• Taking a Transformative Approach to AI 

• 7 Strategies to Prepare Educators to Teach With AI 

• 5 Big Ideas of AI

• AI For Education Curriculum - Lesson 4 Co-Creating An AI Policy is a lesson plan to bring in student voice, but this format would also work great for leadership and faculty teams.

• The Sentient Syllabus Project - The Sentient Syllabus Project is a public-good collaborative to enrich the discussion and create practical resources as we transit into an era of digital thought.

• Office of Educational Technology: Artificial Intelligence and the Future of Teaching and Learning

• Developing Our Shared Compass: A Guide for Conversations on AI and Values by John Nash

• Microsoft Responsible AI: Defining what's important

• Illuminating the Path: Co-Constructing an AI Policy for Education 

• Kahoot vs. AI: Polar Opposites in Education and the Need for a Shift Towards AI Literacy 

Policy-driven discussion

• How should we adapt our policies and teaching methods to keep up with the rapidly evolving AI landscape? 

• What should and shouldn’t be acceptable to use as administrators, faculty, staff, and students at the:

  • Institutional level

  • Divisional level

  • Department level

  • Course level

  • Assignment level

• How should we explain appropriate use of GenAI tools? 

  • What types of assignments and assessments can be AI assisted with approval and which ones should be completed without GenAI?

• How should we explain the tracking and citing of GenAI?

  • What are our guidelines on expectations for students AND eduator to cite use of GenAI for content and work?

  • Do you require students to cite parents, tutors, spell-check, Grammarly? 

• How do we address data privacy and security?

  • What data is off limits and should not be shared with GenAI tools?

Paper Title: A comprehensive AI policy education framework for university teaching and learning

**Use https://www.chatpdf.com/ to pull out key information from the research paper

KEY FINDINGS:

The study on AI education policy in Hong Kong universities found that there is a need for a comprehensive AI education policy framework that addresses the multifaceted implications of AI integration in university teaching and learning. The study proposes an AI Ecological Education Policy Framework organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension focuses on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training. The study also found that there is a need for universities to provide students and teachers with training in AI to ensure that graduates are equipped to contribute to the development of AI and to navigate the ethical, social, and economic issues that are likely to arise as AI becomes more widespread.

FIVE KEY IDEAS:

1. Develop an AI education policy for universities that teaches students about the ethical considerations surrounding AI, such as bias and fairness, as well as the potential consequences of using AI in academic contexts.

2. Encourage the development of local innovations in AI for education to ensure that it meets the specific needs of their communities.

3. Test and evaluate the use of AI in education through pilot projects to build an evidence base for its effectiveness[8].

4. Prepare students for the AI-driven workplace by teaching them how to use AI responsibly, ethically, and effectively.

5. Encourage students to use AI as a complementary tool to support learning rather than relying on them as a substitute for traditional teaching methods.

QUESTIONS TO CONSIDER:

– What are the potential benefits and risks associated with AI in academic settings, and how can we ensure that AI is used responsibly and ethically? 

– How can we develop an AI education policy framework that addresses the multifaceted implications of AI integration in university teaching and learning? 

– How can we ensure that students and teachers are equipped with the necessary skills and knowledge to use AI effectively and responsibly? 

– How can we ensure that AI is used to complement traditional teaching methods rather than replacing them? 

– How can we evaluate the effectiveness of AI in education through pilot projects and build an evidence base for its use? 

– How can we ensure that AI is accessible to all students, regardless of their socioeconomic background? 

– How can we ensure that AI is used in a way that respects privacy, security, and accountability?