Material for use

What points typically need to be included in a document addressed to students in a specific course?

1. A reference to any overarching guidelines (above the course level) that apply to all courses
2. An explanation of why additional, course-specific regulations are necessary
3. A clear description of the contexts in which the regulations apply
4. The regulations themselves, clearly formulated with any exceptions clearly stated
5. A description of the consequences of unauthorized AI use
6. A reminder to students that if they are unsure about what applies, they are responsible for contacting their teachers for clarification

Comments

1. You can, of course, link to pages with overarching guidelines, but it is easier for students if they are copied and displayed together with the local regulations, so that students have all the information on the same page.
2. As a teacher, you should be able to explain why the regulations are necessary! The arguments can naturally relate to course-specific learning objectives, where you can refer to the syllabus and explain why certain uses of generative AI are deemed to negatively impact students' learning. They can also concern more long-term program goals, but naturally also general academic principles that students need to learn to observe.
   You may want to emphasize that it is part of the formal mandate and pedagogical responsibility you have as a course coordinator to make these types of assessments.
   How detailed the justifications need to be can vary: sometimes quite short justifications may suffice, which can instead be elaborated on orally at the beginning of the course.
3. In practice, it is in connection with assessed tasks that the regulations become relevant, but this still needs to be clearly expressed. It may sometimes be desirable for students to refrain from using generative AI even for non-assessed tasks, but it is rarely possible to control. Therefore, it does not fit into a document of this type but is best handled within the framework of teaching, as a recommendation, an exhortation, or simply as part of the normal working method during the course.
4. The regulations should preferably be as specific as possible:
   - Does it apply to all tasks? In some courses, it may vary between different tasks, and then a line should be inserted to carefully read the instructions for each individual task.
   - Does it apply to all AI tools, or only some?
   - Does it apply to all purposes, or only some? Perhaps AI can be used for ideas, but not to generate any text/code/image to be submitted?
   - Is transparency about any use required? How detailed should students specify it?
   - Something that often creates uncertainty concerns the use of tools that utilize AI for spelling and language checks. Always specify what applies, and if and how any use should be reported
5. Explain that unauthorized use of AI in connection with examinations is considered misleading in examinations, and explain what that means and can lead to (preferably link to the university page).
6. Specify whether questions should always be directed to the course coordinator, or primarily to the teacher who examines the task. Repeat that the regulations are course-specific, and that students should never assume that the same applies as in other courses they have taken.

How should it be formulated?

The text should not be too long, but short and concise. Sometimes you may want to provide longer explanations, e.g., regarding justifications: these should perhaps rather be placed immediately adjacent to the main text. You can also consider whether some introductory sentences are needed about the role of generative AI in the subject area and in the professional life awaiting the students.

Even though the text is about the limits of what is allowed, it is good if its design and tone make it clear to students that the limitations are not primarily a control issue, but exist for their sake, i.e., to ensure that teaching and examination truly serve their purpose and support, stimulate, and deepen students' learning.

How should it be communicated?

In a clear, prominent place in Studium! In both written course information before the course starts, as well as orally, preferably at the first meeting of the course, the information should also be repeated and the place in Studium shown.

Provide an opportunity to ask questions about the regulations, and show openness to discussing them with students – it is a discussion needed to develop both teachers' and students' AI literacy.

Update the regulations

Evaluate how well your local regulations (and the central ones!) work in practice. Discuss with students and colleagues, and be prepared to change things that do not work and are counterproductive or unrealistic. Given the rapid development of both technology and practice, it is not unlikely that you will need to review and update the regulations before each term starts.

Here is a template for use at the departmental, discipline, or program level Word, 19 kB.. Please feel free to download it, but use it as a starting point and not as a finished document. Make sure to create a document that truly reflects your own needs and requirements!**

Here is also an example of guidelines (in English) for teachers and students in the master's programs at the Faculty of Medicine Pdf, 234 kB. (the document is shared with permission from MPK).

Here is a template for use at the course level Word, 19 kB.. Please feel free to download it, but use it as a starting point and not as a finished document. Make sure to create a document that truly reflects your own needs and requirements!