2.3. Course design modifications for GenAI use
Considering the availability of GenAI tools, some sessions, assignments,
and related grading criteria in the course were redesigned to offer room
for accommodating the opportunities of GenAI while also attempting to
mitigate its risks. Firstly, a plenary session dedicated to the code of
ethics of the university and academic integrity was redesigned to
include an introduction to GenAI. The session provided insights into how
it operates, fostered a discussion on the opportunities it presents in
enhancing learning, while addressing challenges and risks associated
with its use. Secondly, the assignment description and related grading
criteria for the group written article was modified to require an
appendix in which groups were to a) Declare databases (e.g., ACM Digital
Library) and tools used (including any AI tools) to assist the
completion of the article, with a description of how they were used. If
AI tools were not used, groups were to include a reflection explaining
the reasons. Additionally, groups were to explain how feedback from
peers, their tutor, and (if apply) AI tools were considered. Finally,
the content of a seminar session to scaffold the elaboration of the
group written article was redesigned. During the session tutors
introduced students to GenAI tools and prompts to generate the feedback,
e.g. ChatGPT to check coherence, Grammarly to check grammar, Elicit to
search for additional evidence. Groups also received feedback from
tutors and peers – and were given the choice of whether to take
advantage of GenAI tools for improving their drafts.