AI Corner

LDDI has developed a FoE Course Starter (template) for Canvas, UBC centrally-supported Learning Management System. Part of this template is a Syllabus page which is based on CTLT’s example. As per UBC-V Senate Policy V-130, course instructors are required to provide course syllabus to their students. In addition to the other mandatory areas, the University strongly recommends including a statement about the AI usage, linked to the section on academic integrity. If your course shell does not have a Course Starter, please contact LDDI.

This section features examples of AI syllabus statement and other ethics-focused literacy resources for teaching and learning with Generative AI. Bringing the concerns around AI and ethics to the forefront, these resources have been designed in line with UBC’s educative approach to academic integrity.

“As with many emerging tools and technologies, generative AI technology comes with both potential benefits and real challenges; it has the potential to support and enhance learning, but can also be used to pass work off as your own. Faculty members and their departments are best placed to decide if and how to make use of such tools in their curricula, and / or as tools to support student writing.”

Simon Bates, Vice-Provost and Associate Vice-President, Teaching and Learning pro-tem, March 2023.


Discover how some Faculty of Education instructors are guiding the AI conversation and crafting assignments to tap the potential of AI tools. If you have an example you would like to share, please send us an email.

AI Syllabus Statement

AI guidelines for the course should be explicitly outlined in the course syllabus, and communicated to the students at the outset of the semester so that they are aware of the parameters within which the AI tools may or may not be used.

ChatGPT Assignment

ChatGPT can be used in the courses to develop critical thinking, research, and revision skills. In particular, it can assist students in gathering multiple viewpoints, organizing information, and writing a comprehensive argument that considers all perspectives.

AI Module in Digital Media Arts Classroom

This particular module is designed to introduce basic concepts of artificial intelligence and its relevance to digital art.


Are you thinking of discussing the use of AI tools with your students? Are you concerned about the ethics, risks and challenges posed by these tools? We have developed a range of resources to assist you in guiding these important conversations and ensuring that students understand the significance of responsible AI usage.

Co-Constructing AI Guidelines with Students

Students engage in exploring and discussing the capabilities, limitations, and ethical considerations of AI tools, specifically focusing on their use in coursework by examining the course syllabus.

Pen & Bot: Decoding the Power of Writing and AI

This discussion activity is designed to encourage students to think critically about the relationship between writing and thinking. It aims to explore how writing aids in clarifying thoughts, expanding ideas, and the potential role of AI in this process.

Evaluating AI Text

Students are tasked with using an AI tool of their choice to generate a 5-paragraph essay on a topic of their interest. They are then asked to evaluate the output using the provided rubric, assessing the AI text for potential ethical issues and risks.

The Deep Fake Detection Challenge

Based on the MIT Labs “Detect Fakes” experiment, students view transcripts, audio, and videos of speeches by politicians. They try to identify whether the media is fabricated and how confident they are in this judgment. They are then asked to reflect on the experience.

Tool Updates

AI capabilities are being included in the existing teaching and learning tools. With the guiding question, “What are these new capabilities, and what are the implications for instructors?”, this section features a selection of tools that were reviewed in this context.


Padlet is being used in the FoE as a communication board for teaching and learning. It now includes AI not only for generating images but an entire padlet based on the prompt.


Canva, a commonly used presentation and visual design tool, has added AI features that allow an entire presentation to be automatically generated in response to a prompt.


The guidelines for AI tools have been added to the Canvas eLearning Student Help & Resources shell. When allowing students to use Generative AI in your coursework, consider directing them to these resources:

Using Generative AI

This guide addresses the FAQs on AI ethics and responsible use. It covers the risks and limitations, the policy and privacy considerations, and the requirements for referencing and citation.

ChatGPT Tool Guide

Based on UNESCO’s ChatGPT Quick Start Guide, this resource provides an overview of how ChatGPT works and explains how it can be used in higher education.

Prompt Engineering

Through instructive examples, this resource provide guidance on how to write and structure prompts to get desired response from AI tools.

For additional resources, take a look at CTLT’s Assessment Design in an Era of Generative AI, UBC CIO Generative AI Guidance and UBC Library’s Generative AI and ChatGPT.

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Interested in exploring, leveraging, and responsibly harnessing an AI tool? Curious how it can support teaching and learning?
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Are you seeking classroom support to engage in thoughtful discussions regarding the ethical use of AI? We can provide guidance, resources, and assistance tailored to your needs. Don’t hesitate to reach out to us.
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