Instructional strategies

In your course, focus more on learning and writing processes than on the expected (end) product.

Place more emphasis on your students' partial performance and not just on a single examination performance (if legally possible).

Dividing assignments into smaller sections not only reduces the likelihood of cheating, but also encourages the creation of higher quality final products.

In the "flipped classroom", content is worked on by students (independently) outside of the classroom, while the classroom time is used for active applications, discussions and in-depth learning. This method can also be used selectively. Consider which tasks should be completed asynchronously (outside the course) and which should be completed during class time.

For example, you can increasingly carry out short writing tasks during face-to-face sessions (and possibly combine them with peer feedback processes) in order to minimize attempts at cheating with AI and to get a better overview of your students' actual learning progress.

Integrate more reflection tasks into your course.

Examples of this could be the "Minute Paper" or the "Muddiest Point" method.

Ask your students to document their work and tasks - e.g. with screenshots and detailed descriptions (including documentation of AI tools where permitted).

Rethink existing examination modalities and tasks and evaluate which of them are still useful.

For example, an oral interview or other alternative formats such as infographics, podcasts or learning videos could serve as proof of performance. Face-to-face examinations in "pen & paper" format could also be useful (again).

(Examination) tasks with practical application relevance or direct reference to the course or with a focus on the development of individual viewpoints and opinions can be helpful in order to be able to better assess individual performance.

Create transparency regarding the use of AI in your course and define clear and transparent rules for the appropriate use of these tools (as aids) in your own teaching.

One example is the document "Rules for Tools" by Prof. Christian Spannagel.

First, develop your own basic understanding of the topic of AI in teaching (ideally through tests in areas in which you yourself are an expert).

Promote the (further) development of media skills and critical thinking in your students.

Teach your students the ability to recognize AI weaknesses (in your subject) and to critically reflect on the results.