. Advertisers are working feverishly to sell you on their AI being the "best" at a particular task. Each tool has its pros and cons as well as data privacy policies and ethical considerations to consider. Generally, these tools fall into several rough categories:


Users input text prompts and the AI generates a response based on patterns derived from a large data set. These tools are sometimes compared to search engines. Common examples include ChatGPT, Microsoft Bing or Google Bard.

Image generators

Users provide visual or text based inputs and the AI generates an image. Common examples include Midjourney, DALL-E 2, Bing Image Creator, PicFinder AI, and Adobe Firefly.

Productivity tools and study aids

These tools can be standalone services (e.g., Tome presentation generator) or integrated into popular office applications (e.g., Microsoft Copilot). Other services may advertise themselves to students as "homework help" or writing aid platforms, such as Cheggmate, Khanmigo, or Quillbot. Other apps like SciSpace can be used for help with academic reading. is a site that connects users to a variety of Gen-AI tools.

For a concise overview of some of the main Gen-AI tools and their applications see A Generative AI Primer - National Centre for AI (UK).

Playful Prompting

In the video below, Professor Mark C. Marino (Writing, University of Southern California) introduces a "lighter approach to AI" and prompt engineering, including the helpful "PROMPTS" acronym:

  • Personality: Voice, tone, mood.
  • Rubric: Describe criteria for high-quality and low-quality responses.
  • Objective: What is your goal? Why are you creating the content?
  • Models: Show the tool an example of what you want the output to look like.
  • Parameters: What details do you want to be included? Be specific.
  • Task: What do you want the tool to produce? In what format?
  • Setting: What is the context in which the output will be used? Who is the audience?

Check out more cool ideas on AI (among other things) from MyFest23 here:

AI Tools in the Classroom

There are many possible applications for AI in college classrooms. Some uses may be appropriate and others not. It will depend on your course, discipline, or professional context. For example, the teaching tips site Ditch That Textbook by Matt Miller has a curated list of AI tools that could be used in the classroom. These tools have not been vetted or endorsed by CETL or Camosun College. We are sharing these resources here to give you an idea of the types of AI that might be useful in your context.

Things to consider when exploring new tools

Before adopting any technological tool, it is worth first reviewing key considerations for adopting new educational technology. You can also ask to setup a consultation with an eLearning Instructional Designer.

Additional recommendations
  • Clearly and explicitly communicate expectations for students. How and why are you asking them to use a particular tool?
  • Bring students into the conversation. What are their expectations or concerns?
  • Align learning activities with outcomes and essential skills. How will this tool be used to help achieve the course learning outcomes?
  • Provide alternatives if a student declines to use a particular tool. What are some other ways they could engage with the activity?