Jemima is working through the online learning modules on the subjectLMS. She comes across some terms that she is unfamiliar with. The learning module explains these terms, but Jemima is confused. She refers to the additional resources the Lecturer has made available to find explanations and examples but still cannot get a good grasp of these terms. She asks generative AI to explain these concepts and provide examples. Jemima then posts a message on the Loop to her classmates and Lecturer to check if she has understood these terms correctly.

Jemima’s use of generative AI is appropriate as she is using it to support her learning. She utilises existing learning resources before she seeks assistance from generative AI. She also consults her Lecturer and classmates to confirm her understanding.

Alex is searching for an article on the impacts of acupuncture on reducing symptoms of menopause. They come across one article that includes complex sentences and disciplinary jargon. Alex finds this article difficult to understand. Alex asks a generative AI tool to simplify the language of the article. They can understand the simplified version but decide not to use the article as they cannot verify to what extent generative AI has retained the original ideas of the article while simplifying the language.

Alex uses generative AI ethically and appropriately. AI tools can be useful to simplify texts written in complicated language and thereby can aid comprehension. However, all output produced by generative AI tools must be carefully reviewed and edited as such tools can provide authoritative sounding information that is false, biased, or incomplete.

Frey is writing a discussion forum post for a first year naturopathy subject. The Lecturer has asked that the posts be written using a formal style and including in-text citations; the Lecturer has provided sample posts that model the style of writing students need to adopt. Frey compares their post with the sample posts and makes revisions. They use an AI tool to check for language errors. The AI tool identifies a range of words and sentences as incorrect and suggests corrections. Frey analyses each word and sentence carefully, noting that not all are incorrect. They accept some word-level corrections.

Generative AI can be used for editing and revising text; however, it’s important that students use these tools to learn how to revise and edit. Frey uses AI to make minor language edits to their work. Frey remains in control of their work.

Paula is working on a brochure that is intended to raise community awareness of the importance of physical exercise. She makes relevant revisions, but she is still not satisfied with the title she has chosen for the brochure and with some of the images she has included. She checks the assessment instructions and notes that the use of generative AI is allowed if it is attributed appropriately. She uses generative AI to find a catchy title for her presentation. She also uses generative AI to change some of the images. She attributes the title and the images to AI by referencing the AI tool as ‘software’ both in-text and in the reference list.

Paula has revised her academic work appropriately. She makes use of generative AI to enhance the impact the brochure would have on readers. It’s important to remember that generative AI can be used to improve readability of a text but that students are responsible for creating the academic content.

Jose is working on an assignment where the use of generative AI is permitted. He analyses the assignment question and makes an outline of the sections and ideas he will include in the assignment. He books an academic consultation (LMS > Help > Consultations) and discusses with a content expert the outline he has made. He uses a generative AI tool to brainstorm further ideas. He identifies a few ideas from the AI generated output that are relevant and includes these in the outline. He rejects other ideas AI has offered. Before Jose submits the assignment for marking, he adds an appendix to the assignment. In the appendix, he acknowledges the use of AI in creating the assessment and briefly explains how he used AI. He includes snapshots of prompts he used and the output generated.

Jose uses generative AI to brainstorm ideas for an assessment task. He does this only after he has analysed and planned the assignment himself. He critically reviews the output the AI has produced. This is important as the information provided by a generative AI may not be relevant or accurate. Jose acknowledges that he has used AI and provides details on how he has used it. This shows academic honesty. Jose has also made use of College academic support services. Receiving support and feedback from experts is important in developing the skills and knowledge necessary for Jose to succeed in future assessments, subjects and his future profession.

Sara is revising for an upcoming exam. The assessment instructions state that the exam will include multiple choice questions and will cover topics from Weeks 1 to 4. Sara completes the practice tests the Lecturer has put on the subject LMS. She also looks through the Loop and the Announcements on the subject LMS and completes any additional resources the Lecturer suggested the class do in preparation for the exam. Finally, she asks a generative AI to create a mock multiple-choice exam that assesses knowledge of the topics covered.

Sara’s use of generative AI exemplifies appropriate assessment preparation. Once she has completed all the resources her Lecturer has provided, she makes use of generative AI’s capability to create a practice test.

Alice is completing a worksheet the Lecturer has assigned to the class. One of the questions asks for a list of resources on plants that can be used to lower blood pressure. Alice uses generative AI to create the list of resources. She copies and pastes the list of resources into the worksheet. She does not mention to her classmates or the Lecturer that she used generative AI to complete the task.

In this example Alice relies solely on generative AI to create a list of resources. This is both ineffective and unethical: It is ineffective because Alice has not verified the accuracy or relevance of these resources. Secondly, this behaviour demonstrates a lack of integrity. Alice has not taken on the responsibility to do the work herself and instead has outsourced it to an AI tool. She has not attributed the work to the generative AI tool.

Paula is writing a reflective essay and notices that the AI tool they are using embedded in Microsoft Word has highlighted language errors. Paula asks the AI tool to correct the errors; they replace the original essay with the AI corrected version and submit it for marking.

Asking generative AI to correct errors and then submitting a piece of writing without verifying these corrections is not appropriate use of AI. Paula could have asked requested to meet the Lecturer for guidance and feedback (LMS > Help > Consultations). These strategies would have been both more effective and ethical rather than relying on generative AI.

Cooper is experiencing writer’s block! He needs to write a case study report and is not sure how to begin the writing or what to include. The assessment instructions don’t specify whether AI can be used to complete the assessment or not. Therefore, Cooper assumes that it is acceptable to ask AI to create the case study report for him. He writes the assessment prompt in a generative AI tool and instantly receives a report that meets the assessment word count. Cooper has a quick read of it, makes some changes and submits it for marking.

Cooper’s behaviour is a breach of academic integrity – he has outsourced an assessment to a third party. This constitutes contract cheating. It is not acceptable in any circumstance for a student to have a third party (e.g., AI software, a website, a friend etc.) produce an assessment. Making edits and revisions to an assessment that has been outsourced does not change the fact that the student has engaged in academic misconduct. Cooper could have asked the Lecturer or booked a consultation (LMS > Help > Consultations) to receive support in completing the assessment.