A Spectrum of Student AI Use in Classroom Learning Tasks
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This job aid describes six different learning tasks that may incorporate student AI use. It also describes three levels or degrees of AI use in those tasks. Use this job aid to help clarify how you wish students to use AI tools (such as Copilot), and how much, for each of your in-class activities or assignments.
A Spectrum of Student AI Use in the Classroom
This job aid identifies six types of use cases for AI: 1) idea or design aid, 2) critical thinking or discussion partner, 3) editing or feedback partner, 4) research aid, 5) personal learning support, or 6) group work support. It also describes three levels of AI use: 1) Limited or Guided, 2) Measured, and 3) Integrated.
Using the “Spectrum” Job Aid
Locate the row corresponding to how you wish students to use AI in the learning task. Then, locate the column corresponding with how much or in what way you wish students to use AI. You will find examples and a sample prompt starter in the cell where your row and column meet. Find guidance for making your selections below.
Ideas for Selecting 1 of 6 Types of Student AI Use
How might you want your students to use AI to support their learning? Use the learning outcomes to determine the best way to use AI. As well, one of the types of student AI use may be appropriate when:
Students already know how to complete the task and can save time or get new ideas by brainstorming, outlining, or drafting content with AI support (Idea & Design Aid).
Students benefit from accessing an anytime, low-stakes virtual “discussion” partner while using an established approach to reasoning, such as think-pair-share (Critical Thinking Partner).
Students benefit from receiving automated editing or feedback ideas on documents with a well-established structure or format, such as a memo (Editing & Feedback Partner).
Students may use AI as an alternative to web searching to gather basic information about a well-recognized topic, such as a SWOT analysis (Research Aid).
Students may gain ideas for studying, practice, and self-assessment, especially when pre-created “AI tutor” prompts are provided (Personalized Learning Support).
Students can save time with support for basic group tasks, using AI as a “virtual” group member who can save time or provide support (Group Work Support).
Note: Students should be aware of the ethical concerns and risks of using AI in any learning task. Students should also be informed that AI should never be used to shortcut or replace evidence of learning that shows they have reached the targeted learning outcomes. Learning task instructions and assessment rubrics should reflect the instructions for the type of AI used.
Ideas for Selecting a Level of AI Use
How much do you want your students to use AI to support their learning? Many factors, including the level of outcome, student familiarity with AI, and more, may determine the use level.
See the accordions below for contexts and criteria applicable for each level of AI use for a learning task.
Limited or Guided AI Use
Limited AI use means using AI in a small way or for only a small part of a learning task. Guided AI use means using AI as a tutor (a learning tool, not an answer tool). For this level, students use AI for foundational learning and self-assessment but not for assignments.
Using AI in a limited or guided way is best for tasks focusing on foundational knowledge or skills (e.g., Lower-Order Thinking Skills, or LOTS). It is also best for tasks when faculty are confident the training data will provide reasonably accurate outputs.
As well this approach may be a good fit for a learning task when
The learning outcomes primarily emphasize human capabilities, and AI is not a useful answer tool.
AI can easily simulate/replace evidence of human learning (i.e., the assessment is AI-vulnerable).
Students are new to the subject, as it helps reinforce basic skills through guided practice and repetition.
Students have low AI literacy.
Scaffolding is needed through simple and low-stakes learning activities.
AI use is discouraged where risks and ethical considerations are a priority.
For this level of permitted AI use, faculty may need to plan to monitor and identify inappropriate use or a confirmation AI output that the student has used the AI tutor correctly.
Measured AI Use
At this intermediary level, AI is a collaboration partner for some parts of the task, but students remain responsible for the final output. Use this approach for more complex learning tasks (Higher Order Thinking Skills, or HOTS) that involve content development, refinement, or enhancement. Measured AI use may be a good fit for a learning task when
Learning outcomes prioritize human capabilities that can be developed through AI use.
Using AI as a collaboration partner won’t easily allow students to “shortcut” their learning (i.e., the assessment is AI-tenable).
Students are somewhat familiar with the topic, enabling students to engage with AI as a conversation partner.
Students have intermediate AI literacy skills, enabling them to use AI in a personalized way.
Risks and ethical considerations are accounted for.
For this level of permitted AI use, faculty may need a plan for students to disclose AI use through citing and referencing and/or a description of the collaboration or a verification of the accuracy of information.
Integrated AI Use
For this level, AI is used significantly or throughout the learning process. This approach best serves complex, iterative learning tasks, empowering students to take control of their learning by using AI as an “answer tool” and then doing more with the outputs. Integrated AI use may be a preferred choice when
Learning outcomes prioritize human capabilities that are extended and enhanced through technology use
Using AI as an “answer tool” won’t easily allow students to “shortcut” their learning (i.e., the assessment is AI-tenable).
Students have AI advanced AI literacy skills.
Students must apply their knowledge of AI to complete tasks, including being able to critique and “do more” with AI outputs.
Risks and ethical considerations are accounted for.
This job aid does not capture the range or nuance of how, or how much, AI be used for learning. It provides a starting point for AI adoption in your classroom.
When introducing learning tasks with some permitted AI use to students, you may wish to follow the acronym CIDMOD:
Copilot: Encourage students to use Conestoga’s instance of MS Copilot for privacy and security reasons.
In-writing: Provide your AI use expectations in writing and orally in class. This can include pre-prepared prompts, sample AI disclosure statements, and academic integrity violation information.
Demo: Demonstrate the task to model the steps and clarify permitted and non-permitted use.
Monitor: Check-in regularly during the task. Debrief and request student feedback after the task.
Opt-out: Unless the outcome is AI-related, allow students to opt out of AI use and provide alternative resources that will not disproportionately disadvantage them.
Disclose: Prepare a way for students to disclose (describe or document) permitted AI use.
AI Use Disclosure
For this post, Copilot was used to review the job aid for alignment. Then, a detailed prompt was created and recreated 8-10 times, with more details and adjustments each time, to present an outline for the post. The post of the job aid was then human-edited numerous times, with details added and refined.
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Elan Paulson
Elan Paulson, PhD, has been an educator in Ontario's higher education system since 2004. Before joining Conestoga as a Teaching and Learning Consultant, Elan was on the executive team at eCampusOntario. She previously served as Program Director and as an instructor in professional education programs at Western University's Faculty of Education. With a Master's in Educational Technology, Elan specializes in technology-enabled and collaborative learning to support diverse learners. She has also conducted research on faculty participation in communities of practice for professional learning and self-care.
