1 March 2024

Incorporating AI and Non-AI Tasks into Student Assignments: This Prompt In PowerFlow Can Generate a Wealth of Ideas

This prompt could potentially generate many interesting ideas for consideration.

This prompt could potentially generate many interesting ideas for consideration. The assumption however is that lecturers would like to explore new ways of approaching assignments into which an AI step is incorporated. Moreover, TELC strongly believes incorporating AI tasks into assignments will become the norm, whereas trying to ban students from using AI in traditional assignments will become increasingly problematic. So, we need to rethink assessment in light of the massive developments in AI.

This prompt could potentially generate many interesting ideas for consideration. The assumption however is that lecturers would like to explore new ways of approaching assignments into which an AI step is incorporated. Moreover, TELC strongly believes incorporating AI tasks into assignments will become the norm, whereas trying to ban students from using AI in traditional assignments will become increasingly problematic. So, we need to rethink assessment in light of the massive developments in AI.

Prompt Template: Try It Out In PowerFlow

I want to create a new kind of assignment for my University [degree area] students that have a number of related steps for students [add more information about the assignment area]. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like PowerFlow) and something on their own. Give me [number] examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Once that's done create a rubric in a table for grading the assignment.

Prompt Template: Try It Out In PowerFlow

I want to create a new kind of assignment for my University [degree area] students that have a number of related steps for students [add more information about the assignment area]. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like PowerFlow) and something on their own. Give me [number] examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Once that's done create a rubric in a table for grading the assignment.

Showcased Example: Psychology

Understanding Personality through AI Interaction

AI Step: Students interact with an AI chatbot to discuss the Big Five personality traits. They will ask the chatbot to describe hypothetical individuals with specific combinations of these traits at high and low levels, and how such personalities might react in various situations.

Non-AI Step: Students then write a reflective essay comparing their own personality to one of the hypothetical profiles generated by the chatbot. They should provide personal anecdotes or examples demonstrating how their real-life behavior aligns with or differs from the AI-generated personality profile, emphasizing the complexity and nuances of human personality beyond what AI can simulate.

Showcased Example: Psychology

Understanding Personality through AI Interaction

AI Step: Students interact with an AI chatbot to discuss the Big Five personality traits. They will ask the chatbot to describe hypothetical individuals with specific combinations of these traits at high and low levels, and how such personalities might react in various situations.

Non-AI Step: Students then write a reflective essay comparing their own personality to one of the hypothetical profiles generated by the chatbot. They should provide personal anecdotes or examples demonstrating how their real-life behavior aligns with or differs from the AI-generated personality profile, emphasizing the complexity and nuances of human personality beyond what AI can simulate.

Click the categories below to see the full list of ideas for each degree area
Prompt: I want to create a new kind of assignment for my University degree in Law students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

  1. Legal Research and Analysis
    • AI Step: Use an AI chatbot to gather preliminary information and legal precedents on a given topic, such as privacy law or intellectual property rights.
    • Non-AI Step: Write a detailed analysis of a recent case related to the topic, incorporating personal insights and critiques based on the student's own understanding of the legal and ethical implications. Students should reference specific aspects of the case that resonate with or challenge their preconceptions.
  2. Drafting Legal Documents
    • AI Step: Use an AI chatbot to generate a draft of a legal document, such as a contract or a will, based on specified parameters and requirements.
    • Non-AI Step: Personalize and refine the document by adding clauses or considerations that reflect a hypothetical client's unique situation, needs, or preferences. Students should explain their choices in a separate commentary.
  3. Client Counseling Simulation
    • AI Step: Engage with an AI chatbot to role-play a client seeking legal advice on a specific issue, with the AI providing responses based on current law.
    • Non-AI Step: Write a reflective essay on the simulation, discussing the strengths and weaknesses of the advice given by the AI, and how it compares to the student's own understanding of the legal issue. Include personal reflections on how the student would handle the client's case differently.
  4. Comparative Legal Systems
    • AI Step: Use an AI chatbot to summarize the legal approaches to a specific issue (e.g., copyright infringement) in different jurisdictions.
    • Non-AI Step: Analyze how cultural, societal, and historical factors influence the legal approaches in two of the jurisdictions covered. Students should draw on personal experiences or cultural knowledge to enrich their analysis.
  5. Ethical Dilemmas in Legal Practice
    • AI Step: Use an AI chatbot to outline the ethical guidelines for lawyers in a particular scenario, such as a conflict of interest case.
    • Non-AI Step: Develop a personal essay discussing how they would navigate the ethical dilemma, incorporating personal values, ethical reasoning, and potential consequences of different actions. Students should also critique the AI's interpretation of ethical guidelines.

Grading Rubric:

Criteria Excellent (A) Good (B) Satisfactory (C) Needs Improvement (D-F)
AI Task Completion AI is used effectively to accomplish the task, demonstrating a deep understanding of the tool's capabilities. AI is used appropriately with minor errors or inefficiencies. AI is used to complete the task, but with notable misunderstandings or inefficiencies. AI is not used effectively; task completion is significantly flawed or incomplete.
Non-AI Task Depth The student provides comprehensive and insightful analysis, clearly integrating personal experience or reflections. Analysis is thorough, with some personal integration, but lacks depth in areas. The task is completed with basic analysis and minimal personal integration. Analysis is superficial, with little to no personal integration or insight.
Creativity and Originality The work demonstrates exceptional creativity and originality, offering unique perspectives or solutions. The work is somewhat creative, with original ideas present but not fully developed. The work shows limited creativity, with few original ideas and reliance on common perspectives. The work lacks creativity and originality, with no attempt to move beyond basic or obvious ideas.
Clarity and Coherence The submission is exceptionally well-written and organized, with clear arguments and logical progression. The writing is clear and coherent, with minor issues in organization or flow. The writing is mostly clear, but lacks coherence or logical progression in places. The writing is unclear or disorganized, significantly hindering understanding.
Integration of AI and Non-AI Parts The student seamlessly integrates insights from the AI and non-AI parts of the assignment, creating a cohesive whole. The integration is good, but the connection between AI and non-AI parts could be stronger. The AI and non-AI parts are completed, but the integration between them is minimal or forced. There is little to no integration of the AI and non-AI parts of the assignment.
Prompt: I want to create a new kind of assignment for my University degree in Accounting students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

  1. Financial Analysis and Personal Investment Reflection
    • AI Task: Use an AI chatbot to gather and analyze the financial statements of two competing companies in a specific industry (e.g., technology, retail).
    • Non-AI Task: Write a reflective essay on which company you would choose to invest in personally. Discuss your reasoning based on the AI-generated analysis, personal investment goals, risk tolerance, and any personal experiences with the companies' products or services.
  2. Accounting Ethics and Personal Ethical Stance
    • AI Task: Interact with an AI chatbot to understand the ethical implications of a given accounting scandal (e.g., Enron, WorldCom).
    • Non-AI Task: Develop a case study presentation that not only outlines the scandal, based on AI insights, but also includes your own ethical analysis. Reflect on how you would have acted differently in a similar situation based on personal values and ethical considerations in professional settings.
  3. Tax Code Interpretation and Application to a Personal Scenario
    • AI Task: Use an AI to get an overview and explanation of recent changes in the tax code relevant to individual taxpayers.
    • Non-AI Task: Create a detailed report on how these changes could affect your personal tax situation or that of a hypothetical individual. Include calculations, possible tax saving strategies, and how you (or the hypothetical individual) plan to adjust financial planning or withholdings.
  4. Business Plan Development and Personal Entrepreneurial Vision
    • AI Task: Collaborate with an AI to generate a business plan for a startup idea in a sector of interest (e.g., sustainable energy, tech innovations).
    • Non-AI Task: Reflect on and write about your entrepreneurial vision, detailing how the AI-generated plan aligns with your personal aspirations, values, and the impact you wish to make in the industry. Include a personal SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to connect your individual capabilities and challenges with the business plan.
  5. International Accounting Standards and Personal Global Perspective
    • AI Task: Engage with an AI to summarize the key differences between International Financial Reporting Standards (IFRS) and Generally Accepted Accounting Principles (GAAP).
    • Non-AI Task: Compose an essay discussing how these differences could impact a multinational corporation of your choosing, with a particular focus on a country or region where you have personal experience or interest. Reflect on cultural, economic, and regulatory factors that could influence accounting practices and reporting.
Criteria Description Excellent (A) Good (B) Average (C) Poor (D-F)
Accuracy and Completeness Correctness of AI-generated information; completeness of the task. Highly accurate and complete. Mostly accurate and complete. Some inaccuracies or missing elements. Many inaccuracies or incomplete.
Analysis and Insight Depth of analysis and insight gained from AI interaction. Deep, insightful analysis. Good analysis with some insight. Basic analysis, limited insight. Lack of analysis or insight.
Personal Reflection/Application Depth of personal reflection; application of AI insights to personal or hypothetical scenarios. Highly reflective and well-applied. Reflective and somewhat applied. Some reflection and application. Minimal reflection or application.
Creativity and Originality Creativeness in approach and originality in personal or hypothetical application. Highly creative and original. Some creativity and originality. Limited creativity and originality. Not creative or original.
Presentation and Clarity Clarity of expression, organization of ideas, and adherence to assignment format. Exceptionally clear, well-organized, and adherent to format. Clear, mostly well-organized, and mostly adherent to format. Somewhat clear and organized, some adherence issues. Unclear, poorly organized, does not adhere to format.
Integration of AI and Personal Insights How well the student integrates AI-generated insights with personal reflections or applications. Seamlessly integrated, enhancing understanding. Well integrated, adds value to understanding. Some integration, but adds limited value. Poorly integrated or adds no value.

Prompt: I want to create a new kind of assignment for my University degree in Computer Science students that have a number of related steps for students. The topic area for this assignment is Coding Using Java. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

  1. 1. Chatbot Development and Analysis

    • AI Step: Students create a basic chatbot in Java that can answer simple questions related to a predefined domain (e.g., university course advising).
    • Non-AI Step: Students must write a reflective essay on the limitations they encountered while developing their chatbot and propose a detailed plan for addressing these limitations, drawing on specific programming concepts and personal experiences.

    2. Sentiment Analysis Tool

    • AI Step: Implement a sentiment analysis tool in Java that uses an existing AI library to determine the sentiment of a given text.
    • Non-AI Step: Design a case study where the tool is applied to analyze customer reviews of a product or service they have personal experience with. They must then present their findings and suggest improvements for both the tool and the product/service based on their analysis.

    3. Image Recognition and Personal Portfolio

    • AI Step: Use an AI library to create a Java program that can recognize and classify images into categories.
    • Non-AI Step: Students must then create a digital portfolio of photographs they have taken themselves, categorize them manually, and compare the accuracy of their categorization with the AI's classification. They should discuss any discrepancies and the reasons behind them.

    4. AI-Powered Game Development

    • AI Step: Develop a simple AI-powered game in Java (e.g., tic-tac-toe, puzzles) where the AI can make decisions or play against a human player.
    • Non-AI Step: Write a report analyzing the game-playing strategy of the AI, including a section on how personal gaming experiences influenced the design of the game strategy and AI behavior, and suggesting improvements based on these insights.

    5. Voice Recognition and Public Speaking Analyzer

    • AI Step: Implement a voice recognition system in Java that can transcribe spoken words.
    • Non-AI Step: Record a personal public speaking session (e.g., a speech, presentation) and use the system to transcribe it. Then, analyze the transcription for speech patterns, pauses, filler words, and provide a self-assessment on public speaking skills with a plan for improvement.
Criteria Excellent (A) Good (B) Satisfactory (C) Needs Improvement (D-F)
Technical Accuracy Flawless technical implementation with no errors. Minor technical inaccuracies that do not impact overall functionality. Some technical errors that affect functionality but are not critical. Significant technical errors that critically impact functionality.
AI Integration AI components are seamlessly integrated and enhance functionality. AI components are well integrated but with minor issues. AI integration is present but lacks refinement. AI components are poorly integrated or missing.
Personalization & Reflection Deep, insightful reflection and personalization, demonstrating high engagement. Good reflection and personalization, showing clear engagement. Adequate reflection, with some personalization and engagement. Superficial or minimal reflection and personalization.
Analysis & Improvement Plans Comprehensive analysis with detailed, feasible improvement plans. Solid analysis with clear, practical improvement suggestions. Basic analysis with some improvement ideas, but lacking in details. Limited or vague analysis and improvement suggestions.
Creativity & Innovation Highly creative and innovative approach to both AI and non-AI tasks. Good creativity and some innovative solutions in tasks. Some creativity shown, but approaches remain mostly conventional. Little to no creativity or innovation; very conventional approaches.
Presentation & Documentation Exceptional clarity in writing, well-structured reports, and thorough documentation. Well-written and structured reports with clear documentation. Adequate writing and documentation, with some structure issues. Poorly written or structured reports; documentation is lacking or unclear.
Prompt: I want to create a new kind of assignment for my University Medical students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

  1. Diagnostic Reasoning and Patient Interaction
    • AI Step: Students use an AI chatbot to input symptoms and receive a list of potential diagnoses. They should choose a condition and ask the chatbot for standard treatments and questions to ask patients.
    • Non-AI Step: Students then write a reflective essay on a time they interacted with a patient who had a similar condition (real or during a training session). They should compare the AI's recommendations with their own approach, discuss any discrepancies, and reflect on the importance of empathy and patient-centered communication.
  2. Medical Literature Review and Application
    • AI Step: Students ask an AI chatbot to summarize the latest research findings on a specific medical condition, including treatment options and statistical outcomes.
    • Non-AI Step: Students must then create a detailed case study of a hypothetical patient with this condition, integrating the AI-provided information. They should design a personalized treatment plan based on the patient's unique history, preferences, and social determinants of health, explaining why they made certain choices over others.
  3. Public Health Campaign Development
    • AI Step: Students use an AI to generate ideas and strategies for a public health campaign on a pressing health issue (e.g., vaccination, mental health awareness).
    • Non-AI Step: Students develop a personalized outreach plan that involves creating content (such as social media posts, posters, and pamphlets) that they would use in their own community. They should reflect on how cultural, socioeconomic, and demographic factors in their community affect health communication strategies.
  4. Ethical Analysis of AI in Medicine
    • AI Step: Students engage with an AI to explore different ethical dilemmas presented by the use of AI in medicine, asking the AI to provide various perspectives or solutions.
    • Non-AI Step: Students write a critical analysis paper on one of the ethical dilemmas, incorporating their own viewpoints and ethical reasoning. They should include discussions from recent academic or professional sources and propose guidelines for addressing these ethical challenges in a clinical setting.
  5. Clinical Skill Demonstration
    • AI Step: Students use an AI to learn about a specific clinical skill or procedure, asking the chatbot to describe the steps involved and the rationale behind each step.
    • Non-AI Step: Students must then demonstrate this skill in a practical exam or a simulated environment, where they perform the procedure on a mannequin or through a virtual simulation. Following the demonstration, students are required to submit a self-assessment report that reflects on their performance, identifies areas for improvement, and discusses how they would apply this skill in a real-world scenario, incorporating personal experiences or aspirations where relevant.
Criteria Excellent (A, 90-100%) Good (B, 80-89%) Satisfactory (C, 70-79%) Needs Improvement (D/F, <70%)
AI Utilization Demonstrates innovative and effective use of AI to gather comprehensive information or generate creative solutions. Uses AI effectively but with limited creativity or depth. Utilizes AI in a basic manner, meeting minimum requirements. Misuses AI or relies on it inappropriately, resulting in inaccurate or irrelevant information.
Application of Knowledge Applies information from AI to create insightful, original content or solutions with deep understanding of the subject. Applies AI information correctly but with less originality or depth of understanding. Application of AI information is somewhat correct but lacks depth or shows misconceptions. Fails to apply information from AI appropriately, showing significant misunderstanding.
Personalization and Reflection Provides in-depth personal reflection or customization that demonstrates a high level of critical thinking and personal engagement. Shows a good level of personal reflection and engagement but lacks depth or critical analysis. Offers basic personal reflection or customization with limited insight or engagement. Provides minimal or no personal reflection or customization, with no evidence of engagement or critical thinking.
Integration of Personal Experiences Seamlessly integrates relevant personal experiences or hypothetical scenarios, enhancing the depth and relevance of the assignment. Integrates personal experiences or scenarios appropriately but with less relevance or depth. Attempts to integrate personal experiences or scenarios, but they are somewhat irrelevant or superficial. Fails to integrate personal experiences or scenarios, or does so in a way that is irrelevant or detracts from the assignment.
Quality of Writing Writing is exceptionally clear, well-organized, and free of errors, with a professional tone suitable for the field. Writing is clear and mostly well-organized with few errors and a generally appropriate tone. Writing is understandable but may have some errors, organizational issues, or an inconsistent tone. Writing is poor, with numerous errors, disorganization, and an inappropriate tone, making comprehension difficult.
Ethical Consideration Demonstrates an exceptional understanding of ethical considerations, with a well-reasoned stance and proposed guidelines. Shows a good understanding of ethical considerations with a clear stance, but less depth in reasoning or guidelines. Displays basic awareness of ethical considerations but with limited reasoning or generic guidelines. Lacks an understanding of ethical considerations, with no clear stance or guidelines.
Prompt : I want to create a new kind of assignment for my University Psychology students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Understanding Personality through AI Interaction

AI Step: Students interact with an AI chatbot to discuss the Big Five personality traits. They will ask the chatbot to describe hypothetical individuals with specific combinations of these traits at high and low levels, and how such personalities might react in various situations.

Non-AI Step: Students then write a reflective essay comparing their own personality to one of the hypothetical profiles generated by the chatbot. They should provide personal anecdotes or examples demonstrating how their real-life behavior aligns with or differs from the AI-generated personality profile, emphasizing the complexity and nuances of human personality beyond what AI can simulate.

2. Exploring Cognitive Biases

AI Step: Students use an AI chatbot to learn about different cognitive biases, asking the chatbot to provide definitions, examples, and how these biases can affect decision-making.

Non-AI Step: Students must identify a recent personal decision that was influenced by one of these cognitive biases. They will write a detailed analysis of the situation, how the bias affected their decision, and what steps they could take in the future to mitigate such biases. This task encourages introspection and the application of psychological concepts to personal experience.

3. Analyzing Emotions and AI

AI Step: Students engage with an AI chatbot to explore the concept of emotional intelligence, asking the chatbot to explain what it is, why it's important, and how it can be developed. They might also discuss with the AI the challenges of programming emotional intelligence into machines.

Non-AI Step: Students are then tasked with keeping a daily emotion journal for a week, recording their feelings, the triggers for these emotions, and their responses. They should analyze their entries to identify patterns in their emotional reactions and coping strategies, reflecting on how understanding their emotional intelligence can benefit their personal and professional lives.

4. Investigating Memory and Learning

AI Step: Students use an AI chatbot to understand theories of memory and learning, such as the stages of memory, types of memory, and strategies to enhance memory retention.

Non-AI Step: Students apply these concepts by teaching a new skill or piece of knowledge to a peer or family member, using the strategies discussed with the AI. They must document the process, including planning, execution, and feedback from the learner, reflecting on the effectiveness of the strategies used and what this experience taught them about memory and learning in real-life contexts.

5. Understanding Psychological Disorders

AI Step: Students interact with an AI chatbot to gather information about a specific psychological disorder, focusing on symptoms, causes, and treatment options. They should also discuss with the AI the stigma associated with mental health issues and how it can be addressed.

Non-AI Step: Students will create a public awareness campaign proposal that includes educational materials (brochures, posters, social media posts) based on the information gathered from the AI. They must personalize this campaign by including narratives or testimonials (real or hypothetical) that illustrate the human aspect of living with or treating the disorder, emphasizing empathy, understanding, and the importance of seeking help.

Criteria Exemplary (4) Proficient (3) Basic (2) Needs Improvement (1)
AI Interaction Demonstrates insightful questions and interactions with AI, showing a deep understanding of the assignment topic. Questions and interactions with AI are relevant and show a good understanding of the topic. Questions and interactions with AI are somewhat relevant but show only a surface-level understanding of the topic. Questions and interactions with AI are irrelevant or show a misunderstanding of the assignment topic.
Personal Reflection Reflection is deeply insightful, providing detailed examples and a thorough understanding of personal experiences related to the topic. Reflection is clear and provides relevant examples, showing a good understanding of personal experiences related to the topic. Reflection is basic, with few examples or only a superficial connection to personal experiences. Reflection is minimal or off-topic, with no real connection to personal experiences or the assignment topic.
Conceptual Analysis Analysis is comprehensive and demonstrates an exceptional understanding of psychological concepts, with clear and insightful connections to the assignment. Analysis demonstrates a good understanding of psychological concepts with relevant connections to the assignment. Analysis demonstrates a basic understanding of psychological concepts but lacks depth or relevance to the assignment. Analysis is minimal, incorrect, or irrelevant to the psychological concepts and the assignment.
Application & Creativity Application of concepts is highly creative and effective, demonstrating an exemplary level of originality and depth. Application of concepts is creative and mostly effective, showing a good level of originality and understanding. Application of concepts shows some creativity but is limited in effectiveness or originality. Application of concepts is minimal, lacks creativity, or is ineffective in demonstrating understanding.
Presentation & Clarity Work is exceptionally well-organized, clear, and free of grammatical errors. Materials created are professional and engaging. Work is well-organized and mostly clear, with minor grammatical errors. Materials created are clear and adequately engaging. Work is somewhat organized and clear, but contains several grammatical errors. Materials created lack some clarity or engagement. Work is poorly organized, unclear, and riddled with grammatical errors. Materials created are unprofessional or unengaging.

Prompt :I want to create a new kind of assignment for my University Pharmacy students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Medication Interaction and Patient Counseling Simulation

  • AI Task: Have students use an AI chatbot to gather information about drug interactions between two or more specific medications. They should ask the AI about potential side effects, contraindications, and any special considerations for use.
  • Non-AI Task: Students must then create a personalized counseling session for a hypothetical patient who has been prescribed these medications. This session should include discussing the patient's lifestyle, addressing their specific concerns, and providing tailored advice on how to manage side effects or adjust lifestyle choices accordingly. They could reference scenarios from their clinical experience where they observed patients facing similar issues.

2. Drug Formulation and Patient Preference

  • AI Task: Students use the AI to research different formulation options for a particular medication (e.g., tablet, liquid, transdermal patch) and the pros and cons of each form.
  • Non-AI Task: Based on this information, students will write a detailed proposal for a new medication formulation designed for a specific patient group (e.g., pediatric, geriatric, or patients with difficulty swallowing). This proposal should include a rationale for the chosen formulation, taking into account patient preferences, ease of use, and how it improves adherence. They should draw on personal experiences or observations from their pharmacy practice experiences to justify their choices.

3. Pharmacoeconomics and Decision Making

  • AI Task: Students can interact with an AI to collect data on the cost-effectiveness of two different treatments for a common condition.
  • Non-AI Task: They are then tasked with presenting a case to a healthcare team on which treatment option should be adopted for a clinic, considering both pharmacoeconomics and patient quality of life. Students will need to include personal insights from their observations in healthcare settings, discussing how economic factors influence treatment decisions and patient outcomes.

4. Clinical Trial Analysis

  • AI Task: Have students use an AI to summarize the findings of a recent clinical trial on a new pharmaceutical drug.
  • Non-AI Task: Students must then critique the study's methodology, discuss its relevance to current practice, and propose a plan for how they would conduct a follow-up study. This plan should include considerations for patient selection, potential biases, and how they would address these issues based on their own experiences in clinical settings.

5. Public Health Campaign

  • AI Task: Students use an AI to compile statistics and recent research findings on a public health issue related to pharmacy (e.g., opioid abuse, antibiotic resistance).
  • Non-AI Task: They then design a public health campaign targeted at a specific population, including educational materials, outreach strategies, and methods for evaluating the campaign's success. Students should incorporate personal experiences or hypothetical scenarios that highlight the importance of the public health issue and how it affects individuals and communities.
Criteria Exemplary (4) Proficient (3) Basic (2) Needs Improvement (1)
AI Interaction Demonstrates exceptional use of AI for in-depth research, uncovering comprehensive details about medication interactions, formulations, or public health data. Uses AI effectively to gather relevant information but may miss some depth in research. Utilizes AI to gather information but with limited depth, missing key details. Struggles to use AI effectively, resulting in irrelevant or insufficient information.
Personal Reflection and Application Insightfully integrates personal or observed experiences, providing highly detailed and relevant applications or solutions. Adequately integrates personal experiences, showing a clear connection to the task with good relevance. Offers basic integration of personal experience, but the connection to the task is superficial or lacks detail. Fails to integrate personal experience or does so in a way that is irrelevant or not meaningful.
Critical Analysis and Problem Solving Provides a comprehensive and insightful analysis of the AI findings; proposes innovative and highly effective solutions or critiques. Provides a thorough analysis of AI findings with relevant and effective solutions or critiques. Analysis is present but lacks depth; proposed solutions or critiques are somewhat effective but not fully developed. Minimal or no analysis of AI findings; solutions or critiques are ineffective or irrelevant.
Rationale and Justification Offers a compelling and well-supported rationale for decisions or proposals, including detailed justification using evidence from AI interactions and personal insights. Provides a clear rationale for decisions or proposals, with adequate justification supported by evidence. Rationale for decisions is provided but lacks depth or sufficient evidence for support. Rationale and justification are poorly developed, lacking clarity and evidence.
Communication and Presentation Exceptionally clear, well-organized, and professional in presentation; effectively communicates complex ideas in an accessible manner. Clear and well-organized presentation; communicates ideas effectively but with minor issues in clarity or organization. Presentation is organized but lacks clarity or professionalism; communication of ideas is somewhat effective but not engaging. Poorly organized and unclear presentation; fails to communicate ideas effectively or professionally.

Prompt : I want to create a new kind of assignment for my University Cryptocurrency students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Cryptocurrency Market Analysis

AI-related Step: Ask students to use an AI chatbot to gather the latest news and trends about a specific cryptocurrency (e.g., Bitcoin, Ethereum) over the past month. They should focus on factors affecting its price and market sentiment.

Non-AI Step: Students then write a detailed analysis comparing the information gathered with their personal observations of market trends, including any cryptocurrency investments or transactions they have personally made or observed closely. They should reflect on how their personal experiences align or contrast with the AI-generated report, providing insights into their decision-making process in cryptocurrency investments.

2. Cryptocurrency Regulation and Ethics

AI-related Step: Students interact with an AI chatbot to summarize the current regulatory landscape for cryptocurrencies in two different countries, focusing on legal and ethical considerations.

Non-AI Step: Students are then tasked with drafting a proposal for a new cryptocurrency regulation or ethical guideline, drawing on personal experiences or hypothetical scenarios that illustrate why their proposal is necessary. This task requires them to think critically about the implications of cryptocurrency technology on society and the economy, encouraging them to apply ethical reasoning to real-world issues.

3. Cryptocurrency Technology Comparison

AI-related Step: Use an AI chatbot to provide a technical overview of two different blockchain technologies (e.g., Ethereum vs. Solana), focusing on aspects such as transaction speed, fees, and scalability.

Non-AI Step: Students create a detailed case study of a project or application they envision could be developed on one of these platforms, explaining why they chose that particular technology based on its technical merits. They should detail the project's goals, target audience, and potential impact, demonstrating a deep understanding of how blockchain technology can be applied to solve real-world problems.

4. Cryptocurrency Wallet Security

AI-related Step: Students ask an AI chatbot to explain the mechanisms behind cryptocurrency wallets, including public and private keys, and the importance of wallet security.

Non-AI Step: Each student then creates a personal guide on best practices for securing a cryptocurrency wallet, including personal anecdotes or hypothetical scenarios that highlight the importance of each practice. This could involve detailing a personal experience with wallet security or creating a detailed scenario that shows the consequences of neglecting security measures.

5. DeFi (Decentralized Finance) Opportunities and Risks

AI-related Step: Students use an AI chatbot to outline the basic principles of DeFi and list current popular DeFi applications, focusing on their opportunities and potential risks.

Non-AI Step: Students are tasked with creating a detailed analysis of a DeFi project they would like to invest in or develop, including a risk assessment based on personal research and analysis. They should elaborate on how they would mitigate these risks, drawing on their understanding of DeFi principles, market research, and personal investment philosophy or experiences.

Criteria Excellent (A) Good (B) Satisfactory (C) Needs Improvement (D-F)
AI Interaction Demonstrates in-depth engagement with AI to extract detailed, relevant information. Uses advanced features or queries effectively. Engages with AI to gather necessary information but may not explore in depth. Basic queries used effectively. Uses AI to gather information but with minimal depth or detail. Queries are simple and may lack precision. Limited or ineffective use of AI to gather information. Queries are too basic or irrelevant.
Analysis & Critical Thinking Provides a comprehensive analysis that shows a deep understanding of the topic. Critically evaluates information from AI with insightful personal experiences or hypothetical scenarios. Analysis is thorough with a clear understanding of the topic. Evaluates information from AI and includes relevant personal experiences or scenarios. Analysis covers basic points with some understanding of the topic. Minimal evaluation of AI information and limited connection to personal experiences. Analysis is superficial or incomplete. Lacks critical evaluation of AI information and fails to connect to personal experiences or scenarios.
Creativity & Originality Submission is highly original, presenting innovative ideas or insights. Shows exceptional creativity in applying personal experiences to the task. Submission is original, with some creative ideas or insights. Shows creativity in connecting personal experiences to the task. Submission shows some originality but lacks significant creativity. Personal experiences are mentioned but not effectively integrated. Submission lacks originality and creativity. Personal experiences are either not mentioned or irrelevantly integrated.
Technical Understanding Demonstrates a superior understanding of cryptocurrency concepts and technologies. Technical descriptions are accurate and detailed. Demonstrates a good understanding of cryptocurrency concepts. Technical descriptions are mostly accurate. Demonstrates a basic understanding of cryptocurrency concepts. Some inaccuracies in technical descriptions. Demonstrates insufficient understanding of cryptocurrency concepts. Numerous inaccuracies in technical descriptions.
Clarity & Organization Submission is exceptionally well-organized and clear. Ideas are logically structured and easily understood. Language is precise and effective. Submission is well-organized and clear. Ideas are structured logically with minor lapses. Language is clear and mostly effective. Submission is somewhat organized and clear. Ideas are not always logically structured, affecting clarity. Language is adequate but may lack precision. Submission is poorly organized and difficult to understand. Ideas are not logically structured. Language is unclear and ineffective.
Reflection & Personalization Provides deep, insightful reflections on personal experiences or hypothetical scenarios. Demonstrates a strong personal connection to the topic. Provides clear reflections on personal experiences or scenarios. Shows a personal connection to the topic. Reflections on personal experiences or scenarios are present but lack depth. Limited personal connection to the topic. Minimal or no reflection on personal experiences or scenarios. No personal connection to the topic is evident.

Prompt: I want to create a new kind of assignment for my MBA students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Market Analysis and Personal Investment Strategy

  • AI Component: Students use an AI chatbot to gather the latest trends, data, and forecasts in a specific market or industry (e.g., technology, healthcare, renewable energy).
  • Non-AI Component: Based on the information gathered, students then write a detailed investment strategy for a hypothetical portfolio. This strategy must include a personal reflection on their risk tolerance, relate to historical market downturns or booms they've observed, and outline how they would adjust their strategy in response to certain market events.

2. Product Development and Personal Selling

  • AI Component: Students interact with an AI to design a new product or service, leveraging the AI's ability to generate creative ideas, branding concepts, and marketing strategies.
  • Non-AI Component: Students then create a sales pitch or presentation for their product or service, incorporating their own personal experiences with successful or unsuccessful sales tactics, storytelling to make the pitch compelling, and a reflection on the ethical considerations of selling this product or service.

3. Leadership Challenge and Reflective Essay

  • AI Component: Students use an AI chatbot to simulate a leadership challenge, where the AI presents a complex organizational problem involving team dynamics, financial constraints, or ethical dilemmas.
  • Non-AI Component: Students write a reflective essay on how they would personally handle the situation, drawing on their own past experiences in leadership roles, lessons learned from those experiences, and how those lessons influence their decision-making process.

4. Customer Service Scenario and Empathy Exercise

  • AI Component: Students engage with an AI to role-play a series of customer service scenarios, where they must resolve complaints or address customer needs.
  • Non-AI Component: Students then write a reflection on a time they received exceptional or poor customer service in real life, analyzing what made the experience memorable and how they would apply those lessons to improve the AI's customer service responses or their own approach in a management role.

5. Ethical Dilemma Discussion and Personal Code of Ethics

  • AI Component: Students use an AI to explore various ethical dilemmas faced by businesses today, such as data privacy, AI bias, and sustainability practices.
  • Non-AI Component: Students draft a personal code of ethics, reflecting on how their values align or conflict with current business practices they have observed or been a part of. They should include personal anecdotes that highlight why certain ethical principles are particularly important to them and how they would resolve conflicts between different ethical considerations in a business context.
Criteria 1 (Lowest) 3 (Moderate) 5 (Highest)
Understanding and Application of AI Minimal understanding of AI capabilities; application is superficial or incorrect. Basic understanding of AI capabilities; application is correct but lacks depth. Thorough understanding of AI capabilities; application is insightful, detailed, and appropriately integrated into the assignment.
Creativity and Innovation Work lacks originality; ideas are clich├ęd or directly copied from AI without modification. Some evidence of creativity; work shows moderate levels of original thought and minor adjustments to AI-generated ideas. High level of creativity and innovation; student significantly expands on AI-generated ideas or presents unique solutions not directly suggested by AI.
Personal Reflection and Application Reflection is minimal or generic, with no personal connection or application to real-world experiences. Reflection shows some personal insight, but connections or applications to real-world experiences are shallow or not fully developed. Deep and insightful personal reflection; clearly articulates connections to real-world experiences, demonstrating profound application of personal learning and growth.
Critical Thinking and Ethical Consideration Minimal or no evidence of critical thinking or ethical consideration; fails to question or analyze AI responses or the implications of decisions. Some evidence of critical thinking and ethical consideration; analysis is present but may be superficial or not fully reasoned. Strong evidence of critical thinking and ethical consideration; student critically evaluates AI responses, challenges assumptions, and thoroughly considers the ethical implications of decisions.
Clarity, Organization, and Presentation Work is poorly organized and presented; writing is unclear, with numerous grammatical or spelling errors. Work is adequately organized and presented; writing is mostly clear, with some errors that do not significantly hinder comprehension. Work is exceptionally well-organized and presented; writing is clear, concise, and free of grammatical or spelling errors.

Prompt: I want to create a new kind of assignment for my University MA in TESOL students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Language Variation and Register Analysis

AI Task: Ask students to use an AI chatbot to generate text in different registers (formal, informal, technical, etc.) and dialects of English. They should provide the chatbot with specific scenarios or topics and request variations in language use accordingly.

Non-AI Task: Students then write a reflective essay on how language variation and register are influenced by context, purpose, and audience, drawing on their own experiences of using different language styles in various cultural and social settings. They could include examples from their own life where they had to adjust their language use, reflecting on the challenges and strategies they employed.

2. Lesson Plan Development

AI Task: Students interact with an AI to generate ideas for a language teaching lesson plan based on a specific grammar point or vocabulary set. The AI can provide activities, resources, and assessment methods.

Non-AI Task: Students then develop a detailed lesson plan that integrates these ideas but also includes their own adaptations and additional activities that cater to the specific needs, backgrounds, and interests of a class they have previously taught or observed. They should reflect on how their personal teaching philosophy and experiences with their learners inform their lesson planning process.

3. Error Analysis and Feedback

AI Task: Students input a piece of written work (it could be anonymized work from past students or generated by the AI itself) into the chatbot and ask it to identify errors and suggest corrections.

Non-AI Task: Students then write a personalized feedback letter to the hypothetical student, incorporating the AI's suggestions but also adding their own feedback based on their understanding of the student's language learning history, challenges, and goals. This task emphasizes the importance of personalized, constructive feedback and encourages students to reflect on their approach to error correction and learner support.

4. Cultural Sensitivity in Language Teaching

AI Task: Have students use an AI chatbot to generate examples of culturally sensitive and insensitive language use in teaching materials for learners from a specific cultural background.

Non-AI Task: Students then create a mini-guide for teachers on culturally sensitive language teaching practices, using the AI-generated examples as a starting point. They should augment this with their own insights and experiences from teaching learners from diverse cultural backgrounds, discussing how cultural sensitivity affects language teaching and learning.

5. Technology Integration in TESOL

AI Task: Students consult an AI chatbot for the latest trends and tools in educational technology that can be applied to TESOL. They should ask for recommendations on tools that facilitate language learning and teaching.

Non-AI Task: Students then design a small-scale research project or case study proposal that investigates the effectiveness of one of these tools in a real-world TESOL context. This proposal should include a literature review (highlighting gaps the proposed study aims to fill), research questions, methodology, and how they plan to apply their personal teaching experiences and observations to the study.

Criteria 5 - Excellent 4 - Good 3 - Satisfactory 2 - Needs Improvement 1 - Unsatisfactory
Engagement with AI Demonstrates innovative and sophisticated use of AI to enhance the assignment. Effectively uses AI with minor issues in application or relevance. Adequately uses AI but lacks creativity or depth. Minimal use of AI; relies heavily on generic responses. Fails to effectively integrate AI into the assignment.
Depth of Personal Reflection Provides deep insights into personal teaching experiences and philosophies, with comprehensive reflection. Shows good reflection with relevant personal teaching examples and insights. Reflection and personal examples are present but surface-level. Limited reflection; examples and insights are generic or irrelevant. Lacks reflection or personal connection; fails to provide personal examples or insights.
Application to Real-World Contexts Excellently applies assignment outcomes to real-world teaching contexts, demonstrating clear understanding and innovation. Good application to real-world contexts with clear relevance and thoughtfulness. Satisfactory application but with limited innovation or depth. Application to real-world contexts is minimal or lacks clarity. Fails to apply assignment outcomes to real-world teaching contexts.
Creativity and Originality Highly creative and original work that exceeds assignment expectations. Demonstrates creativity and originality within the assignment's framework. Adequately meets the assignment's expectations for creativity and originality. Work lacks creativity or originality; follows a basic or formulaic approach. Work is unoriginal, and lacks any creativity or adherence to assignment expectations.
Analytical Skills Provides exceptional analysis, with critical and insightful connections between AI outputs and teaching practices. Analysis is thorough and demonstrates a good understanding of the connection between AI outputs and teaching practices. Analysis is adequate but lacks depth or critical insight. Analysis is superficial or contains significant misunderstandings. Fails to analyze or make connections between AI outputs and teaching practices.
Overall Cohesion and Presentation Work is exceptionally well-organized, clear, and professionally presented. Work is well-organized and clear with minor issues in presentation. Organization and clarity are adequate but could be improved. Work is poorly organized and unclear, negatively impacting readability. Work is disorganized and very poorly presented, making comprehension difficult.

Incorporating AI and Non-AI Tasks into Student Assignments: This Prompt In PowerFlow Can Generate a Wealth of Ideas

This prompt could potentially generate many interesting ideas for consideration.

This prompt could potentially generate many interesting ideas for consideration. The assumption however is that lecturers would like to explore new ways of approaching assignments into which an AI step is incorporated. Moreover, TELC strongly believes incorporating AI tasks into assignments will become the norm, whereas trying to ban students from using AI in traditional assignments will become increasingly problematic. So, we need to rethink assessment in light of the massive developments in AI.

Prompt Template: Try It Out In PowerFlow

I want to create a new kind of assignment for my University [degree area] students that have a number of related steps for students [add more information about the assignment area]. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like PowerFlow) and something on their own. Give me [number] examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Once that's done create a rubric in a table for grading the assignment.

Showcased Example: Psychology

Understanding Personality through AI Interaction

AI Step: Students interact with an AI chatbot to discuss the Big Five personality traits. They will ask the chatbot to describe hypothetical individuals with specific combinations of these traits at high and low levels, and how such personalities might react in various situations.

Non-AI Step: Students then write a reflective essay comparing their own personality to one of the hypothetical profiles generated by the chatbot. They should provide personal anecdotes or examples demonstrating how their real-life behavior aligns with or differs from the AI-generated personality profile, emphasizing the complexity and nuances of human personality beyond what AI can simulate.

Click the categories below to see the full list of ideas for each degree area

Prompt: I want to create a new kind of assignment for my University degree in Law students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

  1. Legal Research and Analysis
    • AI Step: Use an AI chatbot to gather preliminary information and legal precedents on a given topic, such as privacy law or intellectual property rights.
    • Non-AI Step: Write a detailed analysis of a recent case related to the topic, incorporating personal insights and critiques based on the student's own understanding of the legal and ethical implications. Students should reference specific aspects of the case that resonate with or challenge their preconceptions.
  2. Drafting Legal Documents
    • AI Step: Use an AI chatbot to generate a draft of a legal document, such as a contract or a will, based on specified parameters and requirements.
    • Non-AI Step: Personalize and refine the document by adding clauses or considerations that reflect a hypothetical client's unique situation, needs, or preferences. Students should explain their choices in a separate commentary.
  3. Client Counseling Simulation
    • AI Step: Engage with an AI chatbot to role-play a client seeking legal advice on a specific issue, with the AI providing responses based on current law.
    • Non-AI Step: Write a reflective essay on the simulation, discussing the strengths and weaknesses of the advice given by the AI, and how it compares to the student's own understanding of the legal issue. Include personal reflections on how the student would handle the client's case differently.
  4. Comparative Legal Systems
    • AI Step: Use an AI chatbot to summarize the legal approaches to a specific issue (e.g., copyright infringement) in different jurisdictions.
    • Non-AI Step: Analyze how cultural, societal, and historical factors influence the legal approaches in two of the jurisdictions covered. Students should draw on personal experiences or cultural knowledge to enrich their analysis.
  5. Ethical Dilemmas in Legal Practice
    • AI Step: Use an AI chatbot to outline the ethical guidelines for lawyers in a particular scenario, such as a conflict of interest case.
    • Non-AI Step: Develop a personal essay discussing how they would navigate the ethical dilemma, incorporating personal values, ethical reasoning, and potential consequences of different actions. Students should also critique the AI's interpretation of ethical guidelines.

Grading Rubric:

Prompt: I want to create a new kind of assignment for my University degree in Accounting students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

  1. Financial Analysis and Personal Investment Reflection
    • AI Task: Use an AI chatbot to gather and analyze the financial statements of two competing companies in a specific industry (e.g., technology, retail).
    • Non-AI Task: Write a reflective essay on which company you would choose to invest in personally. Discuss your reasoning based on the AI-generated analysis, personal investment goals, risk tolerance, and any personal experiences with the companies' products or services.
  2. Accounting Ethics and Personal Ethical Stance
    • AI Task: Interact with an AI chatbot to understand the ethical implications of a given accounting scandal (e.g., Enron, WorldCom).
    • Non-AI Task: Develop a case study presentation that not only outlines the scandal, based on AI insights, but also includes your own ethical analysis. Reflect on how you would have acted differently in a similar situation based on personal values and ethical considerations in professional settings.
  3. Tax Code Interpretation and Application to a Personal Scenario
    • AI Task: Use an AI to get an overview and explanation of recent changes in the tax code relevant to individual taxpayers.
    • Non-AI Task: Create a detailed report on how these changes could affect your personal tax situation or that of a hypothetical individual. Include calculations, possible tax saving strategies, and how you (or the hypothetical individual) plan to adjust financial planning or withholdings.
  4. Business Plan Development and Personal Entrepreneurial Vision
    • AI Task: Collaborate with an AI to generate a business plan for a startup idea in a sector of interest (e.g., sustainable energy, tech innovations).
    • Non-AI Task: Reflect on and write about your entrepreneurial vision, detailing how the AI-generated plan aligns with your personal aspirations, values, and the impact you wish to make in the industry. Include a personal SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to connect your individual capabilities and challenges with the business plan.
  5. International Accounting Standards and Personal Global Perspective
    • AI Task: Engage with an AI to summarize the key differences between International Financial Reporting Standards (IFRS) and Generally Accepted Accounting Principles (GAAP).
    • Non-AI Task: Compose an essay discussing how these differences could impact a multinational corporation of your choosing, with a particular focus on a country or region where you have personal experience or interest. Reflect on cultural, economic, and regulatory factors that could influence accounting practices and reporting.

Grading Rubric:

Prompt: I want to create a new kind of assignment for my University degree in Computer Science students that have a number of related steps for students. The topic area for this assignment is Coding Using Java. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced. Then Create a rubric in a table to grade this.

1. Chatbot Development and Analysis

  • AI Step: Students create a basic chatbot in Java that can answer simple questions related to a predefined domain (e.g., university course advising).
  • Non-AI Step: Students must write a reflective essay on the limitations they encountered while developing their chatbot and propose a detailed plan for addressing these limitations, drawing on specific programming concepts and personal experiences.

2. Sentiment Analysis Tool

  • AI Step: Implement a sentiment analysis tool in Java that uses an existing AI library to determine the sentiment of a given text.
  • Non-AI Step: Design a case study where the tool is applied to analyze customer reviews of a product or service they have personal experience with. They must then present their findings and suggest improvements for both the tool and the product/service based on their analysis.

3. Image Recognition and Personal Portfolio

  • AI Step: Use an AI library to create a Java program that can recognize and classify images into categories.
  • Non-AI Step: Students must then create a digital portfolio of photographs they have taken themselves, categorize them manually, and compare the accuracy of their categorization with the AI's classification. They should discuss any discrepancies and the reasons behind them.

4. AI-Powered Game Development

  • AI Step: Develop a simple AI-powered game in Java (e.g., tic-tac-toe, puzzles) where the AI can make decisions or play against a human player.
  • Non-AI Step: Write a report analyzing the game-playing strategy of the AI, including a section on how personal gaming experiences influenced the design of the game strategy and AI behavior, and suggesting improvements based on these insights.

5. Voice Recognition and Public Speaking Analyzer

    • AI Step: Implement a voice recognition system in Java that can transcribe spoken words.
    • Non-AI Step: Record a personal public speaking session (e.g., a speech, presentation) and use the system to transcribe it. Then, analyze the transcription for speech patterns, pauses, filler words, and provide a self-assessment on public speaking skills with a plan for improvement.

Grading Rubric:

Prompt: I want to create a new kind of assignment for my University Medical students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

  1. Diagnostic Reasoning and Patient Interaction
    • AI Step: Students use an AI chatbot to input symptoms and receive a list of potential diagnoses. They should choose a condition and ask the chatbot for standard treatments and questions to ask patients.
    • Non-AI Step: Students then write a reflective essay on a time they interacted with a patient who had a similar condition (real or during a training session). They should compare the AI's recommendations with their own approach, discuss any discrepancies, and reflect on the importance of empathy and patient-centered communication.
  2. Medical Literature Review and Application
    • AI Step: Students ask an AI chatbot to summarize the latest research findings on a specific medical condition, including treatment options and statistical outcomes.
    • Non-AI Step: Students must then create a detailed case study of a hypothetical patient with this condition, integrating the AI-provided information. They should design a personalized treatment plan based on the patient's unique history, preferences, and social determinants of health, explaining why they made certain choices over others.
  3. Public Health Campaign Development
    • AI Step: Students use an AI to generate ideas and strategies for a public health campaign on a pressing health issue (e.g., vaccination, mental health awareness).
    • Non-AI Step: Students develop a personalized outreach plan that involves creating content (such as social media posts, posters, and pamphlets) that they would use in their own community. They should reflect on how cultural, socioeconomic, and demographic factors in their community affect health communication strategies.
  4. Ethical Analysis of AI in Medicine
    • AI Step: Students engage with an AI to explore different ethical dilemmas presented by the use of AI in medicine, asking the AI to provide various perspectives or solutions.
    • Non-AI Step: Students write a critical analysis paper on one of the ethical dilemmas, incorporating their own viewpoints and ethical reasoning. They should include discussions from recent academic or professional sources and propose guidelines for addressing these ethical challenges in a clinical setting.
  5. Clinical Skill Demonstration
    • AI Step: Students use an AI to learn about a specific clinical skill or procedure, asking the chatbot to describe the steps involved and the rationale behind each step.
    • Non-AI Step: Students must then demonstrate this skill in a practical exam or a simulated environment, where they perform the procedure on a mannequin or through a virtual simulation. Following the demonstration, students are required to submit a self-assessment report that reflects on their performance, identifies areas for improvement, and discusses how they would apply this skill in a real-world scenario, incorporating personal experiences or aspirations where relevant.

Grading Rubric:

Prompt : I want to create a new kind of assignment for my University Psychology students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Understanding Personality through AI Interaction

AI Step: Students interact with an AI chatbot to discuss the Big Five personality traits. They will ask the chatbot to describe hypothetical individuals with specific combinations of these traits at high and low levels, and how such personalities might react in various situations.

Non-AI Step: Students then write a reflective essay comparing their own personality to one of the hypothetical profiles generated by the chatbot. They should provide personal anecdotes or examples demonstrating how their real-life behavior aligns with or differs from the AI-generated personality profile, emphasizing the complexity and nuances of human personality beyond what AI can simulate.

2. Exploring Cognitive Biases

AI Step: Students use an AI chatbot to learn about different cognitive biases, asking the chatbot to provide definitions, examples, and how these biases can affect decision-making.

Non-AI Step: Students must identify a recent personal decision that was influenced by one of these cognitive biases. They will write a detailed analysis of the situation, how the bias affected their decision, and what steps they could take in the future to mitigate such biases. This task encourages introspection and the application of psychological concepts to personal experience.

3. Analyzing Emotions and AI

AI Step: Students engage with an AI chatbot to explore the concept of emotional intelligence, asking the chatbot to explain what it is, why it's important, and how it can be developed. They might also discuss with the AI the challenges of programming emotional intelligence into machines.

Non-AI Step: Students are then tasked with keeping a daily emotion journal for a week, recording their feelings, the triggers for these emotions, and their responses. They should analyze their entries to identify patterns in their emotional reactions and coping strategies, reflecting on how understanding their emotional intelligence can benefit their personal and professional lives.

4. Investigating Memory and Learning

AI Step: Students use an AI chatbot to understand theories of memory and learning, such as the stages of memory, types of memory, and strategies to enhance memory retention.

Non-AI Step: Students apply these concepts by teaching a new skill or piece of knowledge to a peer or family member, using the strategies discussed with the AI. They must document the process, including planning, execution, and feedback from the learner, reflecting on the effectiveness of the strategies used and what this experience taught them about memory and learning in real-life contexts.

5. Understanding Psychological Disorders

AI Step: Students interact with an AI chatbot to gather information about a specific psychological disorder, focusing on symptoms, causes, and treatment options. They should also discuss with the AI the stigma associated with mental health issues and how it can be addressed.

Non-AI Step: Students will create a public awareness campaign proposal that includes educational materials (brochures, posters, social media posts) based on the information gathered from the AI. They must personalize this campaign by including narratives or testimonials (real or hypothetical) that illustrate the human aspect of living with or treating the disorder, emphasizing empathy, understanding, and the importance of seeking help.

Grading Rubric:

Prompt :I want to create a new kind of assignment for my University Pharmacy students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Medication Interaction and Patient Counseling Simulation

  • AI Task: Have students use an AI chatbot to gather information about drug interactions between two or more specific medications. They should ask the AI about potential side effects, contraindications, and any special considerations for use.
  • Non-AI Task: Students must then create a personalized counseling session for a hypothetical patient who has been prescribed these medications. This session should include discussing the patient's lifestyle, addressing their specific concerns, and providing tailored advice on how to manage side effects or adjust lifestyle choices accordingly. They could reference scenarios from their clinical experience where they observed patients facing similar issues.

2. Drug Formulation and Patient Preference

  • AI Task: Students use the AI to research different formulation options for a particular medication (e.g., tablet, liquid, transdermal patch) and the pros and cons of each form.
  • Non-AI Task: Based on this information, students will write a detailed proposal for a new medication formulation designed for a specific patient group (e.g., pediatric, geriatric, or patients with difficulty swallowing). This proposal should include a rationale for the chosen formulation, taking into account patient preferences, ease of use, and how it improves adherence. They should draw on personal experiences or observations from their pharmacy practice experiences to justify their choices.

3. Pharmacoeconomics and Decision Making

  • AI Task: Students can interact with an AI to collect data on the cost-effectiveness of two different treatments for a common condition.
  • Non-AI Task: They are then tasked with presenting a case to a healthcare team on which treatment option should be adopted for a clinic, considering both pharmacoeconomics and patient quality of life. Students will need to include personal insights from their observations in healthcare settings, discussing how economic factors influence treatment decisions and patient outcomes.

4. Clinical Trial Analysis

  • AI Task: Have students use an AI to summarize the findings of a recent clinical trial on a new pharmaceutical drug.
  • Non-AI Task: Students must then critique the study's methodology, discuss its relevance to current practice, and propose a plan for how they would conduct a follow-up study. This plan should include considerations for patient selection, potential biases, and how they would address these issues based on their own experiences in clinical settings.

5. Public Health Campaign

  • AI Task: Students use an AI to compile statistics and recent research findings on a public health issue related to pharmacy (e.g., opioid abuse, antibiotic resistance).
  • Non-AI Task: They then design a public health campaign targeted at a specific population, including educational materials, outreach strategies, and methods for evaluating the campaign's success. Students should incorporate personal experiences or hypothetical scenarios that highlight the importance of the public health issue and how it affects individuals and communities.

Grading Rubric:

Prompt : I want to create a new kind of assignment for my University Cryptocurrency students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Cryptocurrency Market Analysis

AI-related Step: Ask students to use an AI chatbot to gather the latest news and trends about a specific cryptocurrency (e.g., Bitcoin, Ethereum) over the past month. They should focus on factors affecting its price and market sentiment.

Non-AI Step: Students then write a detailed analysis comparing the information gathered with their personal observations of market trends, including any cryptocurrency investments or transactions they have personally made or observed closely. They should reflect on how their personal experiences align or contrast with the AI-generated report, providing insights into their decision-making process in cryptocurrency investments.

2. Cryptocurrency Regulation and Ethics

AI-related Step: Students interact with an AI chatbot to summarize the current regulatory landscape for cryptocurrencies in two different countries, focusing on legal and ethical considerations.

Non-AI Step: Students are then tasked with drafting a proposal for a new cryptocurrency regulation or ethical guideline, drawing on personal experiences or hypothetical scenarios that illustrate why their proposal is necessary. This task requires them to think critically about the implications of cryptocurrency technology on society and the economy, encouraging them to apply ethical reasoning to real-world issues.

3. Cryptocurrency Technology Comparison

AI-related Step: Use an AI chatbot to provide a technical overview of two different blockchain technologies (e.g., Ethereum vs. Solana), focusing on aspects such as transaction speed, fees, and scalability.

Non-AI Step: Students create a detailed case study of a project or application they envision could be developed on one of these platforms, explaining why they chose that particular technology based on its technical merits. They should detail the project's goals, target audience, and potential impact, demonstrating a deep understanding of how blockchain technology can be applied to solve real-world problems.

4. Cryptocurrency Wallet Security

AI-related Step: Students ask an AI chatbot to explain the mechanisms behind cryptocurrency wallets, including public and private keys, and the importance of wallet security.

Non-AI Step: Each student then creates a personal guide on best practices for securing a cryptocurrency wallet, including personal anecdotes or hypothetical scenarios that highlight the importance of each practice. This could involve detailing a personal experience with wallet security or creating a detailed scenario that shows the consequences of neglecting security measures.

5. DeFi (Decentralized Finance) Opportunities and Risks

AI-related Step: Students use an AI chatbot to outline the basic principles of DeFi and list current popular DeFi applications, focusing on their opportunities and potential risks.

Non-AI Step: Students are tasked with creating a detailed analysis of a DeFi project they would like to invest in or develop, including a risk assessment based on personal research and analysis. They should elaborate on how they would mitigate these risks, drawing on their understanding of DeFi principles, market research, and personal investment philosophy or experiences.

Grading Rubric:

Prompt: I want to create a new kind of assignment for my MBA students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Market Analysis and Personal Investment Strategy

  • AI Component: Students use an AI chatbot to gather the latest trends, data, and forecasts in a specific market or industry (e.g., technology, healthcare, renewable energy).
  • Non-AI Component: Based on the information gathered, students then write a detailed investment strategy for a hypothetical portfolio. This strategy must include a personal reflection on their risk tolerance, relate to historical market downturns or booms they've observed, and outline how they would adjust their strategy in response to certain market events.

2. Product Development and Personal Selling

  • AI Component: Students interact with an AI to design a new product or service, leveraging the AI's ability to generate creative ideas, branding concepts, and marketing strategies.
  • Non-AI Component: Students then create a sales pitch or presentation for their product or service, incorporating their own personal experiences with successful or unsuccessful sales tactics, storytelling to make the pitch compelling, and a reflection on the ethical considerations of selling this product or service.

3. Leadership Challenge and Reflective Essay

  • AI Component: Students use an AI chatbot to simulate a leadership challenge, where the AI presents a complex organizational problem involving team dynamics, financial constraints, or ethical dilemmas.
  • Non-AI Component: Students write a reflective essay on how they would personally handle the situation, drawing on their own past experiences in leadership roles, lessons learned from those experiences, and how those lessons influence their decision-making process.

4. Customer Service Scenario and Empathy Exercise

  • AI Component: Students engage with an AI to role-play a series of customer service scenarios, where they must resolve complaints or address customer needs.
  • Non-AI Component: Students then write a reflection on a time they received exceptional or poor customer service in real life, analyzing what made the experience memorable and how they would apply those lessons to improve the AI's customer service responses or their own approach in a management role.

5. Ethical Dilemma Discussion and Personal Code of Ethics

  • AI Component: Students use an AI to explore various ethical dilemmas faced by businesses today, such as data privacy, AI bias, and sustainability practices.
  • Non-AI Component: Students draft a personal code of ethics, reflecting on how their values align or conflict with current business practices they have observed or been a part of. They should include personal anecdotes that highlight why certain ethical principles are particularly important to them and how they would resolve conflicts between different ethical considerations in a business context.

Grading Rubric:

Prompt: I want to create a new kind of assignment for my University MA in TESOL students that have a number of related steps for students. The idea is to have an AI related step and then a non-AI step. Students will have to do something with an AI chatbot (eg like chatGPT) and something on their own. Give me 5 examples of such an assignment. To make it harder for students to cheat by reusing the chatbot to do the non-AI part of the task, suggest non-AI tasks that would require much more personalization on the part of the student. For instance, students could be asked to refer to specific examples/situations they have experienced.

1. Language Variation and Register Analysis

AI Task: Ask students to use an AI chatbot to generate text in different registers (formal, informal, technical, etc.) and dialects of English. They should provide the chatbot with specific scenarios or topics and request variations in language use accordingly.

Non-AI Task: Students then write a reflective essay on how language variation and register are influenced by context, purpose, and audience, drawing on their own experiences of using different language styles in various cultural and social settings. They could include examples from their own life where they had to adjust their language use, reflecting on the challenges and strategies they employed.

2. Lesson Plan Development

AI Task: Students interact with an AI to generate ideas for a language teaching lesson plan based on a specific grammar point or vocabulary set. The AI can provide activities, resources, and assessment methods.

Non-AI Task: Students then develop a detailed lesson plan that integrates these ideas but also includes their own adaptations and additional activities that cater to the specific needs, backgrounds, and interests of a class they have previously taught or observed. They should reflect on how their personal teaching philosophy and experiences with their learners inform their lesson planning process.

3. Error Analysis and Feedback

AI Task: Students input a piece of written work (it could be anonymized work from past students or generated by the AI itself) into the chatbot and ask it to identify errors and suggest corrections.

Non-AI Task: Students then write a personalized feedback letter to the hypothetical student, incorporating the AI's suggestions but also adding their own feedback based on their understanding of the student's language learning history, challenges, and goals. This task emphasizes the importance of personalized, constructive feedback and encourages students to reflect on their approach to error correction and learner support.

4. Cultural Sensitivity in Language Teaching

AI Task: Have students use an AI chatbot to generate examples of culturally sensitive and insensitive language use in teaching materials for learners from a specific cultural background.

Non-AI Task: Students then create a mini-guide for teachers on culturally sensitive language teaching practices, using the AI-generated examples as a starting point. They should augment this with their own insights and experiences from teaching learners from diverse cultural backgrounds, discussing how cultural sensitivity affects language teaching and learning.

5. Technology Integration in TESOL

AI Task: Students consult an AI chatbot for the latest trends and tools in educational technology that can be applied to TESOL. They should ask for recommendations on tools that facilitate language learning and teaching.

Non-AI Task: Students then design a small-scale research project or case study proposal that investigates the effectiveness of one of these tools in a real-world TESOL context. This proposal should include a literature review (highlighting gaps the proposed study aims to fill), research questions, methodology, and how they plan to apply their personal teaching experiences and observations to the study.

Grading Rubric: