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We often encounter artificial intelligence (AI) in our daily lives, but with the emergence of ChatGPT, AI has been dominating the news and the discourse related to teaching and learning.

ChatGPT is just one example of generative AI - or the use of AI to create new content including text and images. Tools powered by large language models like ChatGPT (Open AI), Gemini (formerly Bard, Google), and Copilot (Microsoft Bing) can be used in a multitude of ways to aid the teaching and learning process. There are a plethora of articles and blogs which have begun to shed light on these applications and we have summarized a few key use cases in the section below. Additionally, AI tools are now available that can be used to generate presentations, images, video, and audio from text. Other tools can be used for specialized educational tasks such as summarizing research findings or helping neurodivergent students break apart tasks into components.

Relatedly, chatbots or virtual assistants are also becoming increasingly common in the education space. While not all Chatbots utilize AI, many are AI-based. These programs can be trained on specific information (for example the course material and syllabus or an institution's policies and handbooks) to help answer users' questions in a conversational manner and in real-time. Groups around ATSU have begun to implement chatbots to help users access information in a timely and efficient manner. For example, the ITS website has been equipped with BuckyBot which you can access from their webpage by clicking the message icon at the bottom right-hand corner. 

At the TLC we encourage you to try out AI-based tools. As you do, consider how you might help your students prepare for a healthcare space that now has access to AI and to model and allow students to practice ethical, responsible use of AI. Additionally, we encourage you to explicitly communicate your expectations around AI use (or lack of use) in your classroom early and often.   

• Try using generative AI tools to support brainstorming tasks. For example, you might ask a generative AI tool to help you generate scenarios about a patient for a case-based learning activity in class or you might encourage students to brainstorm a project idea using the AI. 
• Generative AI tools can act like a virtual tutor to help students test their own knowledge with practice questions and to get feedback on multiple choice or written inputs.
• These tools can help students to “experiment.” As an example, AI tools can help students play around with language in crafting a resource for patient education. Alternatively, students might use these tools to debate, to practice discussions in a low-stakes way, or to understand diverse viewpoints.
• You can use text-to-voice AI to help bring case examples or role play scenarios “to life” and increase the authenticity of these activities. 
• AI-based notes apps might help students take notes during an IPE experience, a group meeting, or to generate a transcript from an in-person class. 

Navigating Artificial Intelligence at ATSU (~ 4 page reading)

Listen in to podcasts and a panel discussion the TLC has participated in with other educators (~1 hour each)

Examples from ATSU educators using AI (Speech Language Pathology, Physical Therapy, 5 minutes each)

Additional AI-based tools for instructors and students

Hub of resources related to communicating expectations about AI use with students (including syllabus statement writing tool)