Teaching for the future in the age of AI

Artificial intelligence (AI) is changing how many university courses are designed, how students engage with learning and research, and how instructors assess their progress.  

Recent advancements in generative artificial intelligence (GenAI) have challenged educators and administrators to adapt and rethink their practices. These powerful, interactive tools like ChatGPT, Gemini, and Copilot generate new content, including text, images, video and code, based on user requests or prompts.

Like earlier technological shifts, incorporating AI tools requires a thoughtful approach, says Brenda Stoesz, who supports faculty in navigating academic integrity policies and genAI guidelines to apply them to their teaching practices. In the various roles she has held at The Centre for the Advancement of Teaching and Learning, Stoesz has observed faculty grapple with the challenges of teaching, which can result in inflexible thinking.  

“We should resist an all-or-none narrative in teaching, learning and research,” she says. “There are often very good reasons to decide to use the latest technology in these contexts, and very good reasons to avoid its use.”  

At UM, educators are taking different approaches to AI and GenAI tools. Some are incorporating it into teaching and coursework; others are allowing its use in specific activities, and some are choosing to restrict it when independent work is essential.  

The different approaches reflect the university’s shared commitment to thoughtful and responsible AI use.

Learning: Beyond finding the right answer

For Wenxi Pu, preparing students includes an understanding of how AI is transforming society and the business community. Pu is the Associate Dean of Teaching and Learning and Associate Professor of Management Information Systems at the Asper School of Business. His research focuses on artificial intelligence and machine learning, along with self-identity, stigma and digital and organizational culture.  

He has shifted his teaching towards fundamental elements and more experiential learning components, while teaching students AI basics and usage tips. It’s important to have that foundation since AI tools have become such a major part of the business world, says Pu.

This way of designing courses, he notes, then allows “students to leverage AI to apply the foundational elements into practice and learn more along the way.” His assignments and class projects consist of more open-ended tasks without straightforward answers.

In his business analytics courses, Pu connects students with Winnipeg companies and organizations to address real-world challenges. Students analyze data, develop solutions and present their findings to industry representatives, applying their knowledge through collaboration and practical experience.

Pu’s emphasis is on applying knowledge and putting it into practice, while giving students opportunities to develop communication, problem-solving and independent thinking skills.

“Learning takes mental effort,” he says.

AI benefits, risks and adaptation

Educators are carefully reflecting on how they develop course materials, engage students and advance research in light of the new AI tools.  

“The question is no longer whether students should use AI, but how they should use it responsibly,” says Vahab Khoshdel, Assistant Professor in the Department of Electrical and Computer Engineering. 

“But critical thinking, creativity and the ability to evaluate information remain essential.”

Khoshdel incorporates AI into his teaching and research, which includes generative AI, machine learning, deep learning, robotics, and medical robots and imaging. In his work, AI supports activities ranging from brainstorming and literature reviews to coding and prototyping.  

“Tasks that might have taken graduate students several months, particularly coding and prototyping tasks, can now often be completed within days or even hours,” he notes. “This allows researchers to spend more time exploring new ideas, testing hypotheses and pursuing more ambitious projects.”

While these advances create new options, Khoshdel emphasizes the importance of evaluating and verifying AI-generated information and developing the judgment needed to use these tools responsibly. 

This focus on independent thinking is also reshaping how he assesses student learning.  

In his teaching, reflecting on AI use “has encouraged me to focus more on what students truly understand rather than what they can produce with assistance,” says Khoshdel. “As a result, I have been increasing the weight of in-person exams, quizzes and other assessments that require students to demonstrate their own knowledge and reasoning.”

What makes learning meaningful? 

As AI becomes more integrated into teaching and research, educators are also considering what its growing presence means for academic integrity, critical thinking and the learning experience overall. They are asking: What makes learning meaningful?  

Renato Bezerra works with instructors on course design, assessment and academic integrity. As an educational developer at The Centre for the Advancement of Teaching and Learning, he uses GenAI primarily as a kind of “tour guide,” a tool that can suggest directions and provide an overview, while deeper investigation and verification remain the responsibility of the learner. 

He says, “Automation can make things easier, faster, more efficient... but it also can make things superficial, disengaged and meaningless.” He is increasingly intentional about designing coursework that encourages students to participate actively in their learning.  

Enhancing human capabilities

There is a common denominator across these different perspectives. All emphasize the importance of using AI and GenAI tools to enhance human capabilities rather than replacing them. AI can support the learning process, but it cannot replace the critical thinking, curiosity and human connection that make learning meaningful.  

With that in mind, UM educators are helping students navigate a rapidly changing world while developing the knowledge, judgment and skills that are essential to their learning and future careers.