Now that you understand what generative AI is and how it works, it’s time to get hands-on experience. These three activities will build your confidence and skills progressively, moving from basic exploration to practical application in your teaching context.
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Now, the most common feedback I hear from educators about these activities is how natural the interaction feels, which admittedly can sometimes be scary when you think about the fact that you’re talking to a machine and it feels like a very human connection, but also about the process, actually clarifying their own teaching objectives. And as I mentioned before, that act of clarity can be so helpful to the learning process. Often through these interactions, educators tell me they thought, like I did, that they were being so clear about their objectives or outcomes but they realized that they weren’t. And now they have new and better and more effective ways to approach learning interactions, to hone in on the outcomes and objectives, and to explore multiple pathways to getting to where they want learners to be.
Now, remember, to prompt AI tools effectively, you need to think clearly about your learning goals, your students’ needs, and your pedagogical approach. All of the magic of teaching and learning still has to be infused into that interaction. So, using AI well really requires and develops your expertise as an educator. You, as the human, are still the most important element. So, dive in, experiment, and remember, there’s no such thing as a wrong way to start exploring. Every expert was once a beginner. And really, as lifelong learners, we educators are always a beginner in some ways, and so every meaningful innovation starts with curiosity and a willingness to try something new.
While there are many types of AI tools available (image generators, audio creators, video makers), we’re focusing on text-based chatbots because they are the most accessible and versatile for educators. Most chatbots are free to use, don’t require special software or technical setup, and can handle a wide range of educational tasks—from generating discussion questions to explaining complex concepts. Once you’re comfortable with chatbots, you can explore other AI tools with confidence.
Activity 1: First Conversation with AI
1A: Beginner Version (For faculty who have never used generative AI)
In this activity, you will try out an AI platform, ask it to explain how it works, and explore how it could support your teaching, reflecting on its strengths, limits, and potential uses.
Purpose: Get comfortable with the basic mechanics of using GenAI and understand how these tools communicate.
Step-by-Step Instructions:
- Open one of these free platforms: ChatGPT, Claude, or Google Gemini
- Create a free account (you can use existing Google/Microsoft credentials)
- Familiarize yourself with the interface—look for the text input box at the bottom
- Begin by asking: “Can you explain how you work in simple terms that someone new to AI can understand? Please focus on what you can and cannot do.”
- Follow up with: “What should I keep in mind about accuracy and fact-checking when using you?”
- Ask: “How do you handle sensitive or personal information I might share?”
- Share: “I’m an educator teaching [your subject] at [your institution type]. I’ve never used AI before. What are 3-5 specific, practical ways you might help me in my daily work?”
- For each suggestion that interests you, ask: “Can you give me a concrete example of how that would work?”
When you have completed this exercise reflect on what you have learnt – What surprised you most? What concerns do you have? What seems most immediately useful?
Starting with questions about the AI itself helps you understand its capabilities and builds confidence before diving into specific tasks.
1B: Expanding AI Conversations (For faculty who have experimented with AI but want to improve their approach)
Purpose: Refine prompting techniques and discover advanced educational applications.
Step-by-Step Instructions:
- Start with: “I’ve used AI tools before but want to improve my prompting. Can you explain the difference between effective and ineffective prompts, with examples relevant to education?”
- Test this by asking the same question two ways – once vaguely, once specifically – and compare responses
- Share: “I teach [your subject] at [institution type]. I’ve used AI for basic tasks like brainstorming. What are some more sophisticated ways I could integrate AI into my teaching, course design, or research?”
- Follow up on 2-3 interesting suggestions with: “Walk me through exactly how I would implement this, including potential pitfalls.”
- Ask: “How can I create a systematic approach to using AI in my work rather than just occasional experiments? What workflow would you recommend?”
- Challenge: Try to get the AI to admit when it doesn’t know something or when a task would be better done by humans.
1C: Advanced AI Strategy Session (For faculty already using AI who want to optimize and expand their practice)
Purpose: Develop sophisticated AI integration strategies and explore cutting-edge applications.
Step-by-Step Instructions:
- Share: “I currently use AI for [list your current uses]. Analyze my current approach: what am I doing well, what could be improved, and what opportunities am I missing in [your field]?”
- Ask: “What are the latest developments in AI for education that I should be aware of?”
- Request: “Design a comprehensive AI integration strategy for my role as [your specific position] teaching [specific courses]. Include both immediate implementations and future possibilities.”
- Follow up: “What are the ethical considerations and institutional policies I should consider as I expand my AI use?”
- Ask: “How could I become a leader in AI integration at my institution? What would a faculty development workshop I could lead look like?”
- Challenge: “What are some experimental or cutting-edge ways to use AI in [your field] that most educators will not have considered yet?”
Advanced Challenge: Try to find the limits of the AI’s knowledge in your specific field, then collaborate with it to develop novel applications.
Activity 2: Compare Different AI Platforms
Purpose: This activity helps you understand that different AI tools have different strengths and may give varying responses to the same prompt.
Instructions: Choose a different AI platform than the one you used in Activity 1 and use the exact same prompts. Compare the responses you get, look at how they differ in length, tone, level of detail, specific suggestions, and how clearly they explain their limitations. Then reflect: which response was more helpful for your context? Which tool felt easier to use? What surprised you?
Key Principle: No single AI tool is perfect for every task – understanding their differences helps you choose the right one for your needs.
Activity 3: Create a Simple Learning Activity
Purpose: Use generative AI to support a real teaching task while practising how to write effective prompts.
Instructions: Choose a topic you’ll be teaching soon—something you’d like fresh ideas for. Then try this simple prompt with your chosen AI tool: “I teach [your subject] to [undergraduate/graduate] students. Can you suggest 3 discussion questions about [specific topic] that will get students thinking critically?” Read the suggestions, pick your favourite, and adapt it to suit your teaching style and your students’ needs.
Example: “I teach psychology to undergraduate students. Can you suggest 3 discussion questions about memory that will get students thinking critically?”
Key Principle: Start small with simple requests. You can always ask for more complex help as you get comfortable with the tool.
Discussions
After trying these activities, what was the most surprising thing you discovered about working with generative AI?
Please share your thoughts and questions in the comments section below.