Challenge 3: Integrating / Scaffolding AI into the Classroom Justin Hodgson | Director, IU Digital Gardener Initiative

Scaffolding Generative AI

As educators, we recognize it is not sufficient to just sprinkle Generative AI into the classroom and hope it works out. Rather, for both our students and our own benefit, if we are considering letting students use Generative AI, then we are tasked with thoughtfully integrating those tools and platforms into our courses in ways that enhance learning while furthering students' AI literacy. To help in this process, this challenge invites you to design (or work with a generative AI platform to design) a scaffolded approach that progressively introduces students to Generative AI (and ethical and appropriate use cases for your discipline).

Create a Scaffolded Integration Plan

These plans can vary in the level of detail you provide, but they should:

• Feature, at minimum, three distinct levels of AI/Generative AI integration
• Offer multiple engagement opportunities at each level
• Increase in complexity in terms of usage and critical thinking
• Include reflective components for the more advanced implementations

At each level, be sure to specify learning objectives and particular platforms/features to be utilized (e.g., Copilot, Adobe Firefly, etc.). Also, be sure to describe the activity or assignment and provide some level of assessment criteria. You might also indicate any needed support materials (e.g., learning modules in your LMS, guides for Generative AI practices, policy/practice document, etc.) and/or any potential challenges that you might foresee (along with potential mitigation strategies).

ADVANCED ELEMENT: Reflection Integration

For intermediate and advanced levels of generative AI engagement/use, you want to provide opportunities for reflection. In these cases, you might include structured reflection prompts for students that invite them to think critically about the experience, the success of the collaboration (them and GenAI platform), the impact on their own learning (did it help? how?), and/or any ethical considerations they've identified/want to mention.

• TIP: I strongly encourage you to ask students to keep a record or log (running notes/narratives) of their Generative AI Interaction Process.