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