Adopting AI in Teaching

Dietmar Paier, UAS BFI Vienna

These guidelines were developed in work package 3 of the AI-HED project. The author expresses his gratitude and appreciation to all experts and to all members of the AI-HED project who have greatly contributed to the development of this document. Any shortcomings or errors remain the sole responsibility of the author.

These guidelines particularly address teachers who have a strong interest in exploring the strengths and opportunities of AI in academic education, while also considering potential risks and avoiding threats.

Although the focus is on generative AI, these guidelines also refer to topics relevant to other types of AI: Rethinking teaching concepts, the need for advancing teaching skills, ensuring accessible, equitable, and inclusive education, legal compliance and ethical responsibility in using AI for teaching, learning, and research are topics relevant in every academic area.

These guidelines have three primary aims:

• to increase teachers' knowledge of the implications of using AI in academic education,

• to highlight didactic design options, teaching scenarios, and requirements for realizing the positive potential of AI in academic teaching while avoiding unintended effects in courses,

• to support the legally compliant and ethically responsible use of AI in university teaching.

Delimitation:

These guidelines do not provide information and guidance on practical teaching methods, e.g. which AI tool is best suited for a particular teaching purpose, advising students on formulating meaningful prompts, or evaluating AI output.

For detailed information on the practicalities of teaching with AI, the AI-HED project is developing a comprehensive AI STARTER KIT which provides valuable information on AI terminology, teaching concepts, a heatmap of AI tools suited for promoting specific skills, a well-documented list of recommendable AI tools, and a collection of good practices in teaching with AI.