Hands-on AI Pedagogy Showcase: Dragons’ Guide to GAI

In previous TLC teaching tips, we shared several pedagogical resources pertaining to generative artificial Intelligence (GAI), including the AI Assessment Scale, the Student Guide to AI Literacy, and the fluency and literacy frameworks. This time, we are featuring a resource developed by and for the Drexel University community: the Dragons' Guide to GAI.

This accessible three-step guide offers Drexel students an overview of how GAI works (Step One: "Understand GAI"), how it might affect their learning (Step Two: "Think Critically About How GAI Affects Your Learning"), and how it intersects with Drexel-wide and course-specific policies (Step Three: "Know the Rules"). Each of the three sections is preceded by a brief "tl;dr" ("too long; didn't read") overview and ends with a short list of questions students should consider before/when using GAI tools in academic work.

The Dragons Guide to GAI does not offer instructions for using specific GAI tools or recommendations for applying GAI in specific disciplinary contexts. Such instructions and applications are best introduced by disciplinary experts in the context of individual courses and programs. Rather, this student-facing document outlines the intellectual and ethical stakes of incorporating GAI applications into everyday academic and professional work.

The Guide is available in three formats, allowing instructors and students to choose the version best suited to their needs:

• A web version with embedded resources and references

• A downloadable extended version (14-page PDF)

• A downloadable abridged "tl;dr" version (2-page PDF)

While many of us agree that our students need more GAI literacy, carving out class time to facilitate conversations about GAI can be a challenge. The Guide is a flexible resource that can be read independently outside of class or integrated into assignments and in-class discussions. Instructors interested in assigning the Dragons' Guide to GAI in their classes can do so in a variety of ways:

• Prediction: share the visual organizer containing the Guide's outline and ask students to guess the content of each section.

• Annotation: ask students to read and annotate the Guide, either on paper or digitally (digital social annotation tools like Hypothesis are a great option for this type of assignment). Student annotations can include emphasis, agreement, disagreement, questions, use cases, personal stories, reflections, etc.

• Application: ask students to develop a course GAI policy and/or GAI guidelines for individual course assignments based on considerations outlined in the Guide.

• Jigsaw: assign individual parts of the Guide to small groups of students. Once students have mastered their sections, remix the groups and have students teach one another the content learned in their initial groups.

• Student-led discussion: ask students to skim the Guide and identify parts they would like to discuss in more depth.

• Reflection: use the Guide's section questions as reflection prompts.

• GAI integration: begin by prompting (or having students prompt) a chatbot (e.g., ChatGPT) to produce a student guide to GAI. Compare the results with the human-authored version.

For more ideas on how to help students build GAI literacy, how to develop effective course GAI policies, and how to reimagine assignments to promote academic integrity in the GAI era, see TLC's GAI and Teaching resource.