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Best AI Tools for Students: The 11 Free Tools We Recommend

Best AI tools for students are super important now—they help with writing better and getting instant feedback on students’ presentations.

The best thing? Lots of these are free AI tools for students! That’s great news for nonprofits and folks with tight budgets.

Study the top 11 AI tools of 2024 for academic success, whether it’s writing great essays or improving communication skills.

Table of Contents

Which ai tool is best for students.

Here is a list of free AI tools for school, college, and engineering students.

• Caktus.ai is to solve Math questions
• Quizgecko AI is for creating and sharing quizzes
• Upword is the best AI for studying and learning
• TextToHandwriting converts typed text to handwriting
• ChatGPT prompts for students
• Tome AI is for creating PPTs easily
• Duolingo is to learn languages with fun games
• Otter.ai is to transcribe lectures and meetings
• Pdf.ai to chat with documents
• Scholarcy AI summarizes long research articles
• Socratic.org is for video explanations of questions

Best AI Tools for School Students

These are the top four best AI tools for students in schools.

1. Caktus.ai

Caktus AI turns your text into complete homework answers. With Caktus, students can write essays, solve Math, and code.

This chart shows how good Caktus AI is for students.

It gets a rating of 4.2 out of 5. It costs $9.90 per month. It’s user-friendly, with a score of 4.5 out of 5. It has good features, rated 4.2 out of 5. The quality of its output is decent, at 3.8 out of 5. There’s no mobile app. Overall, it’s great for students.

Caktus.ai is similar to an AI answer generator for students.

Highlight Features

• ✅ Free trial: 5,000 characters.
• ✅ Features: Essay & code generator.
• ✅ Easy to use: Input what you need, it handles the rest.
• ✅ Semi-auto AI: Completes tasks, may need input.
• ✅ History saving: Edit previous work or request new output.

Limitations

• ❌ Slow compared to different AI content generators.
• ❌ No support/contact info is available within the tool.

Caktus AI Pricing

Caktus offers a 5,000-character free trial, equivalent to 500-1,000 words. Their Premium plan costs $9.99/month and allows unlimited word generation.

Final Thoughts

Try out Caktus AI, a cool writing tool powered by AI . It’s the future, so give it a go!

We want to stress that this AI assistant can’t always do your homework alone. It can mess up and even copy content sometimes.

AI can’t think. It’s like a smart calculator, predicting based on what it’s learned online. It doesn’t know right from wrong, just guesses that often happen to be right.

2. Quizgecko AI

Quizgecko is one of the best AI tools for students making creating and sharing quizzes super easy with AI.

It’s for teachers and students. It uses smart AI to make questions from any text, saving a lot of time and effort.

Quizgecko makes it easy for teachers to create tests and for businesses to assess their employees’ knowledge.

• ✅ Chrome Extension
• ✅ AI Question Generator
• ✅ Analytics and Reporting
• ✅ Flashcards
• ❌ Free plan is limited
• ❌ Limited question types

Quizgecko AI Pricing

• Student: $64/year
• Educator: $89/year

Quizgecko stands out because it can turn any text, webpage, or video into quizzes. It pulls out the important details and makes quizzes way easier and faster.

3. Upword AI

Upword AI assistant to make finding information easier. With GPT-4, Upword speeds up learning by 10 times!

Upword’s AI tools make research easy for students, professionals, and researchers turning the content into useful knowledge.

• ✅ Personalized ChatGPT
• ✅ AI Copilot
• ✅ Efficient Search
• ✅ Summarization
• ✅ Unlimited Storage

Upword AI Pricing

• 7 days free trial
• Paid plan: $12.50/month

Yes, Upword AI gives accurate summaries by extracting key points, so users get clear and useful information.

4. TextToHandwriting.com

The problem is that we’re missing handwritten content nowadays. TextToHandwriting swapped pens for keyboards, making things feel impersonal. It’s time to bring back that personal touch we all love.

Today, let’s discuss TextToHandwriting —one of the best AI tools for students that transforms your typed text into a handwritten document!

You can add heading text and content text on the page. Pick from 8 handwriting styles and choose sizes for both headings and content. Also, choose ink colors: black, red, or blue.

Picking colors helps you customize content easily.

Once your document’s done, you can save your content as an image. Use it for cool article layouts on your site or send a special birthday note to someone you love.

• ✅ Excellent conversion
• ✅ New fonts
• ✅ User-friendly

TextToHandwriting Pricing

This text-to-handwriting tool is fun and worth checking out. It’s an excellent way to generate fresh content for your users. The site is always free to use.

Best AI Tools for College Students

The four best AI tools for college students.

5. ChatGPT Prompts for Students

ChatGPT serves not only as an AI tool for business and marketing but also proves advantageous for students.

One of the best AI tools for students is ChatGPT using specific prompts. Let’s sort these prompts by topic to make them clear for every community.

A. ChatGPT Prompts for High School Students

If you want to write an essay with a specific topic, just type – Write a friendly essay about [topic] in 500 words and provide it in the correct format.

If you need project ideas, just ask ChatGPT by typing – Suggest some ideas on science projects and get started!

If you struggle with Math and need help understanding a concept, just ask ChatGPT! Say – Explain [idea_name] with an example in Mathematics.

If you need help with a problem, just ask ChatGPT! Ask questions like – Can you show us how to crack a Geometry problem? and give space and write the question.

B. ChatGPT Prompts for Engineering and College Students

If you’re new to development and want to make a web app, just ask ChatGPT. Just type – Create an easy web app with JavaScript.

If you need to discover bugs in some code, just ask ChatGPT using the prompt – Process to see the bug in our sample code.

If you need help adding a feature like a button or icon to your project, just ask ChatGPT! Instead of searching multiple websites, ChatGPT can give you code ideas directly. Just give the prompt, like – Create a button using JavaScript.

You can make a web app RESTAPI with Express and Node.js . Just type – Create the RESTAPI endpoint with Express and Nodejs .

Tome AI makes creating PPTs easy. It improves presentations, making them better looking and more impactful, whether for showcasing products, sharing research, or impressing clients.

You can pick templates or create your own to match your brand. It helps make one-pagers or mood boards swiftly, conveying your idea elegantly.

• ✅ Create presentations faster
• ✅ Excellent customization
• ✅ Collaboration
• ✅ AI image generator
• ❌ The free version restricts presentation sharing to PDFs. 
• ❌ The tool only supports 4 languages.

Tome AI Pricing

• Professional: $16/month

This software is different from other best AI tools for students. Its user-friendly interface guides you smoothly. AI offers refined presentation tips. Easily drag and drop tiles and templates.

7. Duolingo

Duolingo is the top education app, making learning languages a fun game.

Playing games makes learning languages more enjoyable and keeps motivation high.

Every day, 5 million people use Duolingo. It’s a huge part of the app world, with more than 500 million downloads worldwide. 

It is free on Android and iOS, and there’s a website too, bringing in 5.5 million users/month.

• ✅ The Shop: The Shop lets you spend extra gems.
• ✅ Refill Health: In Duolingo’s free plan, you get five hearts as your “health.” Lose one heart for each query you miss.
• ✅ Leagues: Duolingo boosts motivation and competition with its weekly leagues, where users compete against 30 players.
• ✅ Speaks: When you travel and wish to learn about new cultures, being able to chat is key.
• ✅ Listen: Something useful for people learning languages through audio.
• ✅ Daily Quest: In addition to reaching your daily goal, you’ll also have daily quests to finish.
• ❌ Encourages brief instructions to maintain the trend
• ❌ Speech Practices Are Not Working

Duolingo Pricing

We liked how fun it was to learn with games. It helped us pick up new words without feeling like we were studying. 

Some language applications can be really serious, which is okay sometimes. But Duolingo’s streaks kept us interested. 

Watching our streak grow every day felt exciting. And competing with friends made it even more fun (most of the time). 

But when we lost our streak, we lost our motivation too. Later on, we used Duolingo to practice Spanish alongside other methods.

8. Otter.ai

In today’s busy educational world, where classes and discussions happen quickly, having an AI tool for students to record and understand spoken words is super useful. 

That’s where Otter.ai comes in. It’s a high-tech service that uses AI to transcribe speech, making life easier for lots of students.

• ✅ Transcribes lectures and meetings
• ✅ Speaker identification
• ✅ Searchable content
• ✅ Platform integration
• ✅ Custom Vocabulary
• ❌ Otter.ai isn’t perfect.
• ❌ Real-time needs a stable internet.
• ❌ The free version has limits.

Otter.ai Pricing

• Pro : $10/month/user

Otter.ai is another one of the best AI tools for students, helping with lectures, and group work, and never missing a word spoken. It’s a must-have for any student!

Best AI Tools for Engineering Students

Here are the three best AI tools for Engineering students.

PDF.ai is an excellent AI tool for students to chat with documents. People use it for study and work.

You can request the document queries to learn more without reading it.

This is one of the best AI tools for students when learning new things like skills, projects, theories, and more.

• ✅ Accurate and fast
• ✅ Saving chats
• ❌ No ChatGPT integration
• ❌ Price plan

Pdf.ai Pricing

PDF.ai costs $10/user/month. Unlimited access begins at $20, and there’s also a free plan with some restrictions.

PDF AI helps frequent users think smarter with PDFs.

This AI tool will be liked by students, lawyers, and professionals who want to save effort and time reading long documents and learn faster.

If you’re not excited about ChatGPT, try PDF.ai for all your PDF needs.

10. Scholarcy AI

QuillBot or Quillbot alternative tools help with short articles, and Scholarcy tackles long papers. It’s simple: upload, link, or paste text, and get a quick summary.

The Scholarcy article summarizer quickly scans long research papers to pick out important details like facts, formations, and references. It then makes a summary card that you can easily save in Word or PowerPoint.

• ✅ Extensive library
• ✅ Rob-Highlighter
• ✅ Reference Summary
• ✅ Input and Export methods
• ❌ No mobile app for Scholarcy.
• ❌ Additional fees for Scholarcy Library access.
• ❌ Generated output may lack important info at times.

Scholarcy AI Pricing

• Plus: $4.99/month

The Scholarcy summarizer makes summaries of research papers, articles, or reports. It saves you time by condensing important information for you, so you can get things done faster without having to read everything yourself.

11. Socratic.org

Stuck? Socratic helps! This Google AI learning app helps with university studies and high school.

You can ask Socratic your questions, and you’ll find great online resources to help you learn school subjects.

Socratic App Topics

• Science: Biology, Chemistry, Physics, Earth Science, Environmental Science
• Math: Algebra, Geometry, Trigonometry, Precalculus, Calculus
• English/Language Arts: Fiction, Non-fiction, Drama, Poetry
• History: US History, World History
• ✅ Useful Results: Utilize camera or voice for online resource connection.
• ✅ All-in-One Learning Hub: Access videos, step-by-step guides, and more for self-paced learning.
• ✅ Expert Study Guides: Visual explanations created by experts and teachers for comprehensive understanding.
• ✅ Multi-Subject Support: Covers Algebra and more.
• ❌ Web version is not available.

Socratic.org Pricing

• Free (iOS and Android)

The Socratic application is great with VoiceOver. We could do voice and text searches easily and get results that VoiceOver could read well. Equations are read aloud, but they missed a negative symbol once. We found the missing information elsewhere in the iOS and Android app easily.

Benefits of Using These Best AI Tools for Students

• Personalized education
• Immediate response
• Increases in productivity
• Engaging education
• Insights based on data
• Inclusivity and Accessibility

To Conclude

Your mission is to check out these top 11 AI tools!

The Main Takeaways from this Article:

• AI in education targets teaching to students’ needs, making learning easier and personalized.
• If you are in school, use Caktus.ai to solve Math and essays for your homework, let Quizgecko AI help with creating and sharing quizzes, try Upword AI for studying and learning, and consider TextToHandwriting to upgrade your handwriting.
• For college students, the ultimate AI tools include Tome AI for presentations, ChatGPT for writing help, Duolingo for language learning fun, and Otter.ai for transcribing lectures.
• For engineering students, top AI tools like Pdf.ai offer document chat capabilities, Scholarcy AI summarizes lengthy research articles, and Socratic.org provides video explanations for questions.

When choosing the best AI tools for students remember to focus on compatibility, effectiveness, reliability, and understanding limitations. These factors are key to making the right decision for your school or institution.

Don’t forget to consider these best AI tools for students in 2024.

Which AI is best for students?

The right AI tool depends on what you need. Upword helps with writing, Caktus.ai is great for Math, and Duolingo is for learning languages.

Is there a free AI app for students?

Quizgecko is the top free AI app for students, famous for making and sharing quizzes, and Pdf.ai lets you chat with documents.

What is the best AI tool for student assignment writing?

Upword AI is the best AI tool for student assignment writing in education. It’s designed to make research and writing easier for academics and students.

How can students use AI?

Teachers can assign Math problems for students to solve using a tool like Caktus.ai. After the AI answers, school and college students can work together in teams to make their own using the Math skills they’ve learned.

What type of AI can be used in education?

Different AI tools for education:

Adaptive learning Attention, empathy, and emotion measurement tools Virtual chatbots Automatic writing evaluation tools Personalized educational resources Apps for smart language learning Platforms for personalizing content

What is the best GPT for students?

Upword AI and Scholarcy AI are the best GPTs for students. They summarize files and extract text. Plus, Upword AI can answer your questions. Great study partners!

What is the AI writing tool for college students?

Upword AI is the best AI writing tool for college students. It automates writing and research for students and academics.

Is AI a good tool for students?

AI in education boosts student performance by giving more feedback. It evaluates progress, offers targeted advice, and spots areas needing improvement.

What is the best AI for engineering students?

Pdf.ai, Scholarcy AI, and Socratic.org are the best AI tools for engineering students.

What software do AI engineers use?

Common AI software includes Pdf.ai, Scholarcy AI, and Socratic.org.

What is AI used for in engineering?

Engineers are using AI in engineering for things like robots, materials, and designing with text. They see how valuable it is.

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Integrating AI into assignments

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Here we offer strategies and perspectives on integrating AI tools into assignments and activities used to assess student learning.

Creating your course policy on AI

• An effective syllabus works to motivate learning, define goals, explain course structure, and provide support to students as they learn.
• Be clearly stated and specific
• Clarify the context or conditions of allowable AI use
• Explain processes and consequences for non-compliance
• Have a thoughtful pedagogic rationale in support of student learning
• Connect to support resources
• Show support for student well-being

Outcomes for this module

In this module, we will analyze activities and assignments used for assessing learning, provide student-centered perspectives, and offer strategies for developing assessment activities and assignments that integrate student use of generative AI chatbots.

After completing this module, you should be able to:

• Describe why your assessment activities are meaningful to learners.
• Identify and clarify the learning objectives of your assessment activities.
• Identify relevant strategies that can be applied to assessment activities in your course.
• Empathize with student perspectives on using AI in course assessment activities.

Warm-up with a metacognitive exercise

As you begin to explore, think about what you already know and the opinions you may already hold about the educational aspects of AI chatbots. This metacognitive exercise can help you identify what you want to explore and what you already understand. Making connections to what you already know can deepen your learning and support your engagement with these modules.

Begin with the prompt, “Describe an assignment or assessment activity that integrated technology in a way that was effective and engaging for your learning,” and respond to the poll below.

Unpacking your assessment activities and assignments

When designing or adapting an activity or assignment used to assess learning, whether you integrate AI or not, we encourage you to consider two questions: why is this meaningful, and what are students supposed to learn from it?

Define why it is meaningful

Students can learn better when they are motivated and can make meaningful connections to coursework (Headden & McKay, 2015). We might assume that students’ motivations focus on their grades, but that assumption does not provide the full picture, and when applied in isolation it is not likely to sustain deep learning. Articulating what makes an activity meaningful, motivational, and memorable for students can help you create an engaging activity or assignment that enhances student learning and motivation.

Concerning AI chatbots, perhaps the activity or assignment addresses AI in ways that prepare students for future careers, enhance their social connections, or touch upon broader issues they care about. We encourage you to talk with your students about what they find meaningful to inform the design of your activities and assignments. What leads them to want to engage?

Also, reflect on why the assignment is meaningful to you. Is it simply convenient to implement (and standard in your experience as a student and teacher) or does it connect to something deeper in your pedagogy? Perhaps the assignment reinforces the norms and values that you share with other professionals in your discipline, allows you to connect with students in more meaningful ways, builds foundational skills for other parts of the curricula, or explores emergent opportunities and challenges with AI for your field.

Define what students are intended to learn

Next, identify and clarify the underlying learning objectives of the assignment or activity. The objective should describe the observable skills or behaviors students will have learned to perform after completing the activity. Clearly articulated learning objectives can help you develop activities that support learning and assessments that accurately measure student learning.

When thinking about AI chatbots and how they impact writing, you might ask yourself, “What are the underlying learning objectives being addressed through writing?” Instructors may assign writing tasks to assess how students engage with content. In the past, teachers could assume with good reason that a student producing coherent writing must have engaged with the content to generate writing that makes sense. However, we might also question this assumption about the automatic connection between coherent writing and deep engagement. The advent of generative AI has certainly exacerbated this.

Do you ask your students to write to demonstrate and reinforce content knowledge? Do they write to analyze and critique a position? Do they write to formulate arguments and cite evidence? Do they write as a form of creative expression? When you think about the available options, you can likely develop many ways for students to learn and demonstrate these skills with or without writing. Ultimately, honing in on the underlying learning objectives can help you integrate generative AI tools into an assignment.

Students can benefit from understanding how AI works and the educational opportunities and challenges that it presents. Consider offering the content in the modules in this guide to your students as supplemental reading or as part of a class activity.

Strategies for implementing AI into activities and assignments

As you think through how you might address or integrate AI tools in an assessment activity or assignment, we encourage you to consider a range of possibilities related to the specific aims of your course and the needs of your students. Here we offer a variety of pedagogical strategies for you to consider. We present these strategies in the context of students using AI chatbots, but they also apply to contexts without AI. Remember why your assignment is meaningful in relation to your learning objectives to help you select appropriate strategies.

Leverage multiple modalities

Consider ways to diversify when and where you assess student learning and the formats students use to express what they’ve learned.

Use more in-class assignments

Strategies like the flipped classroom model assign lecture content as homework and use the in-class time for learning activities (Lage et al., 2000). You can use this in-class time to integrate more low-stakes assessment activities during which you can better guide students toward using AI in ways that support learning.

Multiple modes of expression

Students may differ in how they can best articulate what they know. Using multiple modalities of expression, such as having students complete assignments that require speaking or graphic representations instead of only written text, stands out as an established strategy within the Universal Design for Learning framework that could apply here. While chatbots primarily generate written text, other AI tools can generate music, graphics, and video. You can thus create assessment activities that integrate multiple modalities at once.

For example, if you are assessing students’ understanding of cultural exchange in the ancient world, students might create a mind map or timeline to visually represent important trends, events, or concepts covered in the assigned readings. AI might then be used to generate images of artifacts, portraits, or cityscapes based on historical descriptions.

Make grading practices clear

Consider ways to clarify for students how they are being graded and what is expected of them.

Require robust citation

Have students learn about and adopt more robust citation practices, especially if they use AI tools for writing. You might begin with conversations about what plagiarism entails and why ethics matter in higher education and your discipline. Then connect students to resources on citation and documentation .

If you and your students decide to use AI tools, you can find style guidelines about citing AI-generated text for APA style and MLA style . These guidelines advise writers to cite the AI tool whenever they paraphrase, quote, or incorporate AI-generated content, acknowledge how they used the tool (for brainstorming, editing, and so on), and vet secondary sources generated by AI. For example, students could include citations for AI in the Works Cited section of their work and also include a statement describing why and how they used AI chatbots.

Establish and communicate clear assessment criteria

Try to bring assessment activities, learning objectives, and evaluation criteria into alignment. For example, if your objectives and assessments center around students proposing a solution to an open-ended problem, then the evaluation criteria might touch upon the feasibility, impact, or comprehensiveness of the proposed solutions. The criteria can vary a lot depending on your content and course, but your students benefit when you communicate these criteria and the purpose and reasoning behind them (Allen & Tanner, 2006).

For example, when integrating AI chatbots into a writing task for students, you might put more weight on the quality of their ideas and the validity of cited sources and less weight on structure, grammar, and word choice. You might then create a rubric that you discuss with students in advance so they have a clear understanding of what will guide you in assessing their work.

Assess learning throughout the course

Consider ways to assess student learning throughout your course as opposed to assessing mostly at the end of the course.

Emphasize the process

You may be able to more effectively assess student learning during the different stages of the process as opposed to assessing learning based on their finished work (Xu, Shen, Islam, et al., 2023). Whether or not students use AI tools, they can benefit from segmenting a large project into smaller components with multiple opportunities for feedback and revision. Also, consider how you might adjust grading criteria or grade weights to put more emphasis on the process.

For some steps in the thinking process, such as brainstorming ideas, formulating a position, and outlining a solution, allowing students to use AI tools might benefit their process. For example, you might have students begin with low-stakes free-writing, such as brainstorming, then use AI chatbots to explore possible areas for further investigation based on the ideas students generate through their exploratory writing. Students might then critique and revise the AI-generated ideas into an outline.

Leverage formative feedback

Teachers provide formative feedback to students throughout the learning process to stimulate growth and improvement. Formative feedback can help students identify misunderstandings, reinforce desirable practices, and sustain motivation (Wylie et al., 2012). You and the teaching team might provide feedback directly to students or you might facilitate students giving feedback to each other. You might then assess how students follow up on feedback they receive.

You can use AI tools to inform your feedback to students or generate feedback directly for students. AI tools could provide instant, individualized feedback efficiently and frequently, supplementing the feedback provided by your teaching team. For example, you might share your existing assignment, rubric, and sample feedback with the chatbot and give it instructions on when and how to give feedback. Importantly, you should review feedback generated by chatbots for accuracy and relevance. Refine and save the prompts that work best. You might later share the prompts you’ve developed with students so they may use them to generate feedback themselves.

Make assignments more meaningful

Consider how you might make your assignments more relatable and meaningful to your students.

Personalize assessments

When done thoughtfully, connecting assessments to the personal experiences, identities, and concerns of students and their communities can help to motivate and deepen learning (France, 2022). You might also connect assignments to contexts specific to Stanford, your course, or your specific group of students.

With AI, you or your students might generate practice questions on topics that came up during a specific class discussion or generate analogies for complex concepts based on their interests and backgrounds. You might ground an assessment activity in local contexts, such as having your engineering students propose a plan to improve Lake Lagunita.

Use real-world assessment tasks

Assignments that leverage real-world problems, stakeholders, and communities that students are likely to engage with in their work lives can be motivational and valid ways of evaluating a student’s skills and knowledge (Sambell et al., 2019).

For example, students might work with real (or AI-simulated) business or community partners to develop a prototype product or policy brief. Students might have more time to work with those stakeholders and refine their proposal concepts if they can use AI tools to assist with time-consuming tasks, such as summarizing interview transcripts, writing a project pitch statement, or generating concept images.

AI itself might provide a relevant topic of study for your course. For example, you might examine AI as part of a discussion in a course about copyright and intellectual property law. Or you might analyze AI companies such OpenAI or Anthropic as case studies in a business course.

Assess more advanced learning

Consider ways you might assess more advanced or wider-ranging learning goals and objectives.

Emphasize metacognitive reflection

Metacognitive reflection activities, where students think about what and how they learn, can help students improve their learning (Velzen, 2017). You might use polls, discussion activities, or short writing exercises through which students identify what they already know about the topic, what they learned, what questions remain, and what learning strategies they might use for studying.

AI chatbots can help guide the reflection process like this reflection tool being developed by Leticia Britos Cavagnaro at Stanford d.school . Or perhaps students complete some activities with AI, then reflect on how it benefits or hinders their learning, and what strategies they might use to best leverage AI for learning.

Prioritize higher-order thinking

While students should develop mastery over foundational skills such as understanding concepts, identifying key characteristics, and recalling important information, practicing higher-order thinking skills, such as solving complex problems, creating original works, or planning a project, can deepen learning. For example, you might frame student essays as a defense of their views rather than a simple presentation of content knowledge. You might adjust assessment criteria to prioritize creativity or applying skills to new contexts.

Prioritizing higher-order thinking can encourage students to use AI tools to go beyond simply generating answers to engaging deeply with AI chatbots to generate sophisticated responses. Students could conduct preliminary research to find reliable sources that verify or refute the claims made by the AI chatbots. AI chatbots might then generate feedback, provide prompts for further reflection, or simulate new contexts.

Putting it all together

Here we offer a practical example: first, a typical assignment as usually designed, and then how you could enhance the assignment with some strategies that integrate AI chatbots.

When thinking about your course, start with small changes to one assignment and steadily expand upon them. Try to use AI chatbots for your other work tasks to build your fluency. Talk with students and colleagues about how the changes to your course work out concerning student engagement and learning. When integrating AI into an existing assignment, begin with an assignment that already has clearly defined learning objectives and rationale. Begin by using AI or other technology to supplement existing parts of the process of completing the assignment.

More examples of AI assignments

• AI Pedagogy Project from metaLAB (at) Harvard
• Exploring AI Pedagogy from the MLA-CCCC Joint Task Force on Writing and AI
• TextGenEd: Continuing Experiments, January 2024 Collection from WAC Clearinghouse

Example of an assignment without AI

Currently, your students in an epidemiology course write essays summarizing the key concepts of an academic article about the socio-determinants of diabetes . This assessment activity has meaning because it focuses on a foundational concept students need to understand for later public health and epidemiology courses. The learning objective asks students to describe why socio-economic status is a strong predictor for certain diseases. Students write a five-page essay about a disease that can be predicted by socio-economic status including at least three additional citations. Students complete the essay, which counts for 30% of the final grade, before the final exam.

An example of an assignment that integrates AI

Using some of the strategies in the above sections, you might redesign this assignment to integrate the use of AI chatbots. Keep in mind that you would likely make small changes to a major assignment over multiple quarters. Consider some of the ideas below.

A meaningful assignment

The redesigned assessment activity carries more meaning to students because they might have personal experience of some communities adversely affected by these kinds of diseases, and public health issues like this intersect with other social injustices that students have expressed concern about.

Learning objectives

The objectives of the assessment activity include that students will be able to:

• Describe how this disease affects particular communities or demographics
• Explain the difference between correlation and causality regarding socioeconomic status and the disease
• Propose a public health intervention that could help to address this issue

Assignment elements with AI

Students generate explanations of medical terminology in the selected articles to aid with reading comprehension. They generate several analogies for the core concept that apply to their own life experiences and communities. Students share these analogies in a Canvas forum graded for participation. Instructors provide general feedback in class.

Informed by the article, students then prompt a chatbot with biographical stories for two fictional characters from communities they care about incorporating differing socio-economic factors. Then they guide the chatbot in generating a dialogue or short story that illustrates how the two characters could have different health outcomes that might correlate with their socio-economic status. Students might use AI image generators for illustrations to accompany their stories. Students submit the work via Canvas for evaluation; the teacher shares exemplars in class.

Using an AI chatbot prompt provided by the instructor, students explore possible ideas for public health interventions. The provided prompt instructs the chatbot only to help students develop their ideas rather than suggesting solutions to them. With the aid of the chatbot, the students develop a public health intervention proposal.

Assignment elements without AI

Students discuss the differences between correlation and causation, critically analyze the generated characters and stories, and address any biases and stereotypes that surfaced during the activity. You facilitate the discussion with prompts and guidelines you developed with the aid of AI chatbots. Students write an in-class metacognitive reflection that you provide feedback on and grade for completion.

Students draw posters that summarize their proposed intervention. They critique and defend their proposals in a classroom poster session. Students complete a peer evaluation form for classmates. You evaluate the posters and their defenses with a grading rubric that you developed with the aid of an AI chatbot.

Students write an in-class reflection on their projects summarizing what they have learned over the length of the project, how the activities aided their learning, and so on. This is submitted to Canvas for grading and evaluation.

Student-centered perspective on using AI for learning

When thinking about integrating generative AI into a course assignment for students, we should consider some underlying attitudes that we, the authors, hold as educators, informed by our understanding of educational research on how people learn best. They also align with our values of inclusion, compassion, and student-centered teaching. When thinking through ways to integrate AI into a student assignment, keep the following perspectives in mind.

AI is new to students too

Like many of us, students likely have a wide range of responses to AI. Students may feel excited about how AI can enhance their learning and look for opportunities to engage with it in their classes. They may have questions about course policies related to AI use, concerns about how AI impacts their discipline or career goals, and so on. You can play a valuable role in modeling thoughtful use of AI tools and helping students navigate the complex landscape of AI.

Work with students, not against them

You and your students can work together to navigate these opportunities and challenges. Solicit their perspectives and thoughts about AI. Empower students to have agency over their learning and to think about AI and other technologies they use. Teaching and learning are interconnected and work best in partnership. Approach changes to your teaching and course to empower all students as literate, responsible, independent, and thoughtful technology users.

Look at AI and students in a positive light

Education as a discipline has repeatedly integrated new technologies that may have seemed disruptive at first. Educators and students typically grapple with new technology as they determine how to best leverage its advantages and mitigate its disadvantages. We encourage you to maintain a positive view of student intentions and the potential of AI tools to enhance learning. As we collectively discover and develop effective practices, we encourage you to maintain a positive and hopeful outlook. We should try to avoid assuming that most students would use generative AI in dishonest ways or as a shortcut to doing course assignments just because some students might behave this way.

Assess and reinforce your learning

We offer this activity for you to self-assess and reflect on what you learned in this module.

Stanford affiliates

• Go to the Stanford-only version of this activity
• Use your Stanford-provided Google account to respond.
• You have the option of receiving an email summary of your responses.
• After submitting your responses, you will have the option to view the anonymized responses of other Stanford community members by clicking Show previous responses .

Non-Stanford users

• Complete the activity embedded below.
• Your responses will only be seen by the creators of these modules.
• Course and Assignment (Re-)Design , University of Michigan, Information and Technology Services
• ChatGPT Assignments to Use in Your Classroom Today , University of Central Florida

Works Cited

Allen, D., and Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE - Life Sciences Education. 5(3): 197-203.

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39. https://doi.org/10.1080/02602938.2013.819566&nbsp ;

Bijlsma-Rutte, A., Rutters, F., Elders, P. J. M., Bot, S. D. M., & Nijpels, G. (2018). Socio-economic status and HbA1c in type 2 diabetes: A systematic review and meta-analysis. Diabetes/Metabolism Research and Reviews, 34(6), e3008. https://doi.org/10.1002/dmrr.3008&nbsp ;

CAST. (n.d.). UDL: The UDL Guidelines. Retrieved January 22, 2024, from https://udlguidelines.cast.org/&nbsp ;

Exploring AI Pedagogy. (n.d.). A Community Collection of Teaching Reflections. Retrieved January 22, 2024, from https://exploringaipedagogy.hcommons.org/&nbsp ;

France, P. E. (2022). Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms (2nd ed.). Corwin.

Headden, S., & McKay, S. (2015). Motivation Matters: How New Research Can Help Teachers Boost Student Engagement. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED582567&nbsp ;

Hume Center for Writing and Speaking. (n.d.). Documentation and Citation. Retrieved January 22, 2024, from https://hume.stanford.edu/resources/student-resources/writing-resources… ;

Lage, M. J., Platt, G. J., & Treglia, M. T. (2000). Inverting the Classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.

metaLAB (at) Harvard. (n.d.). The AI Pedagogy Project. Retrieved January 22, 2024, from https://aipedagogy.org/&nbsp ;

MLA Style Center. (2023, March 17). How do I cite generative AI in MLA style? https://style.mla.org/citing-generative-ai/&nbsp ;

Office of Community Standards. (n.d.). What Is Plagiarism? Retrieved January 22, 2024, from https://communitystandards.stanford.edu/policies-guidance/bja-guidance-… ;

Sambell, K., Brown, S., & Race, P. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice. All Ireland Journal of Higher Education, 11(2), Article 2. https://ojs.aishe.org/index.php/aishe-j/article/view/414&nbsp ;

The WAC Clearinghouse. (n.d.). January 2024. Retrieved January 22, 2024, from https://wac.colostate.edu/repository/collections/continuing-experiments… ;

U-M Generative AI. (n.d.). Course and Assignment (Re-)Design. Retrieved January 22, 2024, from https://genai.umich.edu/guidance/faculty/redesigning-assessments&nbsp ;

Van Velzen, J. (2017). Metacognitive Knowledge: Development, Application, and Improvement. Information Age Publishing. https://content.infoagepub.com/files/fm/p599a21e816eb6/9781641130240_FM… . ISBN 9781641130226. 

Wylie, E. C., Gullickson, A. R., Cummings, K. E., Egelson, P., Noakes, L. A., Norman, K. M., Veeder, S. A., ... Popham, W. J. (2012). Improving Formative Assessment Practice to Empower Student Learning. Corwin Press.

Xu, X., Shen, W., Islam, A. A., et al. (2023). A whole learning process-oriented formative assessment framework to cultivate complex skills. Humanities and Social Sciences Communications, 10, 653. https://doi.org/10.1057/s41599-023-02200-0  

Yee, K., Whittington, K., Doggette, E., & Uttich, L. (2023). ChatGPT Assignments to Use in Your Classroom Today. UCF Created OER Works, (8). Retrieved from https://stars.library.ucf.edu/oer/8  

You've completed all the modules

We hope that you found these modules useful and engaging, and are better able to address AI chatbots in your teaching practice. Please continue to engage by joining or starting dialogues about AI within your communities. You might also take advantage of our peers across campus who are developing resources on this topic.

• Institute for Human-Centered Artificial Intelligence
• Accelerator for Learning
• Office of Innovation and Technology , Graduate School of Education

We are continuing to develop more resources and learning experiences for the Teaching Commons on this and other topics. We'd love to get your feedback and are looking for collaborators. We invite you to join the Teaching Commons team .

Learning together with others can deepen the learning experience. We encourage you to organize your colleagues to complete these modules together or facilitate a workshop using our Do-it-yourself Workshop Kits on AI in education. Consider how you might adapt, remix, or enhance these resources for your needs. 

If you have any questions, contact us at [email protected] . This guide is licensed under  Creative Commons BY-NC-SA 4.0 (attribution, non-commercial, share-alike) and should be attributed to Stanford Teaching Commons.

• 301 Academic Skills Centre
• Study skills online

Generative AI in Assessment

This guidance is intended to support the responsible and ethical use of Generative AI tools (e.g. Google Gemini and ChatGPT) within assessment. However, we recognise that much of this guidance also applies to other AI tools (e.g. grammar checkers, translation tools, image generators etc.).

What is Generative AI?

Artificial Intelligence (AI) is a rapidly developing field of technology with the potential to revolutionise the way we live, work and learn. A simple definition of AI is when machines mimic cognitive functions to perform tasks which usually require human intelligence.

Recent breakthroughs in Generative AI (GenAI) have implications for how we approach content creation. Popular tools such as Gemini, ChatGPT, Midjourney and DALL-E are able to:

• Generate text including essays, articles, emails, poems, song lyrics
• Generate images including artwork, diagrams, realistic images, combining images
• Translate text and enhance spelling, grammar and punctuation
• Generate, fix or rewrite programming code
• Summarise documents
• Ask and/or answer questions
• Interface with a user in a way which mimics human interaction

GenAI tools are trained on very large data sets, and can replicate different styles and produce convincing outputs. However, they are not always correct and can produce ‘hallucinations’. Incorrect information can be presented as fact, and images may show glitches such as a human hand with too many fingers.

For more information on how the University of Sheffield approaches the use of Generative AI, please visit the Generative AI Principles for Students . 

The University uses Google Apps, as part of this Gemini is the supported Gen AI tool at The University of Sheffield.

Why is Gen AI Important?

GenAI is here to stay. It is already having, and will continue to have, a far-reaching effect on what we need to learn and how we learn it. 

Responsible and ethical use of GenAI is a skill that has the potential to be transformative across all academic disciplines. It is also a skill that is increasingly valued by employers within a wide range of professional contexts. 

Our understanding of how GenAI can be used effectively as a tool for learning is still evolving, but we are committed to ensuring that you are supported to develop AI literacy without compromising the principles of academic rigour and integrity. 

The following guidance will help you to use GenAI tools appropriately and ethically in your studies. 

General Guidance

• The golden rule: always check your department’s guidance and the specific module assessment criteria as the use of GenAI may be specifically prohibited on certain modules or assessments. If you have any doubt at all about this, always ask the module tutor for clarification. 
• GenAI outputs should not be used as sources for assessment and you should never cite anything from a GenAI tool. This is because content generated by AI tools is not reliable and is usually non-recoverable and non-reproducible at a later date, so it cannot be retrieved from a link or citation.
• Do not copy and paste content from an output produced by a GenAI tool directly into your work. Instead, you should use an output as a way to inform your further research and thinking. 
• A full disclosure of any content produced by GenAI should always be acknowledged in your work. Attempts to pass off content as your own work is counted as unfair means (see below) and may lead to action being taken against you. 
• Just because you can use GenAI for an assignment, doesn’t mean that you should. In most cases your own ideas, knowledge and experience will provide the most valuable starting point. Using GenAI can be a way to shut down and narrow your own creativity, as well as a way to enrich it. 
• You should not provide any personal, private or confidential information in your prompts.

Written Work

Academic writing is usually a formulaic process based on conventions or models that are widely replicated across published work. Literature reviews, scientific reports and academic arguments are organised around common structures that allow us to quickly and easily find the information we are looking for as readers. However, academic writing also requires a critical and cautious engagement with a wide range of sources, all of which should be properly integrated, engaged with and referenced. 

As you can see from the example provided, GenAI can be a helpful tool for some aspects of the academic writing process. It can quickly generate a basic overall structure and identify a number of relevant points. However, GenAI will usually produce a generic and basic output that lacks critical or creative insight. It will usually adopt a neutral or passive position, such as ‘Overall, the impact of generative AI on the job market is uncertain.’ It will be your job as a critical thinker to explore the evidence, formulate your own informed view and add nuance to this basic position. 

You may wish to consider using GenAI in the following ways to develop your written work:

• GenAI can help to identify an overall structure based on the ‘action’ word in an essay title (for example, analyse, evaluate, discuss, compare/contrast).
• GenAI may be able to help you to articulate your own ideas and formulate your thinking by acting in the capacity of a 'critical friend' (i.e. by providing counterpoints to your ideas or by asking you a series of salient questions related to a topic (for more on this, see Prompt Engineering below).
• You may be able to use GenAI to enhance the overall quality of your use of language, for example by providing useful linguistic structures (linking words and phrases) to help you to communicate your ideas or by providing feedback on your use of grammar.

The most important thing to remember is that GenAI will not always produce a reliable or accurate output. You will need adopt a cautious and critical approach to ensure that you are not using GenAI in a way that compromises the authenticity and originality of your own work.

In practical terms, you should always fact check any claims or sources that form part of an output generated by an AI tool and you should never replicate generated content directly in your own work. Instead, you should think about how it may inform your own thinking and use of language and refine your own writing accordingly. 

For more guidance on using Generative AI in academic writing, please see the Study Skills Online page on Using GenAI for Essay and Report Writing .

For more guidance on the implications of Generative AI for discovering information, see the Generative AI Literacy, University of Sheffield Library Guide .

Example prompt and output.

Image generation

AI-powered image generation has developed at speed and is capable of creating sophisticated images from text prompts. Real-world applications include medical imaging, marketing, and use in the entertainment industry, such as gaming and movies. 

As with AI-generated text, there are some limitations to using AI-generated images, both in their quality and in relation to the ethics of their use. 

Image outputs are dependent on the inputs they were trained with, so there is a lot of potential for bias and reproduction of  inequalities. Looking at the example, reflect on what biases may be being reproduced in this image. 

Assumptions about the age, ability and gender of students are present here. Image generators also tend to have difficulty creating certain details, in particular hands, eyes and teeth. 

The ability to create deepfakes for propaganda is a particular concern. It is extremely difficult to detect deepfake images, and content can spread very quickly. It is imperative to check the source of any image that you discover and make use of in your academic work. See the Library resource Discovering and Using Images, Graphs, Charts and Figures for more information.

One of the most difficult issues is around ownership of intellectual property. If an image is created by AI, who owns the intellectual property? Is it the person who wrote the prompt? The original artist that the AI was trained on, the AI developer, or the AI itself? There are no immediate answers to these questions and the answers may emerge through legal test cases. For the reasons above, it is worth considering whether an AI-generated image is right for your needs. Would stock images be more suitable? The library has a list of useful image banks here .  

However, there may be times when an AI-generated image is appropriate, particularly if you are working on something creative and want to bring an idea to life.

The image below was generated using the prompt UK 'university students'.

Source: stablediffusionweb.com, generated 25/8/2023.

Coding/Maths

Generative AI has a specific role in writing code and can be an extremely useful tool. There are a number of questions that should be considered when you are using it, as well as following the general guidance: What does the code produced do? Does it only give the desired output? Are there any undesired, unintended results? Is the code efficient? Does the code reflect the level of learning you are at? Can you explain how the code works?

The purpose of most assessed work relating to code is for the student to demonstrate their understanding of coding concepts. In this sense GenAI can be used as a supportive tool but cannot impart understanding and should not be relied upon too heavily. Always follow the departmental guidance and ensure you evidence any use of GenAI.

Another area of use of GenAI is to support and develop data analysis. However, GenAI should be used with significant caution, and concerns around the integrity and security of your data are paramount. Especially, but not exclusively, in research contexts it is vital that you understand that passing any data to a GenAI may well lead to security breaches in your data. AI tools store and learn from information submitted into them. Personal or sensitive information should never be entered. Entry of information will result in the loss of intellectual property, as it becomes open source and may also breach GDPR regulations.

There are many versions of GenAI that can do a very good job of producing written solutions to mathematical problems. These tools should only be used to enhance your comprehension, not as a shortcut to bypass problem solving. The understanding of mathematical concepts is inherently tied to how they can be applied. The long-term benefit of discussing a problem with a lecturer or tutor, or seeking additional support from services such as MASH far outweighs the short term benefit of handing in the correct answer with no development of your understanding. GenAI could be used to create a solution to try and follow and work out where your understanding fails to support these conversations, for example.

Spelling, Punctuation and Grammar

Generative AI can be a very useful tool to help you improve both your general and academic English. It can be used to check the correctness of your written or spoken work, give feedback on your English and as a tool to help you develop your understanding of grammar and improve your vocabulary range. You can also use it to help you prepare for different academic situations where language can be a challenge. 

Below are different ways it can be used to help develop your English skills with some example prompts:

• Checking if a phrase or sentence you wrote is correct in English. Possible prompts: a) ‘Is ‘.........’ correct in English?’, b) can you say ‘........’ in English?’ c) Does ‘.......’ sound natural in English?’.
• Getting linguistic feedback on your writing. Possible prompts: a) Look at the following text and identify the most common types of grammatical errors. Do not correct them, but give me explanations for those grammatical structures  b) Look at this extract from my essay and identify common grammatical and vocabulary errors. Do not correct them, but suggest general improvements I need to make my language clearer.
• Developing your vocabulary: a) What are the most common phrases used in academic writing in this text? [paste in text] b) What are some useful collocations in this text? c) Can you give me a synonym for '----------------------'? d) Explain the word/phrase '-------------------' and give me a variety of examples of when it can be used e) Explain the difference in meaning between xxx and xxx  and give me examples of each word in use.
• Revision and review of vocabulary or grammar points learned. Possible prompts: a) Give me a multiple choice test to check my understanding of the following words: assessment, analysis, research, divergence. Do not give me the answers until I have submitted my guesses b) create a gap fill activity testing my knowledge of the verb collocations that come before these nouns: analysis, argument, research, discussion, assessment. Do not give me the answers until I have submitted my guesses.
• Practise common situations at university where you will need to talk in English. This works particularly well if you can use the mobile app for the AI and use voice recognition to speak your parts. Possible prompts: a)  Imagine I’m a postgraduate engineering student at a university in the UK. I’m having problems starting my dissertation and I have a meeting with my supervisor to discuss this. Play the role of my dissertation supervisor and ask me one question at a time to help me get started. Wait for my response after each question before asking another one.

Prompt Engineering

GenAI platforms are often referred to as chatbots and it is tempting to interact with them in a conversational way. If you tend to use ‘please’ and ‘thank you’ in your interactions with GenAI, then you are not alone! However, to produce the most useful outputs, it can be more helpful to think of GenAI as a machine that you are programming by providing a set of detailed prompts. 

• Role: what register or style do you want GenAI to adopt in its interactions? For example: Act as an expert in xxx ; Write in an academic register.

[Example chat here ].

• Requirements: the more detail you can provide, the more accurate the output will be. For example, you might want to try listing the main points or perspectives you want addressed: Include arguments both for xxx and against xxx ; Incorporate the following points: xxx
• Limitations: provide a guide to how much information you want or any other limitations that you have in mind. For example: Explain xxx in less than 1000 words.
• If you are including a quotation within your prompt, you are more likely to yield accurate results if you delineate the quoted text using speech marks. For example: Act as an expert in xxx. Generate a brief summary (250 words) of the following text. The summary should be accessible to someone with no specialist knowledge of xxx. Text: “xxx”.
• As a revision aid: GenAI can help you to revise by testing your knowledge of a given area. Be aware, however that it may not include all of the material covered by your course. Example syntax: Act as a tutor in a first year university xxx course. Ask me multiple choice questions that will test my application of xxx. After I respond, give me feedback on my answer.

Using GenAI effectively is ultimately about experimenting with prompts to generate an output that is focused, appropriate and relevant. Often you will need to be patient and use trial and error to find an approach that works for you. And remember, the outputs that you generate should provide a starting point for the development of your own ideas and writing. 

Visit the Academic GenAI Prompt Bank

The Prompt Bank provides a set of categorised prompt stems to help you to generate meaningful outputs. Experiment with the suggested prompts or share your own ideas to help build the Prompt Bank further. 

Visit the Academic GenAI Prompt Bank here . 

Further reading: Danny Liu, Prompt engineering for students – making generative AI work for you, University of Sydney Teaching Tips, 27 April, 2023

Limitations

It is important to remember that the intelligence of GenAI is very different from human intelligence.  It can store and access a lot of data - much more than a human can - but it doesn't understand the information it generates.

• When GenAI provides outputs, it is easy to think that these have been confidently created using in-depth subject knowledge. This is not the case: GenAI is utilising the data it has been trained on, without any understanding of the quality or meaning of this data. AI tools cannot 'think': they cannot critically evaluate information to arrive at a conclusion, nor can they apply information to real-world contexts.
• AI does not have emotional intelligence. It cannot understand emotions and has no capacity for empathy.  It can also struggle to pick up on humour, sarcasm and nuance.
• Any biases in the original data (or in practices of the data programmers) will be present in GenAI outputs, leading to the reproduction of social inequalities. Outputs may be racist, ableist and/or sexist, for example.
• Certain news organisations have blocked GenAI from scraping their data, which can result in information from particular perspectives being omitted from outputs. For example, the Guardian newspaper announced in September 2023 that they would block OpenAI from using its content . 
• Sources programmed into AI may be months or years out of date, so using GenAI responses may mean that recent key information or developments in the field are missing. For example, Chat GPT is trained on data that only goes up to September 2021, so any information generated since then will be omitted from its output.
• GenAI is occasionally known to generate incorrect or false information, which is sometimes referred to as a ‘hallucination.’ 
• GenAI is not able to reliably distinguish between verified sources and other forms of information, so it may reproduce misleading or false information in its outputs.
• AI has an environmental impact. It is energy-intensive and as datasets grow, its carbon footprint will get bigger.  
• GenAI does not currently have the ability to identify and reference the sources that underpin its assertions. With this limitation in mind, together with the above points around accuracy, it is imperative that any facts or information generated by AI are thoroughly checked using traditional research techniques, such as Library databases or Google Scholar, with references to sources included as appropriate. 

Please visit the ' G enAI and searching ' section of the Generative AI Literacy, University of Sheffield Library Guide  and the University Library Discovering pages for more information.

Unfair means

Unfair means refers to methods used by a student that give an unfair advantage over other students in assessments, including helping someone else to gain an unfair advantage. More information is available on the University of Sheffield’s Unfair Means pages . 

Even if you make a full disclosure of your use of GenAI, if this is not specifically permitted in your assessment criteria and guidance, or extends beyond what is permitted, there is a risk of this use being considered an unfair advantage, and therefore unfair means.

GenAI responses are not held to the same expectations of accuracy, integrity and ethics as students and staff in academia.  If you use responses from GenAI within your work, you could be using the following types of unfair means either knowingly or without even realising:

Plagiarism - submitting work or ideas that are not your own, and not attributing the work of others through appropriate referencing.  For example, using a GenAI response as if it is your own work, or using an idea given to you by a response, without knowing or referencing where GenAI found the original idea.

Buying or commissioning work - submitting work that you have requested a service to produce, and submitting it as if it is your own work.  Even if you have used a free GenAI tool, this is still unfair means if you claim it is your own work.

Coursework sites - the University does not support the use of sites that share content such as lecture notes, essays, lab reports or exam questions. GenAI may be taking its responses directly from these prohibited sites without you knowing.

Fabrication - submitting work where some information is made up, such as quotations, results of experiments, or survey findings that are not true.  GenAI does not have the capacity to judge whether its sources are objectively true or accurate and can give a convincing response to a question that it has found no answer for - this is sometimes called AI ‘hallucination’.

Collusion - submitting work that has been created with the help or input of other people as if it is your own work in an assessment that does not permit group work.  If more than one student has been using GenAI responses within their work and these are similar, this could look like collusion.

If you are in any doubt about whether GenAI use is allowed, or if you feel reluctant to admit in your assessed work that you have used Gen AI, then seek clarification from staff in your department.

Acknowledge, Describe, Evidence

In assignments where you are sure that you are allowed to use GenAI, you may be asked to provide a full disclosure of how you have done so. This will ensure that your tutor can see how your thinking has intersected with and developed any content that you may have generated. 

You can provide this information by completing an Acknowledge, Describe, Evidence template which you may be asked to submit as an appendix to your assignment.  

• Acknowledge

Select a statement as appropriate to acknowledge how you used the identified GenAI tool in your work. 

Provide a short summary to describe how you employed the tool and how you adapted or developed its outputs. 

Provide evidence of how you have used GenAI by providing your prompts and copying and pasting outputs 

Adapted from: UCL, Engaging with AI in your education and assessment (February 2023)

Further Reading

Generative AI Literacy, University of Sheffield Library Guide .

Danny Liu, Prompt engineering for students – making generative AI work for you, University of Sydney Teaching Tips, 27 April, 2023

UCL, Engaging with AI in your education and assessment (February 2023)

Related information

Generative AI Principles for Students

Generative AI for Essay and Report Writing

Academic Generative AI Prompt Bank

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Unlocking Human-AI Potential

10 best practices for ai assignments in higher ed, by stephanie speicher.

Digital Fluency Faculty in Residence - Weber State University

In the early days of December 2022, late one night, under the cover of darkness, I eagerly typed “ChatGPT” into my Google search bar. I nervously and excitedly entered the world of AI, similar to when I walked into a candy store as a child and was bombarded with colors, flavors, and treats to pique my curiosity. However, just like the choices I would make in a candy shop, jumping into the realm of AI required thoughtful consideration.

Whether you’re enthusiastic, wary, or, as Dr. Flower Darby puts it, an AI realist, as faculty, it’s crucial to navigate AI in education with mindfulness. AI can undoubtedly enhance efficiency and accuracy, yet it lacks the essence of human intelligence and personal interaction. As we explore the integration of AI into our teaching, we must ask ourselves pivotal questions and consider strategies that align with human-centered pedagogy.

Table of Contents

• 1. Set Clear Learning Objectives

2. Choose the Right AI Tool for the Job

3. encourage experimentation and play, 4. acknowledge and teach voice, representation, access, and data privacy, 5. infuse collaboration and critical thinking, 6. personalized and differentiated learning.

• 7. Integrate with Existing Curriculum... and Start Small

8. Balance Theory and Practical Application

9. connect to future careers and professional opportunities, 10. emphasize human-ai interaction, 1. set clear learning objectives for ai assignments.

What strategies can you employ to communicate the learning objectives of AI assignments effectively, fostering a shared understanding among students and promoting engagement?

In the dynamic landscape of AI and education, a foundational step is to set crystal-clear learning objectives. Begin by delineating explicit learning outcomes and objectives for your AI assignments. What specific knowledge and skills do you want your students to acquire? The answer lies in the details of these objectives. This transparency provides a road map for students.

In a creative writing class, the learning objective is to introduce students to the possibilities of AI in enhancing storytelling. The clear objective is for students to explore and understand how AI tools can be used as creative partners in the storytelling process. The assignment involves creating a short story where students use AI-generated prompts or characters to add unique elements to their narratives. By setting this clear learning objective, you can guide students to appreciate the synergy between human creativity and AI assistance in storytelling.

Have students collaborate to define the learning objectives collectively; this will not only deepen their understanding but also build connections that mirror real-world collaboration.

How can you thoughtfully integrate a diverse array of AI tools into your curriculum, providing students with the tools needed to innovate, deepen their understanding of content, and generate new ideas?

The integration of AI tools into the educational landscape demands strategic decision-making. It’s not just about incorporating technology for the sake of it; it’s about selecting the right tool for the right purpose. As educators, our choices should align with the overarching goal of empowering students to innovate, comprehend content deeply, and spark creative ideas. When contemplating the integration of AI tools, consider the assignment’s complexity and purpose. For example, is the goal to enhance storytelling, generate visual art, or optimize code creation? Depending on the desired learning outcomes, select tools that resonate with the learning objectives. This thoughtful approach ensures that AI becomes a dynamic, purposeful component of the learning experience.

Introduce Adobe Firefly, an AI image-generation model, into a literature or art class. The objective is not only to showcase the capabilities of the tool but to explore creativity in visual storytelling. Students could use DALL-E to bring to life characters from literature or generate unique visual interpretations of a given theme. By aligning the tool with the curriculum’s learning outcomes, students not only engage with AI but also deepen their understanding of literature and art through a fresh lens.

To infuse authenticity into the AI learning experience, connect the concepts to real-world challenges. Foster a sense of purpose beyond the classroom by encouraging students to explore how the chosen AI tool can address broader societal issues. For instance, prompt discussions on how AI-generated art can be used to communicate complex ideas or evoke emotions on topics such as social justice or environmental sustainability. By grounding AI exploration in real-world relevance, students are not only learning about technology but are also contributing to meaningful conversations and solutions.

How can you foster curiosity and ignite a spirit of innovation in AI assignments, turning the learning process into an exploration of creativity and play?

The landscape of AI offers a playground of possibilities, and as educators, our challenge is to turn assignments into avenues for experimentation and discovery. We can empower students to delve into the world of AI, sparking curiosity and encouraging a playful approach to learning. To achieve this, provide students with opportunities to explore and experiment with AI tools. This not only nurtures a sense of play but also opens doors to unexpected discoveries and innovative thinking. By allowing room for experimentation, we enable students to tap into their creativity and uncover unique applications of AI that extend beyond initial expectations.

Rather than confining students to a rigid assignment, encourage them to play with the tools, experimenting with language, genres, and prompts. The goal is not just to complete a task but to explore the nuances of AI in crafting narratives. This playfulness can spark creativity and a sense of ownership over their work.

To partner with students in their AI learning journey, guide them intentionally in using AI tools with creativity. Encourage thoughtful exploration rather than aimless experimentation. By providing guidance and framing the exploration within a learning context, you can ensure that students purposefully engage with AI. This partnership transforms the learning process into a collaborative venture, where both educators and students contribute to the discovery and application of AI in innovative ways.

How can you cultivate a culture of ethical and responsible use of AI in your assignments, ensuring that students not only understand the technology but also its profound implications on voice, representation, access, and data privacy?

In the age of AI, understanding the ethical considerations surrounding its use is not just a prerequisite, it’s an imperative responsibility. As educators, our role goes beyond teaching the technical aspects of AI; we must instill in our students a deep awareness of the societal impact their creations may have. This best practice involves providing comprehensive background information on AI concepts while placing a strong emphasis on ethical considerations, including issues related to bias, privacy, and algorithmic fairness. To ensure the ethical and responsible use of AI, begin by offering a thorough understanding of its concepts. Place a spotlight on the ethical dimensions, discussing the potential biases that may emerge from data, the importance of privacy in AI-driven applications, and the broader implications of algorithmic decision-making on society.

Take, for instance, a class discussion that focuses on the impact of biased data on AI algorithms and its implications for society. By examining real-world cases where biased algorithms have perpetuated inequalities, students gain insight into the profound consequences of seemingly neutral technologies. This example serves as a gateway to exploring the ethical dimensions of AI in a tangible and relatable context.

To foster ethical use, extend the educational focus beyond the technical aspects. Cultivate digital citizenship skills by educating students on the broader societal impact of AI. Encourage critical thinking by prompting discussions on the ethical implications of AI technologies, emphasizing the importance of responsible decision-making.

Beyond technical proficiency, we should craft assignments that stimulate critical thinking, encourage collaboration, and inspire the generation of new ideas. Start by creating assignments that prompt students to evaluate the strengths and limitations of AI approaches, fostering a deeper understanding of the technology. This goes beyond surface-level comprehension, challenging students to engage in thoughtful analysis and consider the broader implications of their work.

Consider a scenario where students collaborate on a project to develop an AI-driven solution for a community issue. This could involve analyzing datasets related to local challenges, discussing ethical considerations, and collectively designing an application that addresses a real-world problem. This hands-on, collaborative approach not only sharpens technical skills but also encourages critical thinking and fosters a sense of collaboration.

Emphasize deep learning principles and the building of relationships among students. Provide opportunities for students to engage with information, synthesize it, and think critically about it, creating dynamic and enriching learning experiences. By fostering autonomy and creativity, educators empower students to generate their own ideas and content, transforming them from passive learners to active contributors in the learning process.

In what ways can you create AI assignments that accommodate various learning styles, ensuring an inclusive and engaging experience for all students?

One of the powers of AI lies in its ability to adapt and differentiate content for students. Begin by recognizing the unique strengths and challenges present among students. Tailor AI assignments to accommodate this spectrum, providing resources and support that cater to both novices and those with advanced skills and knowledge. This approach ensures that every student can actively engage with the material and learning experiences.

Consider an AI assignment where students are given the freedom to choose different formats for their work. This might include options such as written reports, presentations, or creative projects. By allowing this flexibility, students can align the assignment with their strengths and preferences. Beginners might find comfort in written reports, while those with advanced skills can showcase their proficiency through more complex creative projects. This adaptable framework not only accommodates diverse skill levels but also nurtures a sense of ownership over the learning process.

Go beyond adaptation and embrace co-creation. Encourage students to be active co-creators of their educational experience, providing opportunities for them to shape the direction of their learning. By promoting autonomy and creativity, educators enable students to take ownership of their education, transforming the classroom into a collaborative space.

7. Integrate with the Existing Curriculum . . . and Start Small

How might you identify the low-hanging fruit within your curriculum, pinpointing areas where AI integration can be introduced gradually and effectively?

Embarking on the integration of AI into the curriculum is a transformative journey that necessitates a thoughtful and gradual approach. The key is to start small, with one assignment, one idea, in one course, during one semester. This deliberate approach allows you to gauge impact, fine-tune strategies, and gradually expand the integration of AI into your teaching repertoire. Begin by exploring ways to align AI assignments with course topics and learning objectives.

In a literature course, start small by introducing a single AI assignment focused on creative writing. Students could use AI-generated prompts or tools to explore new narrative styles or even co-create stories with AI assistance. This limited yet impactful integration not only emphasizes storytelling but also serves as a gateway for students to witness the potential of AI in a familiar writing context.

Consider incorporating a feedback loop within the “start small” approach. Create channels for open communication with students, gathering their insights and experiences as they engage with the AI assignment. This feedback loop not only provides valuable information for fine-tuning future implementations but also fosters a collaborative and supportive learning environment.

In what ways can assignments be designed to encourage students to analyze the strengths and limitations of AI approaches critically, fostering a comprehensive understanding that goes beyond theoretical knowledge?

The integration of theoretical knowledge and practical application is the cornerstone of preparing students for the dynamic opportunities that lie ahead. To achieve this balance, we need to go beyond traditional teaching methods, designing assignments that prompt critical thinking and foster a deep understanding of AI principles through hands-on experiences. Begin by weaving theoretical knowledge into hands-on applications, creating assignments that serve as bridges between abstract concepts and real-world scenarios. This dynamic approach not only enhances students’ theoretical understanding but also equips them with the skills needed to apply this knowledge in practical settings.

Incorporating Socratic Seminars into the curriculum, creating a space for deep learning and critical thinking about the ethical aspects of AI. This method encourages students to engage in thoughtful discussion, challenging each other’s perspectives and promoting a deeper understanding of the ethical considerations surrounding AI. By integrating this theoretical exploration with practical discussions, students not only grasp theoretical concepts but also develop the analytical skills needed to navigate the ethical dimensions of technology.

To enhance the human aspect within the AI learning experience, emphasize deep learning principles and the building of relationships among students. Foster collaborative and enriching learning experiences by incorporating group activities or discussions that prompt students to engage with AI from diverse perspectives. By creating a collaborative atmosphere, we reinforce theoretical principles and nurture a sense of community and shared exploration among students, enriching their learning journey.

How might AI assignments be framed to encourage students to envision the real-world applications of their skills, fostering a sense of purpose and relevance beyond the classroom?

The integration of AI into education goes beyond the classroom; it’s about preparing students for the challenges and opportunities they’ll encounter in their future careers. To achieve this, connect AI assignments to relevant course topics, learning objectives, and the broader landscape of industry applications. Begin by guiding students to leverage digital technologies in addressing genuine problems, mirroring the challenges they are likely to face in their future professional experiences. Emphasize that AI tools extend beyond the classroom, showcasing their utility in tackling real-world issues. Frame assignments around authentic problems to enhance engagement and practicality, demonstrating the immediate applicability of AI concepts.

Consider designing an assignment that requires students to apply AI in addressing a current industry challenge, such as optimizing supply chain processes using predictive analytics. By connecting AI concepts to real-world applications, students not only gain practical experience but also understand the transferability of these skills to their future careers.

Provide opportunities for students to share their career goals and expectations, fostering a sense of individuality. This allows us to tailor assignments to students’ unique career paths and create a supportive environment that values and respects each student’s professional goals.

How can you guide students to view AI tools not as replacements for critical thinking and independent research but as creative partners, fostering collaborative learning and interdisciplinary perspectives in the process?

The integration of AI into education is an opportunity to emphasize the symbiotic relationship between humans and AI. Rather than relegating AI as a tool or resource, guide students to perceive AI as a creative partner, augmenting their capabilities and inspiring collaborative problem-solving. Encourage students to recognize that AI is not a substitute for critical thinking but a catalyst for it. Design assignments that create moments for collaboration. This approach enhances students’ ability to approach problems from different angles and mirrors the collaborative dynamics they are likely to encounter in professional settings.

Picture a marketing class in which the focus is on emphasizing the collaborative relationship between students and AI in crafting effective marketing campaigns. The objective is for students to leverage AI tools to enhance their marketing strategies rather than relying on them exclusively. Have students create a marketing campaign using AI-generated insights to refine their target audience, messaging, and content strategy. By framing the learning objective in this way, we can guide students to see AI as a valuable partner in the marketing process, amplifying their strategic thinking.

Facilitate open dialogue that explores students’ perceptions and concerns regarding the collaboration between humans and AI. Acknowledge the emotional and ethical dimensions of working with AI and create a space for students to express their thoughts. By incorporating their perspectives, we can co-create an environment that recognizes and respects the human side of the AI-human connection.

In conclusion, the potential of AI in education is vast, and as faculty, our responsibility is paramount in guiding students through this transformative journey. By aligning AI assignments with human-centered pedagogy, we not only prepare students for an AI-infused world but also enrich their skills in communication, collaboration, critical thinking, and reflection. As we explore these strategies, let’s remain innovative, brave, and humble, recognizing that the integration of AI allows us to be more human, more connected, and more creative in our teaching practices. The key lies in continual exploration, fostering curiosity, and embracing the symbiotic relationship between humans and AI to create a future of possibilities we can only imagine.

About the Author

Stephanie Speicher teaches courses that focus on instructional planning, assessment and curriculum theory. Throughout her career, she has had the opportunity to work in a variety of educational settings from traditional schools as a social studies teacher to a backpacking/rock climbing instructor for Outward Bound and most recently as a public charter school principal. For over twenty years, she has assisted teachers, administrators and other educational professionals to enhance their teaching, leadership and collaborative skills. Specifically, her research interests include preservice teacher agency development, the implementation of learning communities in the classroom and the bridging of social justice ideology into experiential education methodology. Stephanie lives in North Ogden, Utah with her husband, 2 daughters and a growing flock of backyard chickens.

• Darby, F. (2023, November 13). Why you should rethink your resistance to ChatGPT. The Chronicle of Higher Education.
• Furze, L. (2023, January 26). Teaching AI ethics.
• Gee, L. (2006). Human-centered design guidelines. In D. G. Oblinger (Ed.), Learning spaces.
• Westling, M. (2023, November 6). Bridging pedagogy and generative artificial intelligence. Faculty Club.

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• NEWS EXPLAINER
• 09 December 2022

AI bot ChatGPT writes smart essays — should professors worry?

• Chris Stokel-Walker

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Between overwork, underpayment and the pressure to publish, academics have plenty to worry about. Now there’s a fresh concern: ChatGPT , an artificial intelligence (AI) powered chatbot that creates surprisingly intelligent-sounding text in response to user prompts, including homework assignments and exam-style questions. The replies are so lucid, well-researched and decently referenced that some academics are calling the bot the death knell for conventional forms of educational assessment. How worried should professors and lecturers be?

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doi: https://doi.org/10.1038/d41586-022-04397-7

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Center for Teaching Innovation

Ai in assignment design.

Using generative artificial intelligence (AI) can be both productive and limiting—it can help students to create and revise content, yet it also has the potential to undermine the process by which students create. When incorporated effectively into assignments, generative AI can be leveraged to stimulate students' ability to apply essential knowledge and develop critical thinking skills. 

As you explore the possible uses of generative AI in your course, note that establishing a general familiarity with generative AI and being mindful of accessibility and ethical concerns will be helpful. 

The following process may help you determine how to best incorporate generative AI into your course assignments.

Affirm What You Actually Want to Assess

As you decide how you might incorporate AI into your course, it’s important to revisit your current course assessment plan, most importantly your course learning outcomes —that is, the skills and knowledge you want students to learn and demonstrate by the end of your course. Once you have a clear idea of the specific skills/knowledge you want to assess, the following questions can help determine whether or not your current assignments are effective and assessing what you want them to assess:

• Does my assignment call for the same type of thinking skills that are articulated in my class outcomes? For example, if my course learning outcome calls for students to analyze major themes in a work, is there risk of my final assignment prompting students to do more (e.g., synthesize multiple themes across multiple works) or to do less (e.g., merely identify a theme) than this outcome? If so, there may be a misalignment that can easily be addressed.
• Does my assignment call for the same type of thinking skills that students have actually practiced in class? For example, if I am asking students to generate a research prospectus, have I given them adequate opportunity to develop—and receive feedback on—this skill in class?
• Depending on your discipline, is there a need for an additional course outcome that honors what students now need to know about the use of generative AI in your course/field?

Explore When & How Generative AI Can Facilitate Student Learning

Once you have affirmed your learning outcomes and ensured that your assignments are properly aligned with those outcomes, think about if, when, and how it might make sense to incorporate generative AI. Is there a way to leverage generative AI to engage students in deeper learning, provide meaningful practice, or help scaffold your assignments?

Consider the usefulness of generative AI to serve as:

• Have students analyze AI-generated texts to articulate what constitutes “good” (and not so good) responses to prompts.
• Have students analyze AI-generated texts and engage in error analysis to develop more nuanced and discipline-specific writing skills.
• Leverage the use of generative AI platforms to help students become more discerning. This can help students develop the critical thinking and information literacy skills required to effectively and responsibly use such platforms.
• Have students revise AI-generated texts to develop critical thinking skills.
• Have students engage with a generative AI platform as a tutor. 
• Facilitate students’ responsible, self-guided use of generative AI to develop select discipline specific skills (e.g., coding in computer science courses)
• Have students use generative AI to off-load repetitive tasks.
• Have students use generative AI to conduct preliminary analysis of data sets to confirm broad takeaways and affirm that their more nuanced analysis is heading in the right direction.

Identify When Generative AI Cannot Facilitate Student Learning

It is often the case that students cannot—or should not—leverage generative AI to promote or demonstrate their own learning. To help ensure that your assignment design highlights students’ unique perspectives and underscores the importance of a (non-generative AI informed) discipline-specific process, consider how to emphasize metacognition, authentic application, thematic connection, or personal reflection.  

Even if another part of an assignment calls for the use of generative AI, the following strategies may supplement the uses of AI highlighted above and foster deep and meaningful learning:

• Have students identify the successes and challenges they experienced throughout the completion of a project.
• Have students set incremental goals throughout a project, highlighting next steps of a discipline-specific process, resources they used, and the steps about which they are enthusiastic/nervous.
• Have students self-assess their work, identifying strengths and weaknesses of their product/effort.
• Have students engage in problem-based learning projects, ideally in authentic settings (e.g., problems that focus on our local community, real-world challenges, real-world industries, etc.).
• Have students present projects (and engage with) authentic audiences (e.g., real stakeholders, discipline-specific research partners, native-speaking language partners, etc.)
• Have students connect select reading(s) to course experiences (e.g., labs, field experiences, class discussions). 
• Leverage Canvas-based tools that promote student-to-student interactions (e.g., Hypothesis for social annotation or FeedbackFruits for peer review and feedback).
• Have students provide a reflective rationale for choices made throughout the completion of a class project (e.g., an artist statement, response to a reflection prompt about personal relevance of source selections)
• Have students connect course experiences/motivations to their own lived experiences.

Create Transparent Assignment Materials

Once you have thought about whether or not generative AI can be effectively incorporated into your assignments, it is important to create assignment materials that are transparent (Winkelmes, et al., 2019). Specifically, this means creating ways to communicate to students the task you are are requiring, along with its purpose and evaluative criteria:

• Task. Students will benefit from having a clear and accessible set of directions for the project or assignment you are asking them to complete. 
• Purpose. Students are often more motivated when they understand why a particular task is worth doing and what specific knowledge or skills they will develop by completing the assigned task.
• Evaluative Criteria. Students benefit from having a clear sense of how their work will be evaluated and a full understanding of what good work looks like.

Communicate Your Expectations for Generative AI Use 

Regardless of the extent to which you incorporate the use of generative AI into your assignment design, it is essential to communicate your expectations to students. Sharing clear directions for assignments, communicating how students can be successful in your class, and promoting academic integrity serves both you and your students well. 

Example Assignment Policy Language for Generative AI Use

The following language on the use of generative AI may be helpful as you create directions for specific assignments. Please note that the following sample language does not reflect general, course-level perspectives on the use of generative AI tools. For sample course-level statements, see AI & Academic Integrity .

Prohibiting AI Use for a Specific Assignment

Allowing the use of generative ai for a specific assignment with attribution.

For full details on how to properly cite AI-generated work, please see the APA Style article, How to Cite ChatGPT . "

Encouraging the Use of Generative AI for a Specific Assignment with Attribution

For full details on how to properly cite AI- generated work, please see the APA Style article, How to Cite ChatGPT ."

Confer with Colleagues

There is almost always a benefit to discussing an assessment plan with colleagues, either within or beyond your department. Remember, too, that CTI offers consultations on any topic related to teaching and learning, and we are delighted to collaboratively review your course assessment plan. Visit our Consultations page to learn more, or contact us to set up a consultation.

2023 EducaUse Horizon Report | Teaching and Learning Edition. (2023, May 8). EDUCAUSE Library. https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition

Antoniak, M. (2023, June 22). Using large language models with care - AI2 blog. Medium. https://blog.allenai.org/using-large-language-models-with-care-eeb17b0aed27

Dinnar, S. M., Dede, C., Johnson, E., Straub, C. and Korjus, K. (2021), Artificial Intelligence and Technology in Teaching Negotiation. Negotiation Journal, 37: 65-82. https://doi.org/10.1111/nejo.12351

Jensen, T., Dede, C., Tsiwah, F., & Thompson, K. (2023, July 27). Who Does the Thinking: The Role of Generative AI in Higher Education. YouTube. International Association of Universities. Retrieved July 27, 2023.

OpenAI. (2023, February 16.). How should AI systems behave, and who should decide? https://openai.com/blog/how-should-ai-systems-behave

Winkelmes, M. A., Boye, A., & Tapp, S. (2019). Transparent design in higher education 

teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, VA: Stylus Publishing .

How can AI be used by university students?

Ai is not something to be feared if you know how to use it. here are some ways in which students might be able to use ai for university applications and classwork.

Thanks to artificial intelligence (AI), university admissions and assignments are undergoing a revolution, and now is the time for students to take advantage of the opportunities this presents.

Although it is entirely common – even natural – to feel apprehensive about the rise of AI, there is a silver lining that cannot be ignored: students can use AI programmes to help them with university applications and university work in a way that is accepted by universities.

At my school in Brazil, we are working to make sure that our students are prepared for the realities of the world around them, including the impact of AI. So let’s dive in and explore how to make AI work for all students. 

University admissions 

It is important to acknowledge that some university admissions offices have already been using AI in their application review processes for years. From automated essay grading to data-driven decision-making to admissions chatbots, AI has been streamlining admissions processes and helping universities select their candidates since at least 2016.

There are many ways in which AI, particularly generative AI, can assist student applicants in their journeys.

It is of course important to note here that using AI to simply write your application will not be looked upon kindly by admissions officers. Using these tools can help you to explore your interests and goals, but you must also take the time to research your institution, what it is looking for and write your application in your own words. 

All students’ college applications should be reflections of their authentic selves. As such, students should use AI to enhance their natural talents and showcase their genuine interests, rather than to create a false persona or to misrepresent or deceive.

Here are some programmes that students can use to help them with their applications. 

• Writing tools : As AI becomes more sophisticated, so too do the writing tools available to students. These platforms can help to improve essay-writing and refine personal statements. By using AI-powered grammar checkers and style editors, students can polish their own writing, ensuring it is free of errors and effectively communicates their unique stories.
• Subject and career exploration : AI-driven career exploration tools can help students make informed decisions about their future careers, majors or programmes. By analysing interests, strengths and goals, these platforms can recommend majors and programmes that align with students’ aspirations.
• College selection : With tens of thousands of universities worldwide, choosing the right one can be an overwhelming process. But with AI-driven college selection tools, students can receive personalised recommendations based on their academic profiles, preferences and financial needs.
• Resumé enhancement : As students continue to explore their university options, what they have accomplished by the time of application seems to become more important with every year. Having a well-crafted resumé is becoming essential for university applicants, and there are a host of AI tools on the market to assist with this process. Additionally, generative AI can make suggestions for activities, clubs or hobbies a student might pursue to grow their passions or interests. 
• Interview preparation : AI-driven interview coaching tools can help students practise and improve their interviewing skills, boosting their confidence and performance during college admission interviews.
• Portfolio development and evaluation : AI-powered platforms can help students create and curate digital portfolios showcasing their talents, skills and accomplishments. Additionally, there are many ways to engage AI to evaluate such portfolios and bodies of work, enhancing their college applications and increasing their chances of acceptance.
• Study guides or customised test preparation : Some AI tools can create personalised study plans based on students’ strengths and weaknesses. Of course, these tools can be set up to learn virtually anything, creating customised plans for learning. They can also be used for preparing for tests such as SATs, ACTs or English proficiency tests.  

University assignments

Many experts believe that AI will soon start to be incorporated into classwork and study habits. From research and study tools to note-taking, AI could be used in a range of ways to help you study.

As such, it is likely that professors will place greater emphasis on AI across all disciplines. In this way, students seeking to excel in university life and their careers will benefit from learning how to use AI now.

By tapping into AI’s potential, students can make their college applications stand out in the increasingly competitive admissions landscape. A student can use AI to hone their writing, improve their test scores, find the perfect college match and so many other things. However, although AI can be a powerful tool, it is always a student’s unique qualities and aspirations that will truly make the difference, so it is alway important to use these tools to help you rather than do the work for you.

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Generative AI in your assignments

Can i use generative ai tools in my assignments.

Some subject coordinators may explicitly include information in your assessment guidance as to whether these kinds of tools may be used and how.  You must comply with the requirements of the assessment task – if you are unsure, check with your lecturer.

Tools such as AI chatbots can be helpful to explain concepts in different ways – this may help you to understand difficult concepts in your course.  Tools like ChatGPT can also potentially help you to think about an initial structure for an assignment: for example you might ask for section headings for a document based on your own notes, as a way to get started. 

In some cases, your lecturer may ask you to use ChatGPT or other generative AI tools as part of the assessment.  If this is the case, make sure that you understand how you are expected to use the tool and which parts of the work are expected to be your own original work.  If you are unsure, ask you tutor or lecturer for clarification. 

It is important to remember that when you submit an assignment or other assessment, you are taking responsibility for the content, and claiming it as your own work.  Whilst generative AI tools can be useful for helping you to understand a topic or structure your thinking, using them to write substantial parts of your work for you (where this is not explicitly required as part of the assessment) is academic misconduct and may have serious consequences for you.

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AI Teaching Strategies: Transparent Assignment Design

The rise of generative artificial intelligence (AI) tools like ChatGPT, Google Bard, and Jasper Chat raises many questions about the ways we teach and the ways students learn. While some of these questions concern how we can use AI to accomplish learning goals and whether or not that is advisable, others relate to how we can facilitate critical analysis of AI itself. 

The wide variety of questions about AI and the rapidly changing landscape of available tools can make it hard for educators to know where to start when designing an assignment. When confronted with new technologies—and the new teaching challenges they present—we can often turn to existing evidence-based practices for the guidance we seek.

This guide will apply the Transparency in Learning and Teaching (TILT) framework to "un-complicate" planning an assignment that uses AI, providing guiding questions for you to consider along the way. 

The result should be an assignment that supports you and your students to approach the use of AI in a more thoughtful, productive, and ethical manner.    

Plan your assignment.

The TILT framework offers a straightforward approach to assignment design that has been shown to improve academic confidence and success, sense of belonging, and metacognitive awareness by making the learning process clear to students (Winkelmes et al., 2016). The TILT process centers around deciding—and then communicating—three key components of your assignment: 1) purpose, 2) tasks, and 3) criteria for success. 

Step 1: Define your purpose.

To make effective use of any new technology, it is important to reflect on our reasons for incorporating it into our courses. In the first step of TILT, we think about what we want students to gain from an assignment and how we will communicate that purpose to students.

The  SAMR model , a useful tool for thinking about educational technology use in our courses, lays out four tiers of technology integration. The tiers, roughly in order of their sophistication and transformative power, are S ubstitution, A ugmentation, M odification, and R edefinition. Each tier may suggest different approaches to consider when integrating AI into teaching and learning activities. 

Questions to consider:

• Do you intend to use AI as a substitution, augmentation, modification, or redefinition of an existing teaching practice or educational technology?
• What are your learning goals and expected learning outcomes?
• Do you want students to understand the limitations of AI or to experience its applications in the field? 
• Do you want students to reflect on the ethical implications of AI use?  

Bloom’s Taxonomy is another useful tool for defining your assignment’s purpose and your learning goals and outcomes. 

This downloadable Bloom’s Taxonomy Revisited resource , created by Oregon State University, highlights the differences between AI capabilities and distinctive human skills at each Bloom's level, indicating the types of assignments you should review or change in light of AI. Bloom's Taxonomy Revisited is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0).  

Access a transcript of the graphic .

Step 2: Define the tasks involved.

In the next step of TILT, you list the steps students will take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid? Outlining each step is especially important if you’re asking students to use generative AI in a limited manner. For example, if you want them to begin with generative AI but then revise, refine, or expand upon its output, make clear which steps should involve their own thinking and work as opposed to AI’s thinking and work.

• Are you designing this assignment as a single, one-time task or as a longitudinal task that builds over time or across curricular and co-curricular contexts?  For longitudinal tasks consider the experiential learning cycle (Kolb, 1984) . In Kolb’s cycle, learners have a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. For example, students could record their generative AI prompts, the results, a reflection on the results, and the next prompt they used to get improved output. In subsequent tasks students could expand upon or revise the AI output into a final product. Requiring students to provide a record of their reflections, prompts, and results can create an “AI audit trail,” making the task and learning more transparent.
• What resources and tools are permitted or required for students to complete the tasks involved with the assignment? Make clear which steps should involve their own thinking (versus AI-generated output, for example), required course materials, and if references are required. Include any ancillary resources students will need to accomplish tasks, such as guidelines on how to cite AI , in APA 7.0 for example.
• How will you offer students flexibility and choice? As of this time, most generative AI tools have not been approved for use by Ohio State, meaning they have not been  vetted for security, privacy, or accessibility issues . It is known that many platforms are not compatible with screen readers, and there are outstanding questions as to what these tools do with user data. Students may have understandable apprehensions about using these tools or encounter barriers to doing so successfully. So while there may be value in giving students first-hand experience with using AI, it’s important to give them the choice to opt out. As you outline your assignment tasks, plan how to provide alternative options to complete them. Could you provide AI output you’ve generated for students to work with, demonstrate use of the tool during class, or allow use of another tool that enables students to meet the same learning outcomes.

Microsoft Copilot is currently the only generative AI tool that has been vetted and approved for use at Ohio State. As of February 2024, the Office of Technology and Digital Innovation (OTDI) has enabled it for use by students, faculty, and staff. Copilot is an AI chatbot that draws from public online data, but with additional security measures in place. For example, conversations within the tool aren’t stored. Learn more and stay tuned for further information about Copilot in the classroom.

• What are your expectations for academic integrity? This is a helpful step for clarifying your academic integrity guidelines for this assignment, around AI use specifically as well as for other resources and tools. The standard Academic Integrity Icons in the table below can help you call out what is permissible and what is prohibited. If any steps for completing the assignment require (or expressly prohibit) AI tools, be as clear as possible in highlighting which ones, as well as why and how AI use is (or is not) permitted.

Promoting academic integrity

While inappropriate use of AI may constitute academic misconduct, it can be muddy for students to parse out what is permitted or prohibited across their courses and across various use cases. Fortunately, there are existing approaches to supporting academic integrity that apply to AI as well as to any other tool. Discuss academic integrity openly with students, early in the term and before each assignment. Purposefully design your assignments to promote integrity by using real-world formats and audiences, grading the process as well as the product, incorporating personal reflection tasks, and more. 

Learn about taking a proactive, rather than punitive, approach to academic integrity in A Positive Approach to Academic Integrity.

Step 3: Define criteria for success.

An important feature of transparent assignments is that they make clear to students how their work will be evaluated. During this TILT step, you will define criteria for a successful submission—consider creating a  rubric to clarify these expectations for students and simplify your grading process. If you intend to use AI as a substitute or augmentation for another technology, you might be able to use an existing rubric with little or no change. However, if AI use is modifying or redefining the assignment tasks, a new grading rubric will likely be needed. 

• How will you grade this assignment? What key criteria will you assess? 
• What indicators will show each criterion has been met? 
• What qualities distinguish a successful submission from one that needs improvement? 
• Will you grade students on the product only or on aspects of the process as well? For example, if you have included a reflection task as part of the assignment, you might include that as a component of the final grade.

Alongside your rubric, it is helpful to prepare examples of successful (and even unsuccessful) submissions to provide more tangible guidance to students. In addition to samples of the final product, you could share examples of effective AI prompts, reflections tasks, and AI citations. Examples may be drawn from previous student work or models that you have mocked up, and they can be annotated to highlight notable elements related to assignment criteria. 

Present and discuss your assignment.

As clear as we strive to be in our assignment planning and prompts, there may be gaps or confusing elements we have overlooked. Explicitly going over your assignment instructions—including the purpose, key tasks, and criteria—will ensure students are equipped with the background and knowledge they need to perform well. These discussions also offer space for students to ask questions and air unanticipated concerns, which is particularly important given the potential hesitance some may have around using AI tools. 

• How will this assignment help students learn key course content, contribute to the development of important skills such as critical thinking, or support them to meet your learning goals and outcomes? 
• How might students apply the knowledge and skills acquired in their future coursework or careers? 
• In what ways will the assignment further students’ understanding and experience around generative AI tools, and why does that matter?
• What questions or barriers do you anticipate students might encounter when using AI for this assignment?

As noted above, many students are unaware of the accessibility, security, privacy, and copyright concerns associated with AI, or of other pitfalls they might encounter working with AI tools. Openly discussing AI’s limitations and the inaccuracies and biases it can create and replicate will support students to anticipate barriers to success on the assignment, increase their digital literacy, and make them more informed and discerning users of technology. 

Explore available resources It can feel daunting to know where to look for AI-related assignment ideas, or who to consult if you have questions. Though generative AI is still on the rise, a growing number of useful resources are being developed across the teaching and learning community. Consult our other Teaching Topics, including AI Considerations for Teaching and Learning , and explore other recommended resources such as the Learning with AI Toolkit and Exploring AI Pedagogy: A Community Collection of Teaching Reflections.

If you need further support to review or develop assignment or course plans in light of AI, visit our Help forms to request a teaching consultation .

Using the Transparent Assignment Template

Sample assignment: ai-generated lesson plan.

In many respects, the rise of generative AI has reinforced existing best practices for assignment design—craft a clear and detailed assignment prompt, articulate academic integrity expectations, increase engagement and motivation through authentic and inclusive assessments. But AI has also encouraged us to think differently about how we approach the tasks we ask students to undertake, and how we can better support them through that process. While it can feel daunting to re-envision or reformat our assignments, AI presents us with opportunities to cultivate the types of learning and growth we value, to help students see that value, and to grow their critical thinking and digital literacy skills. 

Using the Transparency in Learning and Teaching (TILT) framework to plan assignments that involve generative AI can help you clarify expectations for students and take a more intentional, productive, and ethical approach to AI use in your course. 

• Step 1: Define your purpose. Think about what you want students to gain from this assignment. What are your learning goals and outcomes? Do you want students to understand the limitations of AI, see its applications in your field, or reflect on its ethical implications? The SAMR model and Bloom's Taxonomy are useful references when defining your purpose for using (or not using) AI on an assignment.
• Step 2: Define the tasks involved. L ist the steps students will take to complete the assignment. What resources and tools will they need? How will students reflect upon their learning as they proceed through each task?  What are your expectations for academic integrity?
• Step 3: Define criteria for success. Make clear to students your expectations for success on the assignment. Create a  rubric to call out key criteria and simplify your grading process. Will you grade the product only, or parts of the process as well? What qualities indicate an effective submission? Consider sharing tangible models or examples of assignment submissions.

Finally, it is time to make your assignment guidelines and expectations transparent to students. Walk through the instructions explicitly—including the purpose, key tasks, and criteria—to ensure they are prepared to perform well.

• Checklist for Designing Transparent Assignments
• TILT Higher Ed Information and Resources

Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99 (2).

Wilkelmes, M. (2013). Transparent Assignment Design Template for Teachers. TiLT Higher Ed: Transparency in Learning and Teaching. https://tilthighered.com/assets/pdffiles/Transparent%20Assignment%20Templates.pdf

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review.

Related Teaching Topics

Ai considerations for teaching and learning, ai teaching strategies: having conversations with students, designing assessments of student learning, search for resources.

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10 Educational AI Tools for Students in 2024

Senior Content Marketing Manager

February 13, 2024

AI tools for students are becoming indispensable, from harnessing the power of artificial intelligence to refining writing nuances to getting instantaneous feedback on presentations. 

And the best part? Many of these groundbreaking AI writing tools are not just reserved for the elite—they are accessible and affordable, making them a boon for nonprofits and individuals on a budget. 

Whether you’re looking to craft impeccable essays or master the art of communication, dive in as we explore the top 10 AI-powered tools of 2024 tailored for your academic success.

What Are AI Tools For Students?

How students can best use ai, 2. quillbot, 3. gradescope, 4. otter.ai, 7. audiopen.ai, 9. smart sparrow, 10. wolfram alpha.

AI tools for students refer to various software and applications that utilize artificial intelligence to assist, enhance, or streamline the academic journey. Unlike conventional digital tools, AI-driven tools adapt, predict, and personalize learning experiences based on each student’s individual needs and patterns.

Here’s a breakdown of what they offer:

• Personalized learning: Every student is unique, and the best AI-powered tool can recognize this. They adapt to each student’s pace, learning style, and preferences to deliver tailored content, be it in the form of reading material, quizzes, or tutorials
• Instant feedback: Artificial intelligence education tools can analyze assignments, presentations, and projects, providing real-time feedback. This immediate response helps students understand their areas of improvement without waiting for teacher evaluations
• Productivity enhancements: From organizing study schedules to setting reminders for assignment deadlines, AI tools are equipped to aid students in time management and organization, ensuring they stay on top of their academic tasks
• Interactive learning: AI tools often come with chatbots, virtual assistants, and interactive platforms that make learning engaging and dynamic, breaking the monotony of traditional study methods.
• Data-driven insights: These tools collect and analyze data based on a student’s performance, giving insights into strengths, weaknesses, and potential growth areas, aiding in better academic planning
• Accessibility and Inclusivity: Many AI tools now offer features that make learning accessible for students with disabilities. From voice-to-text functionalities to visual aids, artificial intelligence ensures that education remains inclusive

AI can potentially transform a student’s learning trajectory, but the key lies in effectively harnessing its power. Here’s how students can make the most of AI:

• Setting clear goals: Begin with a clear understanding of what you wish to achieve using SMART goals . Are you looking to improve your essay-writing skills, seeking help with math problems, or aiming to organize your study routine better?
• Blend traditional with technological: AI tools offer unprecedented advantages but’re most effective when combined with traditional learning methods. For instance, after receiving feedback from an AI-powered writing tool, discuss it with a teacher or peer for additional insights
• Engage in interactive learning: Use AI-driven interactive platforms, such as chatbots or virtual tutors. These platforms provide real-time engagement, making complex topics easier to grasp and retain
• Analyze and adapt: Many AI tools provide data-driven insights about your learning patterns. Regularly review these analytics to understand your strengths and areas needing attention
• Ensure data privacy: While using any AI tool, especially those requiring personal data or academic records, ensure that the platform respects user privacy
• Stay open to feedback: One of the hallmarks of AI tools is instant feedback. Critiques, suggestions, or recommendations provided by these tools aim to enhance your skills and understanding
• Stay curious: AI is a fascinating domain with limitless potential. Dive deep, explore its intricacies, and stay curious about how machine learning, neural networks, or natural language processing can further bolster your academic journey

10 Best AI Education Tools in 2024

In 2024, the educational landscape has been transformed by a slew of advanced AI-driven platforms. Here’s a curated list of the 10 best AI education tools leading the charge and revolutionizing learning experiences for students globally.

In the ever-evolving landscape of digital tools, ClickUp has emerged as a front-runner, not just as a conventional project management tool for students but also as an AI-driven powerhouse tailored for student success. Combining the best of organizational features with the prowess of ClickUp Brain , ClickUp is redefining how students approach tasks, projects, and group collaborations.

With ClickUp’s education project management software , students can break down assignments into individual steps, which makes daunting projects more digestible, and then rank those tasks based on urgency and importance so they can focus on what matters most.

ClickUp’s collaborative tools turn group assignments from chore to joy thanks to real-time editing, advanced commenting features, and ClickUp Chat. ClickUp’s AI tools offer productivity analysis that suggests areas of improvement and optimizes your study routine.

ClickUp’s AI Writer and AI Knowledge Manager can help students summarize key information quickly, which is great for analyzing research papers or learning new topics. Using the AI Writer, students can also learn how to write better. They can see examples of good writing and get intelligent tips on improving their own work.

In a nutshell, ClickUp isn’t just another project management tool; it’s a holistic AI platform tailored to fit the unique demands of student life. By leveraging its powerful AI Writer and the intelligence of its AI Knowledge Manager, students can pave the way for academic excellence and a future of seamless project execution.

ClickUp best features

• With ClickUp Tasks, students can organize assignments, projects, and other academic endeavors into manageable chunks
• Automate routine tasks and set up workflows to streamline processes
• All ClickUp Docs , discussions, and tasks are in one place, eliminating the hassle of toggling between multiple apps
• ClickUp seamlessly integrates with various other tools and platforms that students commonly use, like Google Calendar, Drive, and even note-taking apps
• Depending on a student’s preference, they can visualize tasks and projects as a list, on a Kanban-style board, or on a calendar, offering flexibility in project management styles
• Monitor the time spent on different tasks or projects to ensure efficient time allocation
• Never miss a deadline with ClickUp’s robust reminder system. Plus, get yourself organized with the ClickUp Class Schedule and Time Study Template
• With AI enhancements, ClickUp adapts to a student’s work pattern, offering personalized suggestions and insights

ClickUp limitations

• Some users have mentioned that while ClickUp is robust and feature-rich, it can initially come across as overwhelming, especially for those new to project management tools
• While ClickUp’s desktop interface is widely appreciated, a few users have pointed out that the mobile app experience could be more streamlined

ClickUp pricing

• Free Forever
• Unlimited : $7/month per user
• Business : $12/month per user
• Enterprise : Contact for pricing
• ClickUp Brain: Available on all paid plans for $5/Workspace member/month

ClickUp ratings and reviews

• G2 : 4.7/5 (2,000+ reviews)
• Capterra : 4.7/5 (2,000+ reviews)

In an age where crisp, clear, and precise communication is paramount, QuillBot emerges as a beacon for students. A revolutionary AI tool for note-taking , QuillBot is specifically designed to enhance the quality and versatility of written content. 

Its intuitive interface and advanced algorithms make it a must-have for students striving for writing excellence. 

QuillBot acts as a second pair of eyes, helping students refine and elevate the standard of their written assignments and ensuring they make the best impression. Students can significantly expedite the editing and proofreading process with instantaneous suggestions and corrections, saving valuable time.

Knowing that their work has been reviewed and enhanced by a sophisticated AI-powered tool, students can confidently submit their assignments.

Over time, as students continually engage with QuillBot’s suggestions, they can organically improve their writing skills and internalize better writing habits. With its blend of advanced features and user-friendly design, it’s no surprise that many in the academic realm consider Quillbot an essential asset in their writing toolkit.

Quillbot best features

• QuillBot offers a handy browser extension and integrates smoothly with platforms like Google Docs and Microsoft Word
• Students can input sentences or paragraphs and receive alternative versions that retain the original meaning but use different phrasing
• QuillBot offers many modes, including Standard, Fluency, Creative, and more, catering to various writing needs. Each mode provides a different spin on the content, allowing students to find the tone and style that best suits their work.
• QuillBot can suggest synonyms for specific words, aiding students in diversifying their vocabulary and enhancing the richness of their content
• Beyond restructuring sentences, QuillBot offers suggestions to correct grammar mishaps and enhance sentence fluency, ensuring that students’ work is both accurate and articulate

Quillbot limitations

• Though QuillBot is adept at paraphrasing, there are instances where it might not fully grasp or retain the nuanced context of specific sentences, leading to suggestions that might be off-mark. For this reason, some people may prefer a Quillbot alternative
• QuillBot offers both free and premium versions. Some students have noted that the free version, while useful, has limitations regarding word count and access to all features. This might necessitate an upgrade for those requiring extensive use.
• On occasion, QuillBot might lean towards certain synonyms or phrasings more than others, leading to potential vocabulary repetition if not double-checked
• For very intricate or specialized sentences, especially those related to specific academic or scientific topics, QuillBot might occasionally struggle to provide a satisfactory rephrase

Quillbot pricing

• Premium: $19.95/month per user

Quillbot ratings and reviews

• Capterra: 4.6/5 (100+ reviews)

Grading and assessment, traditionally time-consuming and often subjective, have been given a 21st-century facelift with the introduction of Gradescope. This AI-enhanced platform has been specifically designed to streamline the grading process for instructors and provide valuable feedback for students.

With the detailed rubrics used in Gradescope, students clearly understand how they’re assessed, minimizing subjectivity and promoting fairness. Since instructors can grade similar answers in batches, students are ensured consistent feedback, even in large classes.

The efficiency of Gradescope means that instructors can grade assignments faster, leading to quicker feedback for students. The direct annotations on assignments allow students to see exactly where they excelled or where they need improvement, facilitating better understanding and growth.

Gradescope, with its blend of AI enhancement and user-centric design, is transforming the landscape of academic assessments. For students, it’s not just about receiving grades but gaining a clearer, more transparent insight into their academic progress and areas of growth.

Gradescope best features

• Gradescope allows instructors to create detailed rubrics, ensuring that grading criteria are consistent and transparent. Once a rubric is set for a particular answer, it can be applied to similar answers, speeding up the process
• The platform provides an easy-to-use interface where assignments can be scanned and uploaded. It supports various formats, making it versatile for different types of assessments
• Instructors can provide specific feedback and annotations directly on the submitted work
• Gradescope can analyze assignments to detect potential similarities with other submissions, helping uphold academic integrity
• Gradescope can integrate seamlessly with popular LMS platforms, ensuring that grades and feedback are easily accessible to students

Gradescope limitations

• For educators unfamiliar with the platform, setting up assignments and rubrics on Gradescope can take some time initially. It requires understanding the platform’s unique grading methodology and interface
• If students’ written answers (for scanned assignments) are not clear or legible, the platform can struggle to identify and categorize them correctly, which can sometimes affect the grading process
• While Gradescope’s AI-assisted grading is revolutionary, it works best for specific question types. More subjective or open-ended responses might not benefit as much from the batch grading feature
• While Gradescope aims to integrate with many Learning Management Systems, occasional syncing issues or discrepancies might arise, requiring manual intervention

Gradescope pricing

• Basic: $1/month per user
• Team: $3/month per user
• Solo: $3/month per user

Gradescope ratings and reviews

• G2: 4.1/5 (6+ reviews)
• Capterra: 4.7/5 (3+ reviews)

Check out these AI calendar tools !

In today’s fast-paced academic world, where lectures, seminars, and group discussions are the norm, having a tool to capture, transcribe, and analyze spoken content can be invaluable. Enter Otter.ai, a cutting-edge AI-powered transcription service that’s been a game-changer for countless students. 

By converting speech to text in real-time, Otter.ai doesn’t just transcribe; it transforms how students interact with auditory content. With Otter.ai, students can capture every word of a lecture, ensuring that no important detail is missed. Without the pressure of note-taking, students can be more present during lectures, focusing on understanding and internalizing content.

Transcriptions can be a valuable study aid, helping students review and revise their course content more effectively. For students with disabilities or non-native speakers, having a written transcript can immensely benefit comprehension.

Otter.ai stands out as a stellar AI tool, perfectly poised to meet the multifaceted needs of students. Whether revisiting complex lecture topics, collaborating on group projects, or ensuring that no spoken word gets missed, Otter.ai is a student’s trusty companion in the academic journey.

Otter.ai best features

• Otter.ai can transcribe lectures, meetings, and conversations in real time, allowing students to focus on listening and engaging rather than frantic note-taking
• Even in group settings, the platform can identify and differentiate between various speakers, ensuring that transcriptions are clear and organized
• Transcriptions are easily searchable, allowing students to quickly locate specific topics, phrases, or sections of a lecture
• Otter.ai can integrate with various platforms, like Zoom, to directly transcribe online lectures and meetings
• The tool allows users to add custom vocabulary, ensuring that industry or subject-specific jargon is transcribed accurately
• Transcriptions are securely stored in the cloud, ensuring that they’re easily accessible from any device
• Students can effortlessly share their transcriptions with peers, making collaborative study sessions or group projects more efficient

Otter.ai limitations

• Even though Otter.ai is one of the best in its field, no transcription service is flawless. Mispronunciations, heavy accents, or background noise can occasionally lead to transcription errors
• For real-time transcription, a stable internet connection is crucial. A weak or fluctuating connection could disrupt the service
• While the free version is useful, it comes with a monthly transcription limit, which might be restrictive for students with heavy usage

Otter.ai pricing

• Basic : Free
• Pro : $10/month per user
• Business : $20/month per user
• Enterprise : Contact Otter.ai for pricing

Otter.ai ratings and reviews

• G2: 4.0/5 (100+ reviews)
• Capterra: 4.5/5 (60+ reviews)

In the domain of language learning and vocabulary enhancement, Knowji stands out as a shining star. This AI-driven app combines the strengths of cognitive science, pedagogical principles, and cutting-edge technology to offer a unique learning experience. 

Tailored specifically for students, Knowji seeks to transform the often daunting task of vocabulary building into an engaging and productive endeavor. Through visual mnemonics and spaced repetition, Knowji ensures that vocabulary is learned and retained for the long term.

The app’s interactive interface and rich visual and auditory content make vocabulary learning more engaging and less tedious. The AI-driven adaptability ensures that students aren’t overwhelmed or under-challenged, making their learning journey more efficient and rewarding.

With contextual sentences, students gain a deeper understanding of how each word fits into everyday language.

Knowji isn’t just another vocabulary app; it’s a holistic learning ecosystem. With its fusion of AI technology, cognitive science principles, and pedagogical insights, Knowji positions itself as an indispensable tool for students aiming to expand their linguistic horizons.

Knowji best features

• The audio features instill confidence in students, ensuring they can pronounce new words correctly
• The student progress tracking features allow students to set and achieve vocabulary goals, giving them a clear sense of direction and accomplishment
• Based on individual student progress and performance, Knowji’s AI algorithms adapt to provide learners with tailored content, ensuring they are always challenged at the right level
• To provide context, words are paired with example sentences, helping students understand their practical application
• Knowji uses the principles of spaced repetition, presenting words at optimal intervals to ensure long-term retention

Knowji limitations

• Knowji’s vocabulary lists are curated for certain age groups and exam preparations. Some users might find the need for more advanced or diverse word lists, especially for specialized academic or professional usage
• The app heavily relies on visual mnemonics and auditory cues. Students who don’t resonate with these learning styles might find other methods more effective
• The rich visual and auditory content, while beneficial for learning, might consume a significant amount of device memory, especially if multiple-word lists are downloaded
• No desktop version

Knowji pricing

• Varies by module. Visit the Apple Store or Google Play Store for pricing

Knowji ratings and reviews

• Capterra: N/A

In the bustling world of artificial intelligence, OpenAI emerges as one of the industry’s foremost leaders. With its commitment to ensuring that artificial general intelligence (AGI) benefits all of humanity, OpenAI has released a suite of tools and platforms with immense potential for academic arenas. 

OpenAI’s offerings can be revolutionary for students, ushering in a new era of research, understanding, and knowledge dissemination. OpenAI’s extensive library of research papers and studies serves as a valuable reservoir of knowledge for students.

Language models like GPT can assist in drafting, editing, and even brainstorming, enhancing students’ writing and research capabilities.

OpenAI isn’t just a name in the AI industry; it’s a beacon of student progress, innovation, and responsible growth. For students, it presents a golden opportunity to be part of the AI revolution, ensuring they’re equipped, enlightened, and empowered for the challenges and opportunities of tomorrow.

OpenAI best features

• Natural language processing makes it easy for students to get answers simply by typing in a question
• Students can use Dall-E to create artwork for their presentations
• OpenAI can adjust its tone, language, and sentence structure to fit the level of understanding a student has of the subject

OpenAI limitations

• Even though OpenAI emphasizes ethical AI, students need to be cautious and educated about the potential misuse of such powerful tools, especially in academic settings, to prevent plagiarism or misrepresentation
• Some of OpenAI’s advanced models, like the larger versions of GPT, demand significant computational resources for training, which might be out of reach for the average student

OpenAI pricing

• Depends on the model used and a number of words produced. Visit OpenAI for pricing

OpenAI ratings and reviews

• G2: 4.7/5 (300+ reviews)
• Capterra: 4.4/5 (20+ reviews)

Navigating the digital age, students consistently search for tools to streamline their learning process and enhance productivity. Enter Audiopen.ai—a groundbreaking AI solution that magically transforms voice notes into refined, publish-ready text. Whether you’re a student drafting a research paper, pondering over a challenging essay topic, or simply brainstorming ideas, Audiopen.ai is here to redefine your content creation experience. 

Using Audiopen.ai, you can draft papers, memos, and emails in a fraction of the usual time, enhancing productivity. The tool makes it easy to navigate from vague ideas to coherent, publish-ready text effortlessly.

The tool’s adaptability to individual writing styles ensures the output reflects your authentic voice. Whether you’re verbalizing an email, text, or a blog post, Audiopen.ai is your one-stop solution.

Audiopen.ai best features

• With tagging, your notes are always accessible and well-organized
• The multilingual feature ensures non-native English speakers can equally benefit
• Add in your specific vocabulary—perfect for proper nouns or academic terms
• Whether you’re going for a casual email vibe or aiming for crystal clear precision, Audiopen.ai can adapt its writing style. There’s even an option for a customized style that mirrors your unique voice
• The AI is designed to weed out filler words, repetitive phrases, and any incoherent segments, giving you concise and meaningful content
• Web and mobile app availability ensures easy access from any device, anytime
• It comes with a handy AI Chrome extension

Audiopen.ai limitations

• The transcription time for the free version can feel limiting
• This is a very new app, so some bugs remain. However, the developer is responsive to feature requests and concerns

Audiopen.ai pricing

• Price: $75/year per user

Audiopen.ai ratings and reviews

Brainly is kind of like academic Reddit. Powered by students, experts, and academics around the globe, its database now boasts more than 250 million answers to every question under the sun.

Developed in collaboration with OpenAI’s GPT-4 technology, Brainly’s latest AI capabilities employ its vast knowledge base to furnish a more vibrant, tailored, and efficient learning journey.

Brainly’s enhanced features make AI-powered learning tools conveniently accessible, empowering students to seek homework assistance, enrich their subject comprehension, and bridge classroom knowledge gaps.

Brainly’s mission is clear: to bolster understanding and accelerate learning in this dynamic digital age.

Brainly best features

• Learners can now opt for a “Simplify” function for straightforward explanations or “Expand” for a more thorough breakdown of topics. This allows students to customize the depth of their learning based on their individual needs
• Students can now ask follow-up questions or request detailed explanations on previous responses
• To ensure the reliability of information, Brainly incorporates expert moderators who oversee content quality
• Beyond just finding answers, Brainly provides a platform for students to discuss, debate, and delve deeper into topics with peers from around the world
• To encourage participation and consistent learning, Brainly has incorporated gamification elements like points and ranks
• Brainly’s search functionality uses AI to deliver the most relevant answers, making the quest for information efficient

Brainly limitations

• Since a significant portion of Brainly’s content is user-generated, there can be occasional discrepancies in the quality and accuracy of answers. While the platform does employ moderation, the vast number of contributions can lead to some incorrect or suboptimal answers slipping through
• Even though Brainly operates in multiple languages and regions, the quality of content can sometimes vary across these languages, leading to discrepancies in the information available to students from different countries
• Some of Brainly’s premium features are behind a paywall, which might not be accessible to all students

Brainly pricing

• Plus: $24/year per user

Brainly ratings and reviews

• G2: 4.0/5 (13+ reviews)
• Capterra: 4.6/5 (20+ reviews)

Rooted in the mission of crafting unparalleled digital learning experiences, Smart Sparrow specializes in adaptive, simulative, and gamified learning environments. They are your partners in bringing visions to life, offering services from strategic consulting to custom software development.

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• The built-in Analytics and reports go beyond mere grades, offering deep insights into student learning patterns, pinpointing problem areas, and understanding how students navigate and interact with content
• From dragging and dropping elements, choosing from a vast array of interactive components, and customizing lesson plans, Smart Sparrow ensures a seamless digital journey
• Create personalized lesson plans that students love. Import rich simulations, tasks, and activities that propel students to lean in and engage actively

Smart Sparrow limitations

• The vast array of features and customization options can be initially overwhelming for users unfamiliar with eLearning authoring tools. It might take some time for educators, especially those less tech-savvy, to get comfortable navigating and maximizing the platform’s potential
• Although Smart Sparrow boasts LMS integration capabilities, users may face occasional hiccups or compatibility issues when syncing with certain Learning Management Systems
• Depending on the institution’s budget, the range of features and advanced capabilities might come at a price point that could be challenging for smaller institutions or individual educators
• While the platform is mobile and tablet-ready, the experience on these devices might not always be as seamless or intuitive as on a desktop, especially when accessing more complex simulations or activities

Smart Sparrow pricing

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Smart Sparrow ratings and reviews

The education landscape has experienced a paradigm shift with the advent of digital tools. Amidst a plethora of online resources, Wolfram Alpha stands out as an unparalleled computational knowledge engine. 

Designed to serve both students and professionals, it goes beyond simple search to offer answers to complex questions across multiple disciplines. Wolfram Alpha’s unique approach to online search is what sets it apart. Unlike traditional search engines that pull up web pages containing possible answers, Wolfram Alpha computes answers on the fly. This means students get direct and precise answers to specific questions, ranging from mathematical equations to historical data.

Whether you’re a history buff, a budding physicist, or a math enthusiast, Wolfram Alpha has you covered. It spans mathematics, science, engineering, geography, history, and music. Instead of just offering answers, Wolfram Alpha often provides additional information and related topics, encouraging students to explore further and satisfy their curiosity.

Wolfram Alpha is more than just a search engine. It’s a student’s companion in the journey of knowledge. Its computational prowess and extensive knowledge base ensure that students are not merely searching but truly understanding.

Wolfram Alpha’s best features

• The engine understands natural language, which means students don’t need to phrase questions in a specific technical format
• With dedicated apps for both iOS and Android, this virtual learning assistant is not confined to a desktop. Whether on a bus or in a cafe, students can have the vast computational power of Wolfram Alpha right in their pocket
• Numbers and data come alive with Wolfram Alpha’s dynamic visualization capabilities. Graphs, charts, and other visual representations help students grasp complex concepts more intuitively.
• For students grappling with math problems, Wolfram Alpha doesn’t just provide the answer but can also showcase a step-by-step breakdown of the solution, aiding in understanding and learning

Wolfram Alpha limitations

• While Wolfram Alpha can handle a wide range of questions, there’s a learning curve involved in phrasing complex queries to get the desired result
• It might not be the go-to tool for subjective topics, opinion-based questions, or areas that require human judgment
• For highly specialized academic or research-based questions, the platform might sometimes provide a more generalized answer, which might not delve into the nuances a student or researcher might be looking for

Wolfram Alpha pricing

• Basic: Free
• Pro: $7.25/month per user
• Pro Premium: $12/month per user

Wolfram Alpha ratings and reviews

• G2: 4.7/5 (3+ reviews)

ClickUp: Acing The Test As The Premier AI Tool For Students

ClickUp brings to the table a suite of features specifically designed to adapt to the dynamic nature of student life. From group projects to thesis deadlines, ClickUp is the silent digital assistant every student wishes they had earlier. Its AI-driven insights help students prioritize, optimize, and visualize their academic journey, ensuring everything runs smoothly.

As we’ve navigated through various amazing AI tools that promise to revolutionize education, ClickUp stands a class apart. Not because it claims to do everything but because it delivers on its promise, ensuring students are equipped, empowered, and always ahead in their academic journey.

As the school year continues and challenges arise, students can rest easy knowing that with ClickUp, they’ve already secured an A+ in preparedness.

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Should universities be worried about the increasing capabilities of AI?

If a piece of writing was 49 per cent written by AI, with the remaining 51 per cent written by a human, is this considered original work? Image:  Unsplash/ Danial Igdery

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Michael mindzak.

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• The use of technology in academic writing is already widespread, with teachers and students using AI-based tools to support the work they are doing.
• However, as AI becomes increasingly advanced, institutions need to properly define what can be defined as AI-assistance and what is plagiarism or cheating, writes an academic.
• For example, if a piece of writing was 49% written by AI, with the remaining 51% written by a human, is this considered original work?

The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance — and also in student cheating .

Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve.

Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly , particularly with the development of what’s known as the language generator GPT-3. With this, companies such as Google , Microsoft and NVIDIA can now produce “human-like” text .

AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism . As scholars with an interest in academic integrity and the intersections of work, society and educators’ labour, we believe that educators and parents should be, at the very least, paying close attention to these significant developments .

AI & academic writing

The use of technology in academic writing is already widespread. For example, many universities already use text-based plagiarism detectors like Turnitin , while students might use Grammarly , a cloud-based writing assistant. Examples of writing support include automatic text generation, extraction, prediction, mining, form-filling, paraphrasing , translation and transcription.

Advancements in AI technology have led to new tools, products and services being offered to writers to improve content and efficiency . As these improve, soon entire articles or essays might be generated and written entirely by artificial intelligence . In schools, the implications of such developments will undoubtedly shape the future of learning, writing and teaching.

Misconduct concerns already widespread

Research has revealed that concerns over academic misconduct are already widespread across institutions higher education in Canada and internationally.

In Canada, there is little data regarding the rates of misconduct. Research published in 2006 based on data from mostly undergraduate students at 11 higher education institutions found 53 per cent reported having engaged in one or more instances of serious cheating on written work, which was defined as copying material without footnoting, copying material almost word for word, submitting work done by someone else, fabricating or falsifying a bibliography, submitting a paper they either bought or got from someone else for free.

Academic misconduct is in all likelihood under-reported across Canadian higher education institutions .

There are different types of violations of academic integrity, including plagiarism , contract cheating (where students hire other people to write their papers) and exam cheating, among others .

Unfortunately, with technology, students can use their ingenuity and entrepreneurialism to cheat. These concerns are also applicable to faculty members, academics and writers in other fields, bringing new concerns surrounding academic integrity and AI such as:

• If a piece of writing was 49 per cent written by AI, with the remaining 51 per cent written by a human, is this considered original work?
• What if an essay was 100 per cent written by AI, but a student did some of the coding themselves?
• What qualifies as “AI assistance” as opposed to “academic cheating”?
• Do the same rules apply to students as they would to academics and researchers?

We are asking these questions in our own research , and we know that in the face of all this, educators will be required to consider how writing can be effectively assessed or evaluated as these technologies improve.

Augmenting or diminishing integrity?

At the moment, little guidance, policy or oversight is available regarding technology, AI and academic integrity for teachers and educational leaders.

Over the past year, COVID-19 has pushed more students towards online learning — a sphere where teachers may become less familiar with their own students and thus, potentially, their writing.

While it remains impossible to predict the future of these technologies and their implications in education, we can attempt to discern some of the larger trends and trajectories that will impact teaching, learning and research.

Have you read?

Professor robot – why ai could soon be teaching in university classrooms, how digital technology is changing the university lecture, this is how university students can emerge from the pandemic stronger, technology & automation in education.

A key concern moving forward is the apparent movement towards the increased automation of education where educational technology companies offer commodities such as writing tools as proposed solutions for the various “problems” within education.

An example of this is automated assessment of student work, such as automated grading of student writing . Numerous commercial products already exist for automated grading, though the ethics of these technologies are yet to be fully explored by scholars and educators.

Overall, the traditional landscape surrounding academic integrity and authorship is being rapidly reshaped by technological developments. Such technological developments also spark concerns about a shift of professional control away from educators and ever-increasing new expectations of digital literacy in precarious working environments .

These complexities, concerns and questions will require further thought and discussion. Educational stakeholders at all levels will be required to respond and rethink definitions as well as values surrounding plagiarism, originality, academic ethics and academic labour in the very near future.

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The views expressed in this article are those of the author alone and not the World Economic Forum.

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ARTIFICIAL INTELLIGENCE AT NORTHWESTERN

Assignments, generative artificial intelligence and assignments.

Once you've chosen the policy framework for students' use of generative artificial intelligence (GAI) in your course, you will need to extend that guidance to your assignments and assessments.

(Framework inspired by Forbes, M. & Brandauer J. "What’s my stance on  genAI  in this class?"  Gettysburg College Johnson Center for Teaching and Learning. Retrieved 8/20/2023 from  https://genai.sites.gettysburg.edu/positions-and-policies )

If you choose to "close" a particular assignment to the use of GAI, you may want to articulate your rationale. Closing the assignment may mean that you will need to redesign it. You might consider using guidelines for the assignment that ask students to do what text-generating Large Language Model (LLM) tools such as ChatGPT, Bard, or Claude do not do well. For example, you could:

• Make the assignment very current , as some LLMs have knowledge cutoff dates of more than a year ago. ​
• Incorporate  hyperlocal  context, which may have intrinsic appeal to students and may encourage critical understanding about the LLM's capacity to yield worthwhile outputs. ​
• Add clear source and  citation requirements if they differ from general course expectations. ​
• Add specific elements to a rubric  that assess critical thinking.

You might also follow the guidelines of the Universal Design for Learning and focus on multiple means of expression. Students could:

• Create video or audio responses to the assignment, rather than text
• Annotate in a text using Perusall or Hypothesis , which are integrated with Canvas. 

While in-class written work and high-stakes assessments can effectively "close" assessments to GAI, keep in mind that these practices may put  students with accommodations through AccessibleNU at a disadvantage and can exacerbate student stress. 

Conditional or Open: Permitting or Requiring GAI Use

If your course is open or if you choose conditional use of GAI for your course, consider the following elements when permitting or requiring students to use GAI on assignments:

• Students should only be required to use what is available and free
• Share your reasoning for the use of GAI in the assignment and its value to students
• Ask students to use only data that are not private or personal (See Syllabus statement for instructors who engage students in using generative AI systems/software )
• Add a warm-up exercise to familiarize students with the tools you have chosen
• Be specific about how you would like the students to use the GAI and explain why: is it a starting point or idea generator? A debate partner? An editor for student-authored work?
• Incorporate reflective opportunities to inspire metacognition
• Consider the principles of the Universal Design for Learning and allow multiple means of expression (presentations, video essays, etc.)
• Familiarize your students with the Northwestern University Library citation guidelines for GAI

Some ideas for having students use LLMs as a starting point for an assignment include:

• Start with an  i ntroductory exercise  that provides an  ethical use case of ChatGPT ​
• Brainstorm by asking an LLM questions about the material or subject (theories, frameworks, problems, etc.)
• Ask an LLM to brainstorm ideas for a project​, such as a new business idea
• Ask an LLM for feedback on their work
• Ask an LLM to summarize a source they have consulted
• Ask an LLM to analyze data they have gathered
• Prompt the LLM to take one side of a debate ​
• Prompt the LLM to write a sonnet on a particular topic and compare it with an existing sonnet ​
• Prompt the LLM to summarize a historical event, person, or period and have students discuss, correct, interrogate for accuracy and  credibility ​

As part of the assignment, students could be asked to explain their use of GAI:   ​

• Include a reflective paragraph  on their  LLM usage that details how they used it, what it provided and why it was or was not beneficial to their final product ​
• Include a copy of all prompts and text from  the LLM  as an  appendix
• Identify issues of bias, relevance, and accuracy that they encounter while using an LLM
• Post using Discussions in Canvas to share work with the LLM while it is in progress

Example: Ask ChatGPT to write an essay on your topic

"You have been researching a particular topic for your final presentation. I'd like you to ask ChatGPT 3.5 to write a 500-word essay on the historical importance of your topic. Copy that essay into Word, along with the prompt you gave it. Then turn on Track Changes in Word and edit the essay: correct any errors, verify any facts that ChatGPT cited by putting a comment on the fact and showing at least one other source for it, improve the writing to make the essay clearer and more interesting. Then write a paragraph or two titled "Feedback" that explains your overall assessment of the ChatGPT essay and give it a grade. Submit your Word document to Canvas."

Rationale: This assignment falls part way through a course, after students have developed expertise on a topic. By engaging with ChatGPT, students will:

• Express their expertise by corroborating or debunking the items in the essay
• Use historical analytical skills by verifying facts and checking other sources
• Use editing skills to improve writing
• Put themselves in an evaluative mode and explain their thinking. 

Consider the following examples of assignments that have been adapted to make use of GAI in ways that will advance learning:

Example 1: A communication and marketing plan

Part of the original assignment asked students to develop a communication and marketing plan, which took about three weeks.

The revised assignment instructed students to ask ChatGPT to draft multiple communication and marketing plans. Next, the students are required to analyze the results; identify, with justification, the best elements of the various plans; and adapt these into a single plan.

Rationale: This assignment may shorten the amount of time devoted to the nuts and bolts of the assignment - developing the plan - allowing the students more time to evaluate, analyze, and synthesize.

Example 2: A lab report

Part of the original assignment asked students to gather data and write a lab report detailing the purpose, methods, and findings of their experiment.

In the revised assignment, students were given an editable, ChatGPT-generated lab report as an example of "C" quality work.  In addition, they were familiarized with the rubric for evaluation. Students were asked to update the lab report with their own results, edit its analysis, and try to improve it from "C" to "A" quality work.

Rationale: This assignment will not shorten the amount of time devoted to the laboratory work, but it may deepen students' analysis and editing skills. 

Video Examples

• Ignacio Cruz, Assistant Professor, Communication Studies, "Classroom Activity: AI-Enabled Hiring."
• Ken Alder, Professor, History, "Assignment: Using ChatGPT for Research Projects."

See the Northwestern University Writing Program AI Resources site for an extensive list of ways to incorporate generative AI into writing assignments.

AI in the Classroom

• Chatbots & Critical Pedagogy
• Chatbots & Accessibility

Chatbot-Proof Assignments

• Chatbot Assignment Examples
• How to cite ChatGPT
• Tutorial: AI, ChatGPT, and Responsible Use for Coursework

Kristen Palmer

Jeana Jorgensen

Remix & Share

While there may not be completely chatbot-proof assignments, try some of the strategies listed below to mitigate the use of chatbots by students in your course.

You may also want to add specific language to your syllabus indicating that using a chatbot in your course will be considered cheating and/or plagiarism.

• Goodbye, 5-¶ Essay
• Collaborative Learning & Discussions
• Multimodal Demonstrations of Learning
• Brain Dumps
• Explain Your Thinking
• Niche Content
• Field Observations

Move away from the five-paragrah essay format. Chatbots can follow this format easily. Encourage your students' originality by moving away from this formulaic format.

Tip: If you want to stick with the five-paragraph essay, test out your prompt on an advanced chatbot like ChatGPT. Greene (2022) writes, "If it can come up with an essay that you would consider a good piece of work, then that prompt should be refined, reworked, or simply scrapped... if you have come up with an assignment that can be satisfactorily completed by computer software, why bother assigning it to a human being?"

Sticking with essays? Warner (2022) suggests focusing on process rather than product. Scaffolding learning and allowing students to explain their thinking and make learning visible along the way are strategies that may help you confirm student originality. Warner's philosophy aligns with that at Butler University: " I talk to the students, one-on-one about themselves, about their work. If we assume students want to learn - and I do - we should show our interest in their learning, rather than their performance."

In the short-term, you can have your students write essays in class and on paper. 

This isn't a good long-term solution for a few reasons:

• For longer research papers, students will have access to chatbots outside of class.
• Students may need to use online resources for their writing.
• You won't be able to use the LMS feedback tools for annotation, rubric scoring, and grading.

Note: Some students may have accommodations to type their work rather than handwrite it. Make sure to follow student accommodations when assigning work. 

Idea from Ditch That Textbook

Using collaborative activities and discussions is one strategy to mitigate the use of chatbot responses in your class. While students may generate ideas from a chatbot, they will need to discuss with one another whether they want to use the chatbot responses, if they fit the prompt, and if they are factually accurate.

Activities to try include:

• Think-Pair-Share
• Fishbowl Discussions
• Brainstorming with physical sticky notes or Jamboard
• 10 Discussion Strategies to Use in Class Tomorrow  (Ditch That Textbook)
• Creating Podcasts  (Butler LibGuide)

These strategies can work for online courses with a few tweaks. For discussions, ask students to post a recording rather than text. While students may generate a response using ChatGPT, creating their video will require more interaction with the content than copy-pasting a text response would.

Idea from  Ditch That Textbook

Engage your students in meaning-making activities to demonstrate their learning.

Consider low-tech activities like:

• Drawings and sketches
• Concept Mapping
• Fun formative assessment: 12 easy, no-tech ideas   (Ditch That Textbook)

Consider technology-infused activities like:

• Infographics*
• Concept Mapping (Butler LibGuide)
• Digital Storytelling * (Butler LibGuide)
• Drawings and sketches using Google Drawings or Jamboard
• Let students choose a medium and activity  (“Digital Media Design Student Choice Board” by Torrey Trust is licensed under CC BY NC SA 4.0 )
• Write* or revise Wikipedia articles (Wiki Education)

* Note that a chatbot can provide an outline for these activities.

Brain dumps are an ungraded recall strategy. The practice involves pausing a lecture and asking students to write everything they can recall about a specific topic. Read more at:

• Brain Dump: A small strategy with a big impact (Retrieval Practice)

During or after writing, students explain their process or thinking. Students could:

• Use Comments in Word or Google Docs;
• Create a video explaining their change history on a Google Doc;
• Use Track Changes to show their revisions.

Ideas were inspired by Watkins (2022).

Consider using planned or impromptu oral exams. You may consider including phrasing in your syllabus about conducting oral exams if you suspect plagiarism through the use of a chatbot.

Idea from Darren Hudson Hick (2022).

When selecting readings, consider sourcing more obscure texts for your students to read. Chatbots may have less information in their training data on obscure texts. As an example, the New York Times reports that, "Frederick Luis Aldama, the humanities chair at the University of Texas at Austin, said he planned to teach newer or more niche texts that ChatGPT might have less information about, such as William Shakespeare’s early sonnets instead of 'A Midsummer Night’s Dream'" (Huang, 2023). 

Contact your department's librarian for help sourcing new content.

(Note that ChatGPT is currently trained on data through 2021. Some educators suggest using newer writings and research, but this strategy isn't foolproof since the training models for chatbots are updated frequently.)

Coordinate times to take your class to conduct field observations; students can note their observations and write a reflection about their experience.

Idea from Kelley (2023)

Detecting Work Produced by Chatbots

Can turnitin detect chatbot essays.

Currently Turnitin  cannot  detect content written by chatbots. Watch the video below for an example of Turnitin scores against 20 Chat GPT essay with the same prompt.

What chatbot detection tools can I use as an instructor?

Although some chatbot detection tools exist, CAT does not currently recommend using these. We need to further look into these tools and the benefits and harms that they may present to our students and faculty. Three reasons for our hesitation are accuracy, copyright issues, and data and privacy issues.

While CAT has not conducted robust testing, we have submitted some examples of chatbot-produced writings through three common AI detection tools. All three tools have failed to detect chatbot writing in some way. We do not have enough evidence yet to know the false positives and false negatives that these tools may produce. If you use a chatbot detection tool, a fake rating is not enough evidence to accuse a student of cheating or plagiarism; we encourage you to gather additional evidence in the form of alternative assessments like oral exams.

Data & Privacy Issues

Some chatbot detection tools may have privacy policies that violate FERPA or have harmful data collection policies.  For this reason, you will need to scrub any personally identifiable information—and, depending on the tool, use a code, only known to you, to match results with students—before submitting to a detection tool. 

On the Horizon

Turnitin is planning to include detection software in the near future; their website states, "We will incorporate our latest AI writing detection capabilities—including those that recognize ChatGPT writing—into our in-market products for educator use in 2023” (Caren, 2022). Here's a preview of what is in the works (Chechitelli, 2023):

In addition to Turnitin's detection tool, OpenAI, the developer behind ChatGPT, is attempting to add watermarks to ChatGPT output (Wiggers, 2022). If these watermarks can be implemented, there may be new ways to detect ChatGPT output on the horizon. Scott Aaronson (2022), the OpenAI researcher working on watermarking, describes it on his blog post, saying, "Basically, whenever GPT generates some long text, we want there to be an otherwise unnoticeable secret signal in its choices of words, which you can use to prove later that, yes, this came from GPT. We want it to be much harder to take a GPT output and pass it off as if it came from a human." In the post, he goes on to explain mathematically how this is possible. Aaronson points out that there is not regulation for AI safety, so there is no guarantee that tools coming after ChatGPT will contain similar watermark features.

Aaronson, S. (2022, November 28).  My AI safety lecture for UT Effective Altruism . Shtetl-Optimized: The blog of Scott Aaronson. Retrieved on January 11, 2023, from  https://scottaaronson.blog/?p=6823 . 

Bowman, E. (2023, January 9).  A college student created an app that can tell whether AI wrote an essay . NPR. Retrieved on January 10, 2023, from  https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism

Caren, C. (2022, December 15).  AI writing: The challenge and opportunity in front of education now . Turnitin. Retrieved on January 10, 2023, from  https://www.turnitin.com/blog/ai-writing-the-challenge-and-opportunity-in-front-of-education-now

Chechitelli, A. (2023, January 13). Sneak preview of Turnitin’s AI writing and ChatGPT detection capability. Turnitin. Retrieved on January 17, 2023, from  https://www.turnitin.com/blog/sneak-preview-of-turnitins-ai-writing-and-chatgpt-detection-capability

Ditch That Textbook. (2022, December 17).  ChatGPT, chatbots and artificial intelligence in education . Retrieved on January 6, 2023, from  https://ditchthattextbook.com/ai/

Hick, D.H. (2022, December 15).  Today, I turned in the first plagiarist I’ve caught using A.I. software to write her work [Facebook post]. Facebook. Retrieved on January 10, 2023, from  https://www.facebook.com/title17/posts/pfbid0D8i4GuCUJeRsDJjM1JJtfkDYDMCb7Y7RdK2EoyVhRuctg9z2fhvpo1bB2WAxGBzcl

Huang, K. (2023, January 16).  Alarmed by A.I. chatbots, universities start revamping how they teach . The New York Times. Retrieved on January 17, 2023, from  https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html

Greene, P. (2022, December 11).  No, ChatGPT is not the end of high school english. But here’s the useful tool it offers teachers . Forbes. Retrieved on January 9, 2023, from  https://www.forbes.com/sites/petergreene/2022/12/11/no-chatgpt-is-not-the-end-of-high-school-english-but-heres-the-useful-tool-it-offers-teachers

Kelley, K.J. (2023, January 19).  Teaching Actual Student Writing in an AI World . Inside Higher Ed. Retrieved on January 19, 2023, from  https://www.insidehighered.com/advice/2023/01/19/ways-prevent-students-using-ai-tools-their-classes-opinion

Warner, J. (2022, December 11). ChatGPT can't kill anything worth preserving: If an algorithm is the death of high school English, maybe that's an okay thing. The Biblioracle Recommends. Retrieved on January 11, 2023, from  https://biblioracle.substack.com/p/chatgpt-cant-kill-anything-worth

Watkins, R. (2022, December 18).  Update your course syllabus for chatGPT . Medium. Retrieved on January 6, 2023, from  https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003

Wiggers, K. (2022, Decemer 10).  OpenAI’s attempts to watermark AI text hit limits . TechCrunch. Retrieved on January 10, 2023, from  https://techcrunch.com/2022/12/10/openais-attempts-to-watermark-ai-text-hit-limits/

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Using ai in academics and research.

Generative AI is rapidly transforming the academic and research landscape, offering new opportunities for discovery and innovation. It is important to approach generative AI with a thoughtful approach, balancing the benefits with potential risks and ethical considerations. In this page, we collect information for using generative AI in an academic and research settings.

• The ITS Research Services group has provided Using Artificial Intelligence (AI) Tools in Research  to explain the benefits and limitations of AI tools and to provide guidance on using AI tools in research at the University of Iowa.
• The Office of the Executive Vice President and Provost created a page with steps and tips for instructors to provide guidance in responding to AI in the classroom. This page includes suggestions of strategies for creating AI-resistant assignments, recent developments and challenges associated with AI in higher education, and the encouragement for instructors to provide students with clear instructions and ongoing discussion about what uses of AI are permissible within a course’s context.
• The Center for Teaching and the Office of Teaching, Learning, and Technology has written the page Artificial Intelligence Tools and Teaching  to provide answers to some frequently asked questions about AI tools and teaching, such as how to address generative AI in a syllabus, how to have conversations with students, and how to learn more about AI’s impact on education.

Guidance on Student Facing Chatbots

As chatbots have become easier and less expensive to deploy, interest in them has increased and many faculty are starting to experiment with their use. Chatbots can provide information at any time, answering questions quickly, and can be an effective tool for both faculty and students. 

To enable informed decisions about the uses and potential applications of chatbots in work, teaching and learning, and more, we ask faculty to consider the following guidance.

• Make sure you understand what goals you have for the chatbot. Is your goal to provide students with basic information or individualized learning opportunities? Is your chatbot being created to automate administrative tasks? A clear understanding of your goals will help you design and implement your chatbot.
• Adjust the chatbot responses to match your goals. Many chatbots allow you to control the tone, or voice, of the chatbot conversations. You should choose a style that matches the purpose for implementing the chatbot. For example, a chatbot that responds to questions in a formal manner may not be the best tone for a chatbot with a conversational purpose. A chatbot with a humorous or strongly emotional character may not be a good fit for a professional setting.
• Make sure that any chatbot that is student- or private-facing is introduced with reminders to users that private or sensitive information should not be shared with the chatbots because, in general, the university cannot protect the privacy of information shared with chatbots.
• Share a link to the University’s data classification guidelines to help users make informed decisions about their interactions with a chatbot.
• The capabilities and limitations of chatbots used in academic settings should be clearly communicated to students. Students should understand that chatbots are incapable of understanding, emotions, or subjective opinions. Any output from the chatbot should be treated as supplemental or a convenience. Students should verify essential information with an authoritative human source. These reminders about chatbot limitations could be shared with students in an introductory message or prompt that appears each time they access the chatbot tool.
• To avoid potential harm, users should be explicitly advised not to rely on any chatbot for emergencies, medical advice, or mental health support. Chatbots cannot assess emergencies or urgent situations and may give inaccurate, incomplete, or misleading information. Chatbots cannot replace trained professionals and using chatbots for health matters could have severe consequences.
• Chatbots will not be able to answer all questions. It is important that chatbots let users know when they don’t know an answer, instead of “hallucinating” or providing incorrect information in its responses. This is especially true for when users ask personal, self-harm, bullying, or food insecurity types of questions.
• To ensure validity of interactions with users, chatbots should be able to record their interactions so they can be reviewed later. Chatbots should also be able to share when they cannot produce an answer. Identify a person responsible for the chatbot and establish a regular schedule of review for this information to ensure the performance of the chatbot.
• The knowledge base and programming behind any chatbot will need ongoing maintenance and updates to expand its capabilities over time. Plan for allocating time and money, not just to the initial implementation of a chatbot, but also for continuous improvement to support the chatbot’s continued use.
• Students may use chatbots to get individualized help, to review content, to research a topic, and to find answers at any time and any location. Ask others, have a focus group, or whatever method works best to understand how people will use the chatbot before implementing the chatbot with students. Consider the types of questions the chatbot will be asked and see what the answers generated by the chatbot are.

Campus Resources:

For further information on developing messaging/communication that would resonate with students, contact Academic Support & Retention at [email protected] .

For more information on the role of generative AI at the University of Iowa, visit the ITS website here .

As we continue to explore AI, generative AI in particular, we’re open to learning more about how you are using AI. Faculty and staff can email their AI experiences, questions, and suggestions to  [email protected] .

17 Best AI Tools for Students in 2024 (Mostly FREE)

Whether you’re a school student, a college fresher, or a research scholar, AI tools can boost your productivity and transform your academic life.

Wondering how?

From creating PowerPoint presentations to writing informative assignments or code, there’s an AI tool for everything! Today, I’ll introduce you to the Best AI Tools for Students.

In this article, we will begin by understanding what artificial intelligence is and what are its benefits for students. Then we will move on to discuss the 17 Best AI Tools for Students .

So, are you excited to enhance your skills and learning with the power of AI? Let’s dive right into it!

What is Artificial Intelligence?

• 17 Best AI Tools for Students At A Glance (2023)

3) Grammarly

4) quillbot, 5) google bard, 8) natural readers, 10) doctrina ai, 11) tutor ai, 12) tome.app, 13) askcodi, 15) kickresume, 16) bing image creator, 17) replika, 1) boost productivity,  2) enhanced learning, 3) improved research, 4) writing and language assistance, 5) greater accessibility, 6) skill development.

Artificial intelligence refers to the ability of a computer program to perform operations that require human intelligence . It can solve complex problems, make decisions, have conversations, and perform various operations on its own.

Today, you can find a whole range of AI tools flooding the digital world. They are designed to accomplish specific tasks, like writing, idea generation, coding, image creation, building websites, and more.

Some popular examples of AI tools are ChatGPT , Copy AI , Google Bard, Midjourney, Synthesia, etc.

17 Best AI Tools for Students At A Glance (2024)

Below, we have handpicked 17 Best AI Tools that would be beneficial for students in their academic life.

17 Best AI Tools for Students (2024)

ChatGPT is one of the most popular AI tools offered by OpenAI. It has revolutionized the industry and made AI accessible to everyone. With this platform, you can not only generate AI content but also have conversations, brainstorm ideas, solve complex problems, and write code.

It works through text-based prompts. The more detailed your text input is, the more relevant the output will be generated. Students can benefit immensely from ChatGPT . For example, here’s the result when I asked ChatGPT to explain the Theory of Relativity. 

You can use it for researching any topic, breaking down complex concepts, getting creative ideas, rephrasing and editing their assignments, etc. They can also write, debug, and get an explanation for code in any language. 

So, if you’re a student looking for an all-rounder platform to help you in different areas of education, ChatGPT is a must-have tool!

Pricing : Its free version allows generating unlimited content within seconds.

Use For: AI Writing

CopyAI is a renowned AI-writing assistant that is equipped with 90+ use cases and 8 content tones. Its extensive library of use cases has dozens of tools to help students. Students can create precise emails, case studies, short stories, quotes, rephrase or expand content, quiz questions, summaries, etc.

For instance, following are the results when I tried to expand the bullet points about ‘Steps to write an effective article’ into a paragraph. 

What makes CopyAI stand out is its long-form content generator. It can help you write high-quality content for your academic papers. Whether it’s a literature review, a leave application, an essay, or an internship report, you can get high quality and to-the-point content.

So, if you want to generate high-quality content for your essays, assignments, and creative projects, you should try CopyAI.

Pricing : The free version of CopyAI offers 2000 words per month , which would be sufficient for students.

Use Copy AI For: AI Writing

Grammarly is another popular grammar checking, proofreading, and editing tool. I’m sure you must’ve used it for editing your documents. 

It uses a powerful AI algorithm to offer real-time suggestions for improving your grammar, spelling, writing style, etc. It also detects your content tone so you can convey your message in the right emotion.

It is quite accurate at analyzing language patterns, pointing out errors, and offering useful suggestions for correcting them as well.

If you’re a student who wants to improve their grammar and create error-free documents for school and college submissions, Grammarly is your best friend!

Pricing: Both free and premium plans let you create 300 docs or 150k words/month.

Use Grammarly For: Editing & grammar correction

Does your confidence waver while presenting your ideas in written form? Well, you need Quillbot. It’s a really impressive paraphrasing tool that uses AI to rephrase your content into a professional and refined language.

On the free plan of Quillbot, you get access to 23 languages and 2 paraphrasing modes – Standard mode and Fluency mode. You can also access additional tools like Grammar Checker, CoWriter (writing assistant), Summarizer, and Citation Generator.

However, it’s not limited to just that. To really help you learn, it also highlights the changed and unchanged words in different colors. Analyzing and comparing your writing style with Quillbot’s corrections can improve your writing style over time.

For students who struggle with expressing their ideas in a clear and concise manner, Quillbot can work wonders!

Pricing: Their free plan is limited to 125 words at a time.

Use QuillBot For: Paraphrasing

With access to real-time data, it can fetch reliable content around current affairs and, latest news from the web. This makes it ideal for research. It even allows voice input and multiple export options for more convenience.

Bard is a conversational generative AI chatbot designed by Google. Trained on 137 billion parameters, Bard has some incredible abilities. It is similar to ChatGPT and functions as an AI assistant for you.

If you are a student, you can use it for researching the latest data, generating concise content in easy-to-understand language, writing code, getting code explanation, and brainstorming ideas. I especially liked that it can summarize an entire web page from its URL!

Overall, if you need to enhance your research with the latest data, Google Bard is your best bet!

Use Google Bard For: Research

ChatPDF is an Artificial Intelligence tool specifically designed for PDFs . All you need to do is upload a PDF document on ChatPDF. It may be a course book, a novel, a research paper, an academic journal, or anything else.

ChatPDF will analyze the PDF and answer questions using that information in the chat window. Students can quickly resolve their doubts, understand complex concepts, and fetch important information from any books through this tool.

I find its best use case in academic research . Often, researchers need to go through dozens of books to find a simple piece of information. This consumes an unnecessary amount of time. With ChatPDF, they can simply ask relevant questions and get the information they need from any journals and papers!

Overall, if you’re a student or an academic researcher, you would be absolutely hooked on this innovative AI tool!

Pricing: Its free plan lets you upload 3 PDFs/day and ask 50 questions/day.  

Use For: Research

Upword is an AI-notes and summarization tool that is available as a Chrome extension for free. It basically speeds up your research by summarizing any web page or YouTube video you visit. The summaries generated are short and concise for easy reading.

Students can use it to summarize lengthy educational lectures and documentaries into easy, bite-sized content for saving time and improving productivity. The best part is that students can generate as many AI notes as they want for free.

But for accessing additional features like auto-highlighting, audio player, advanced editing, etc, you can opt for their free trial by entering your card details!

Pricing: Free Trial

Use Upword For: Summarization

Natural Readers is a platform that uses AI to convert text into speech . All you have to do is choose an AI voice and style, and add the content you wish to convert into speech. You can import text, documents, web pages, or images into the editor.

At any point, you can switch to a different AI voice and experiment with different reading speeds. They even have a Chrome extension so you can easily listen to emails, ebooks, blogs, Google Docs, PDFs , and more on the go!

Its surprising ability to resemble a human voice, pitch and tone sets it apart. Natural Readers could be a really helpful tool for dyslexic or visually impaired kids , or kids struggling with learning disabilities .

Pricing: On the free account, you can use unlimited free voices and convert 4000 characters per day (around 500 words). They also do not allow downloading the audio files.

Use Natural Readers For: Text to speech

Mubert is an AI-powered text-to-music music platform that lets you create royalty free music and soundtracks. To begin with, you can either generate new music or search by reference to a YouTube video. It lets you generate tracks, loops, mixes, and jingles.

Then, you can either enter a prompt and a duration, or select your preferred genres, moods, and activities. However, you can only select one option from every category at a time. Mubert AI generates an AI soundtrack for you based on your inputs.

Students would really find it helpful to create background music for presentations, video projects, reports , etc.

Overall, students who are more inclined towards music creation and production will find Mubert as a really interesting tool to experiment with!

Pricing: On the free plan, you can generate 25 soundtracks every month. It also integrates an audio branding of Mubert on the free tracks.

Use Mubert For: Text to music

Doctrina AI is a tool that revolutionizes students’ education by employing AI algorithms to enhance learning. It can not only summarize notes for you, but also generate essays, quizzes, and exams on any topic. However, you can only access notes and quizzes on its free plan.

The Free Notes Generator can create notes on any topic of your choice by simply entering the class name and topics discussed. Going one step further, it also recommends books for further reading on the topic.

Whereas, its Quiz Generator requests give you insightful quiz questions on any topic you want. You can also set a difficulty level from easy, medium, and hard for your quiz. With this tool, students can maximize their learning outcomes. 

Pricing: Free/Paid

Used Doctrina AI For: Learning

Tutor AI is a personalized tutoring service that helps every student learn at their own pace and style. Students simply need to enter a topic of their choice and select a subcategory under it. Within a minute, you will have an entire course along with in-depth modules under each.

As you start with a lesson, relevant and informative content will be generated under it. And under the lesson, you’ll find helpful options like simplify, examples, quiz, and ask a question. All of these options are aimed at improving your understanding of the topic.

Pricing: The free plan of Tutor AI features 3 queries , which is pretty limited.

Use Tutor AI For: Learning

Presentations are an evergreen part of your academic life. Be it school, college, or even professional workspace, presentations play an important role in every stage. Tome is an intuitive way of creating presentations with the power of AI.

You simply enter a text prompt for your presentation topic . It first generates an outline that you can edit. Then it generates full fledged presentations with relevant content and images within seconds! Once the presentation is generated, you can share it via links. PDF exports are not allowed, though .

If you are a student who wants to save time on creating presentations or lack the skills to create beautiful presentations, Tome App could be your best friend on your academic journey!

Pricing: The free plan of Tome is limited to 50 tomes/workspace and 500 AI credits.

Use Tome For: Presentations

Coding can be quite difficult at times. And you cannot always approach your teachers for all your doubts. AskCodi comes in handy here! AskCodi is an AI powered coding assistant that simplifies programming and development for you.

It helps you generate code in 50+ languages, translate it into a different language, and get code explanations as well. You get perform different processes like coding, testing, documentation, etc .

But what I liked most was its coding chatbot. It lets you type in your query in conversational language and get code for it within seconds.

If you’re a beginner in the field of coding, AskCodi could be a game changing tool for your programming career!

Pricing: With the free plan, you get a total of 50 monthly credits , which is sufficient for most students.

Use AskCodi For: Coding

Want to build a website for your blog or college project? Hocoos AI Website Builder can help you set it up within minutes! You just have to answer a few questions about your website. This includes things like website category, services, purpose, address, USPs, etc.

Based on the inputs, it generates 3 demo website styles. Once you select your preferred style, font combinations, and color palettes, it generates a beautiful website for you. It is equipped with relevant content, design, and images as per your inputs. You can use the AI writer to edit the content if you need. 

I liked its quick website creation along with the blogging and eCommerce features. Overall, for students who want a beautiful and attractive website for their college projects, Hocoos could be an excellent choice!

Pricing: You get limited customization on the free plan with 15 image uploads and 20 AI content generations . The subdomain URL cannot be edited either.

Use Hocoos For: Website Building

Preparing for a job interview? A well-designed resume can help you leave a mark! To get started, you simply have to answer a few questions via chat, like your name, position, etc. Then you can choose a template from their library of 35+ resume templates.

Kickresume features an AI Writer that can help you rewrite your profile section in a professional language and tone.

Apart from that, you can also get questions for job interview preparation and insightful career advice by entering your position.

I think Kickresume would be a valuable tool for college students who want to build a professional resume! Though it doesn’t allow you to download the AI template for free, you can still screenshot it or edit it on platforms like Canva or MS Word.

Pricing: The AI usage limit is quite low on the free plan. It also doesn’t allow you to download your resume for free if AI features are used.

Use Kickresume For: Resume Building

If you need some unique and catchy images for your projects, look no further than Bing AI Image Creator. You just need to describe the image you want in natural language. It’ll generate a grid of 4 images that you can download, share, or edit. It’s the easiest AI art generator ever!

With Bing, students can help create flawless and realistic images for their assignments, presentations, posters, creative projects, infographics, etc. Its ease of use and unlimited image generation are quite impressive.

Pricing: Free 100 images/day, you can still generate unlimited images at slower speeds.

Use Bing Image Creator For: Creating AI Art

Student life can often be lonely and confusing with nobody to guide you through the difficult times. Here’s when Replika comes in handy! It’s a personal AI chatbot that can carry engaging and realistic conversations. Its ability to remember details from your responses makes it unique.

You start by selecting an avatar and specifying a few of your interests. Based on that, your replika can have interesting conversations with you. Every time you share a new detail, it stores it into the Memory Bank for further reference.

Overall, if you’re feeling isolated, stressed about academics, or struggling with mental health issues, Replika can help you lighten your mood. It can be a good AI-friend and offer an attentive ear to share all your worries.

Pricing: On the free plan, you can have unlimited chats!

Use Replika For: Personal Assistance

Benefits of AI Tools for Students

Incorporating AI tools in the educational journey can have many benefits. Some major benefits are listed below.

The biggest benefit of using AI tools is to automate repetitive tasks and boost productivity. For instance, AI note taking tools, paraphrasing tools, and web page summarization tools help you save a ton of time and remain productive.

With AI tools, personalized learning experience can be provided to every student as per their needs and pace of progress. A tailored approach can help in ensuring that each student has an optimal understanding of the educational content. This leads to an effective learning.

AI-powered tools can even streamline gathering and analyzing data for your research. With their help, you can save time on exploring large amounts of data and get valuable insights along with relevant sources.

This is great for research projects, academic articles, and dissertations.

Artificial intelligence tools also offer grammar and spell-checking functionalities . They can provide suggestions for improving sentence structure and word choice.

Additionally, an AI writing tool can help in creating articles, essays, project reports, and creative content. All of this can help students enhance their language learning and develop stronger communication and writing skills.

For students struggling with visual impairments or learning disabilities, there are AI driven accessibility tools as well. Tools like AI text-to-speech help convert written content into voice speech for clearer understanding.

Thus, it helps make educational resources like online books, websites, blogs, and research papers more accessible for all students.

Extending beyond academic subjects, AI tools also help in skill development across various domains. You can find tools to create AI images, videos, and PowerPoint presentations out of simple text prompts! This helps students enhance their artistic expression and creative skills.

In this article, we looked at the 19 Best AI Tools for Students . If you’re a student, I hope these AI tools will help you learn better and stay more productive. I personally liked ChatPDF, Lumen 5, and AskCodi the most!

Which tools did you like the most? Do you currently use an AI tools as a student? Let me know in the comments section below. This is Kripesh signing off. Cheers and keep learning! 🙂

1) What are the productive AI tools for students?

An impressive AI productivity tool for students is Upword . It helps in speeding up your research by providing summaries of any webpages or YouTube videos you visit.

2) Can I use AI to help me study?

Yes. You can use TutorAI , which is a personalized tutoring service. On entering a topic you wish to learn, it will generate in-depth course lectures for you along with quiz, cross-questioning, simple explanations, etc.

3) Which AI is best for assignment?

If you need help with finding content for your assignments, you can use AI writing tools like ChatGPT or CopyAI .

4) What are the best AI tools for learning and research?

For better learning, you can use AI tools like Doctrina AI and Tutor AI . Whereas, if you want to conduct thorough research, Google Bard and Upword would be great options!

5) What is the fastest growing AI tool?

ChatGPT is one of the fastest growing AI tool that gained 1 million users within 5 days of its launch! It currently has over 100 million users.

6) What are the best AI tools for college students?

If you’re a college student, Kickresume can help you craft a professional resume. AskCodi can help you code well in various languages. Whereas, Tome can create quick presentations and ChatPDF can help with academic research.

7) Which is the best AI tool for article writing in 2024?

For writing long-form content, CopyAI would be the best option.

8) What is the best AI tool for making videos?

If you want to create beautiful and captivating videos from text content, like articles and blogs, Lumen5 could be a great choice.

9) What’s the best ai image generator tool?

If you want to generate AI images, you can use Bing Image Creator, Midjourney, or Leonardo AI . All of them are available free of cost.

10) Can AI tools replace human teachers?

No, AI tools cannot replace the connection and empathy that human teachers possess. However, they can make the work of a teacher easier by making all kinds of information readily available.

Kripesh Adwani

1 thought on “17 Best AI Tools for Students in 2024 (Mostly FREE)”

can you provide an ai tools for the interaction betwee students and teacher in online classess

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5 ai prompts for educators using chatgpt and google gemini.

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Teacher helps girl in elementary class with tablet computers

In a world of artificial intelligence, a new type of educator has emerged.

AI-savvy teachers are armed with the power of carefully crafted prompts for tools such as ChatGPT and Google Gemini. These innovators are quietly revolutionizing their classrooms. Curious to uncover the secrets of their success, I asked them to send me their favourite prompts, and I have picked five of the most potent.

Stick around until the end for a bonus sixth prompt that delivers crazy results.

Prompts For AI Educators

The educator prompt generator.

A big problem for anyone using AI is knowing what to ask it. We all need inspiration in order to unlock its full potential. Why not get the AI itself to offer that inspiration?

Matthew Wemyss , assistant school director at Cambridge School of Bucharest has developed a groundbreaking prompt that empowers educators to discover novel ways to integrate AI. Here's Wemyss' prompt:

“As an expert in AI-driven education with a specialization in formulating prompts for Generative AI, you recognise the profound impact and responsibility of implementing AI in educational settings. Keeping in mind the ethical implications. Ask me for the year group, subject and learning objectives for my lesson. You will then offer recommendations on integrating Generative AI prompts into my lessons to deepen understanding, ensuring transparency, fairness, and privacy. Your focus will be on platforms like ChatGPT and text-to-image generators. When creating scenarios where generative AI assumes the role of a character or object, you will also provide example prompts. These prompts are designed not only for effective role embodiment but also to maintain respectful and unbiased interactions during the session. You will encourage open discussions on the ethical boundaries and best practices when deploying these AI tools in the classroom.”

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Ufc st louis results bonus winners from night of memorable finishes, vasiliy lomachenko vs. george kambosos results: winner, ko, reaction, incorporating social and emotional learning.

Social and Emotional Learning has emerged as critical for student success, according to a comprehensive review by Joseph A. Durlak and colleagues. Many educators struggle with effectively incorporating SEL into their lesson. Dr. Marina A. Badillo-Diaz , a professor at Columbia University School of Social Work, has developed a simple yet powerful prompt to help teachers generate targeted SEL ideas.

"Generate a list of SEL skill lesson ideas focusing on [enter skill] for [enter grade] grade students."

Mock University Interviews

Putting AI into the hands of students is powerful. Amin Teymorian , head of Computer Science at Dulwich International High School Suzhou, has crafted a prompt to prepare them for the critical moment of college interviews.

"Your role is to emulate an Oxbridge/Ivy League professor specializing in [Subject]. Your demeanor is friendly and patient, yet traditionally academic, fostering a respectful and serious interview environment. Begin by discussing personal statements and then delve into deeper topics, in line with current studies. Your questioning style should encourage critical thinking and problem-solving, while maintaining a supportive atmosphere. In case of unclear queries, seek clarification first, then make educated guesses or suggest topic changes if necessary. After providing an answer to a technical question, you should naturally progress to a closely related issue within the same topic."

AI-Adapted Reading Materials

A huge challenge for many educators is trying to meet the diverse learning needs within a classroom. Jennifer Verschoor , an EdTech leader at Northlands School in Buenos Aires, has developed a powerful prompt that enables teachers to adapt reading materials to various levels.

“Provides strategies for adapting reading materials to different levels in a [specific subject] class for students of [student age].”

Transforming Traditional Assignments

The AI tools at students’ disposal now render many traditional assignments ineffective. Educators must change their approach and be more dynamic. Collaborating with AI to solve problems is a new power skill. Jason Gulya , an English professor at Berkeley College, believes in transforming traditional assignments into dynamic project-based Learning experiences. His compelling prompt empowers teachers to create student-centered projects that foster critical skills and motivation.

“[Role] You are an educator with a decade of in-the-classroom experience as well as a firm grounding in strong pedagogical principles. You believe in student-centered learning experiences that provide students with control. You are a follower of Daniel Pink's idea that people are motivated by autonomy, a quest for mastery, and a sense of purpose. You work those ideas into your assignments. [Instructions] I will provide you with a traditional assessment (such as a paper). You will go through the following steps, marked as [Step 1] to [Step 3]. Do not move on from one step until it is completed. Do NOT write [Step #] in any of your responses. Simply go through the steps, without telling me which one we are on. [Step 1] You will ask me for the traditional assignment. I will provide it. [Step 2] You will provide 3 ideas for a Project-Based Learning assignment, based on the traditional assignment I provided you in [Step 1]. You will write these exact words, "Which one would you like me to work out in more detail? Or would you like me to generate 3 new options?" [Step 3] If I asked you to generate 3 new options, do that and move on to [Step 4]. If I asked you to give more details about one of the 3 options you've already given me, then provide me with a full outline of the assignment. This will include a full write-up of the assignment for students and a grading rubric (use concrete, specific criteria. format it as a table). Then, you are done. Ask me if there is anything else I want. [Step 4] Keep going until I say I am satisfied with one of your options. Then, provide me with a full outline of the assignment. This will include a full write-up of the assignment for students and a grading rubric (use concrete, specific criteria. format it as a table). Then, you are done. Ask me if there is anything else I want. [Details] When generating the alternative assignments, you will stick as close as possible to the principles of Project-Based Learning (PBL). This means creating an assignment that is constructive, collaborative, contextual, self-directed, and flexible. Essentially, it should invite students to own their own learning and apply course principles to a personal project or passion.”

AI Is Here To Stay

AI's transformative potential in education extends beyond conventional tasks.

Harness the power of AI, design thinking and personality archetypes to create a virtual 16 person innovation group. Present a problem and watch as the AI embodies diverse perspectives to navigate each stage of the design process. The result? A detailed, practical solution that can help revolutionize the educational landscape.

“We are going to do a group design thinking process. I want you to act as all 16 people in the group and the expert facilitator. Each person represents one of the Myers-Briggs personality types (ESTJ, ENTJ, ESFJ, ENFJ, ISTJ, ISFJ, INTJ, INFJ, ESTP, ESFP, ENTP, ENFP, ISTP, ISFP, INTP & INFP.) I will present a problem and I would like the full group to go through all of the design thinking stages as a group. You do not need to present each stage to me. I want to see the one detailed solution you have decided upon. The problem: [Insert here]”

Never stop with a single prompt when using a tool such as ChatGPT or Google Gemini. Just like talking to a colleague, a conversation will always uncover more detail and understanding.

Share these powerful AI prompts to help educators and homeschoolers embrace the power of AI.

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UT Partners With Grammarly to Guide Effective Generative AI Use in Higher Education

The University of Texas at Austin has teamed up with Grammarly for Education, an AI-enabled writing assistant, to investigate the adoption of generative artificial intelligence in a broad academic setting.

This project, led by UT’s Office of Academic Technology and in alignment with the University’s Year of AI initiative , will be broken into two phases. First, there will be a testing phase during which students, faculty and staff will interact with Grammarly’s generative AI assistant. Faculty and staff participants will design generative AI activities relevant to their own work areas and test those activities with students and peers. Second, faculty will create more detailed lesson plans to engage students in generative AI learning activities — all vetted to meet UT’s academic standards.

“We strive to be involved in projects that will influence higher education on and beyond the Forty Acres,” said Art Markman, vice provost for academic affairs. “We are in an era with a lot of uncertainty surrounding AI and education. This is a chance to demonstrate how to use generative AI as a positive source for education, teach responsibility to our students, and engage an industry leader to improve our understanding of classroom AI.”

All participants in the project will receive a short-term Grammarly for Education pilot license. Training on Grammarly for Education and the AI assistant will be provided.

“We’re thrilled to partner with UT on such a forward-looking project,” said Mary Rose Craycraft, head of customer success at Grammarly for Education. “We know that innovating with AI while preserving academic integrity and critical thinking is a key challenge that all institutions are grappling with right now. We look forward to working with UT to develop best practices that can scale responsible AI adoption across the sector.”

Projects like the Grammarly adoption are carefully assessed and vetted by the Office of Academic Technology through a Learning Technology Adoption Process (LTAP). LTAPs provide a strategic and coordinated approach to data-driven adoption of academic technology ensuring the University only adopts and promotes tools on campus that align with its principles of effective teaching. The process protects students and faculty from adopting short-term technologies or those unsuitable for information security regulations.

Ultimately, the University’s coordination and partnership with emerging learning technology platforms leads to decisions that are in the best interest of students, staff and faculty. By collaborating with those who will be using generative AI tools most through case studies and active feedback, the Office of Academic Technology aims to engage in both AI-forward and AI-responsible teaching and learning at UT Austin.

“Our primary generative AI strategy is to use evidence-based decision-making to drive effective, forward and responsible AI use in ways that advance the teaching and learning mission of the University,” said Julie Schell, assistant vice provost of academic technology. “We are very excited to work with Grammarly to engage the UT community and create generative AI activities and lesson plans vetted by UT faculty, staff and students that can be scaled with any generative AI tool.”

To participate in the Grammarly project, sign up on the project webpage . For all other questions, please contact [email protected] .

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Learning and Teaching

How are generative artificial intelligence (AI) tools impacting teaching and learning? Though instructors at SFU are responding in different ways, one thing they agree on is that the impacts of these technologies need to be addressed head-on.

Generative AI tools are software programs or systems that utilize artificial intelligence algorithms to create new content, such as text, images, music or videos.

The case for building it into assignments  

Business professor Eric Gedajlovic is consciously shaping student assignments to integrate the use of generative AI tools, a change he hopes will also shape how they view the tools themselves. 

“We are at a crossroads. Generative AI can be used to do things in a way that makes learning bigger and deeper or it can be used to outsource thinking. If we aren’t structuring students’ assignments towards the former then they are going to only see it as a tool for doing less. That means we have an opportunity to be leveraging AI in the classroom to show them how it can be used to extend our capabilities rather than diminish them. For instance, in an entrepreneurship class instead of asking students to create just one business plan, we can have them use AI to develop multiple business plans in order to explore more than one use case for their ideas. Or perhaps, we can ask our students to expand upon their essay creating policy briefs to explore the practical implications of their ideas. Alternatively, we could ask them to use AI to help prepare for debates by engaging with AI to get a better handle on possible counter arguments. Or, perhaps we can ask them to convert their written work into TED-style talks to reach wider audiences. If we don’t guide them down the route of doing more, then there’s a real risk of students unthinkingly using these tools to do less and less.” 

Design around it when you can

For education lecturer Cary Campbell, navigating AI has meant embracing assignments that don’t fit neatly into a ChatGPT prompt window.

“What I have found is that encouraging students to engage with multiple modalities of communication and expression, what we call multimodal literacy in education, helps protect against possible academic integrity issues. For example, engaging with multimedia, drawing a mind map, scratching, creating an audio recording or producing a photo gallery or video, prevents students from using this technology to cognitively offshore their learning because there is a need to think creatively and strategically to convey a message across the different media forms that generative AI cannot reproduce. Of course that is not always possible. There will be times when a text-based submission is required and yes, in some cases I have seen content submitted that is definitely generated by AI but whenever I talk to those students what I hear is that they used AI in those cases as a last resort. In fact, what I’m hearing from my students is that there is a real reluctance to use them and an awareness that relying on these can rob them of the learning they are here for.”

The call to teach generative AI literacy

For communication professor Frederik Lesage, generative AI isn't just a tool for learning material, but is now becoming part of the currirculum itself.   

“Students are using generative AI but not well. For example, I’ll read an essay and it seems very well written, but the arguments are circular and don't really say anything. Instead of using it as a tool to help them write, they are using it as a tool to write for them. I’m not saying they shouldn’t ever use generative AI to help them write but they don’t have the literacy to know how to use it as part of the writing process. Similarly, I have students that will submit AI-generated images that don’t represent what they are supposed to—for example depicting Seattle’s skyline instead of Vancouver’s. Universities have always been complicit in introducing the tools that become industry standards, especially in the cultural industries, and so we have an obligation to teach students how to use these tools. And we need to do it in a way that acknowledges their complexity by addressing concepts like copyright and bias. I have done this in my classes by integrating AI tools into assignments and then facilitating conversations with my students on when they can be used and how.”

Looking ahead: what should we be teaching, anyway?

According to computing science lecturer and faculty teaching fellow Diana Cukierman, one of the biggest impacts that generative AI will have on teaching and learning is shaping what gets taught and what gets left behind.

“We are in the middle of the domestication of these tools, which means, yes, there may be a loss of skills, just as there was a loss of long division skills when the calculator was introduced. But in the same way as you need to have basic knowledge of numbers and functions to know what to do with the calculator, you need to have basic knowledge to use the generative AI tools. The question we need to be asking is ‘what is that knowledge in your discipline?’ This is especially important for us to examine when it comes to our introductory courses.”

To discuss these and other issues related to generative AI,  join the next offering of SFU’s AI Community of Practice (AI COP) for the SFU Teaching Community on May 15. The AI COP is a monthly online discussion for instructors hosted by the Centre for Educational Excellence on how generative AI is changing the way we think about teaching and learning.