As AI becomes more embedded in higher education, faculty are navigating the challenge of protecting meaningful learning while preparing students for an AI-shaped future. In this on-demand webinar, explore how interactive video can support more authentic, AI-resilient teaching and assessment practices across disciplines.
Join Ian Paice and Dr. Derek Bruff as they discuss how instructional and student-created video can make student thinking more visible, support oral exams and applied assessments, and encourage more intentional, transparent use of AI in learning environments. The session includes practical examples and strategies faculty can apply in their own courses.
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PANOPTO HELP
Reflect and Verify the AI content
If your allowing AI in your class, ask your students share and reflect in the process of submitting their assignment. Let your students know that we're learning how to use AI together, which is why we're trying to be more transparent through these types of reflections.
- What AI platform did you use? Examples: ChatGPT, Claude, Gemini, Co-Pilot, Poe, etc.
- For what purpose did you use the AI? Examples: to summarize a reading or concept, to brainstorm a title, to refine your writing skills, etc.
- How did you verify the output? Once you received your desired result, what methods did you use to verify the information? Did you fact-check? Did you edit the output? Etc.
- What did you learn? In the process of using AI for this assignment, what did you learn about the course material or about yourself (like your learning process)?
SOURCE: Bryn Seabrook, Engineering & Society, U. Virginia
Process Tracking
Sharing your drafting process for any writing not done in class will be required before I will grade your essays. You will have options, and I explain the how-to of each:
- Share a Grammarly Authorship report
- Share a ProcessFeedback.org report
- Share edit permission on the Google Doc where you wrote your essay
- Write your essay in Turnitin Clarity, which records the process history
- Arrange another way to share your process such as meeting with me after you turn the essay in.
SOURCE: Anna Mills, Writing, College of Marin
Reflection Assignments
- Provide a rubric so learners can self-assess their written reflections
- Require discussion posts as course-completion triggers, visible to peers to create accountability without instructor grading
- Periodically excerpt strong responses and reintegrate them into the course
- Begin with activation activities and end with growth-focused reflections
- Use conditional release so learners can view exemplar reflections after submitting
- Explore AI-powered feedback for reflection prompts (future-ready idea)
Here is the example AI Prompt for generating a debate style assignment for your students. The benefit of debating AI is that it can expose students to ideas they may not have considered and force them to defend, expand, or change their position based on the responses they receive. Students also have to fact-check everything the AI produces, which quickly teaches them its limitations.
To receive credit, students would submit their full transcript along with a 150-word reflection that answers several questions, such as “what argument from the AI most challenged your position?”
Example AI Prompt
Role: You are a skilled, empathetic but rigorous debate partner for an introductory public-policy course. Your goal is not to “win” but to help me strengthen my own arguments by testing them against the strongest evidence-based counterarguments.
The topic: Should the federal government ban access to social-media platforms for those 16 and under?
My position: [Students paste their text here.]
My rationale: [Students paste evidence and rationale here.]
Instructions for You (the AI):
- Adopt a different viewpoint: These are not intended to be yes-no questions but to provoke a conversation about possible public policies addressing the issue.
- Be concise: Keep your responses under 150 words. Do not lecture me.
- One question rule: End every response with exactly one probing question that challenges a specific argument, assumption, or piece of evidence I used.
- Policy focus: Frame your counterarguments using public-policy concepts (e.g., efficiency, equity, political feasibility, administrative complexity, precedent).
- Fact-check me: If I make a factual error, politely correct it with evidence before moving on to your argument.
- Track the turns: We will interact for four turns. Start your response with "[Turn 1/4],” "[Turn 2/4],” etc.
SOURCE: Chronicle of Higher Ed
AI Learning Partners Ideas
AI as a Cognitive Mirror
In this iteration, the authors explain, an AI tool is created to act like a novice, and the student is required to teach it something, thus revealing the student’s comprehension of the material.
The AI “feigns confusion and asks clarifying questions, forcing the human learner into the effortful, generative act of explanation and reflection.”
A related example is given where a faculty member designed an AI chatbot with the comprehension of a 10-year-old. Students created a lesson and taught it to the AI, which responded as an elementary-school student would—an example of the cognitive mirror.
AI as a Socratic Partner
An AI tool is designed to question learners and respond with follow-up questions, requiring students to explain what they know, defend their position, and engage with different points of view.
“Instead of bypassing effort, the AI is used as a cognitive partner to generate retrieval-practice questions, case studies, and Socratic dialogues that force effortful processing for durable learning.”
One professor described using an “AI sandwich,” where students engage with an instructor-designed Socratic AI prompt to debate a public-policy issue and then explain how the exchange challenged their thinking.
AI as a Verification Partner
Students prompt AI to produce an artifact and then evaluate its quality, placing learners in the role of verifier rather than passive consumer.
“The human maintains primary cognitive agency and continuously evaluates and corrects the AI output, guided by a verification mindset.”
Writing instructors, for example, have asked students to assess AI-generated work for accuracy, tone, specificity, and creativity.