Last year the writing program at the University of Baltimore used an app that tracks students while they're writing in Google Docs, offering teachers a video playing back revisions "with a scoreboard of all the edits, pastes and minutes spent on it," [1]writes the Washington Post . "Is it surveillance? Yes, I think obviously," says the program's director.

But was there a better way?

> She is one of a dozen educators around the country who told The Post that they're experimenting with a different approach to student use of generative artificial intelligence this school year. Teachers and professors are throwing out old assignments, installing new policies and protocols, and incorporating AI built for the classroom, rather than feeling forced to choose between returning to pencil and paper or acting like the AI police.

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> Her new lesson plan even incorporates generative AI in a controlled way to let her evaluate students' critical thinking skills. She created chatbots using BoodleBox, the university's AI vendor, that allow instructors to see both sides of the conversation. For an assignment testing students' ability to make evidence-based arguments, they participate in a simulated school board meeting about banning books. It involves debating chatbots designed by Zeleny with names like the Confrontational Parent. Writing students usually turn in business proposals and research papers. This semester, instructors are starting to ask instead for transcripts of conversations a student had with a chatbot, a handwritten outline of their composition, and a video reflection of how they felt about the work. "In a lot of ways, we have made these assignments harder, but writing should have always had more detailed checkpoints along the way," she said.



[1] https://www.msn.com/en-us/money/general/these-teachers-are-moving-from-ai-policing-to-ai-acceptance/ar-AA2bEPsP