Thinking as humans, writing with AI. Academic Writing in Higher Education
The central concern of this e-book is the writing process in the age of generative AI and how these tools can be used to support the development of writing competences. The e-book presents a research-based foundation for each chapter and subsequently provides curated Open Educational Resources (OERs) to support further exploration.
https://doi.org/10.5281/zenodo.20667550
Ethics
Use of LLMs and data protection/privacy
This video explains the basics of data protection and why it is important when using large language models (LLMs). It is intended for students, but can also be used in other contexts, such as in teaching.
https://doi.org/10.5281/zenodo.20392553
Use of LLMs and copyright
This video explains the basics of copyright law and how it applies to the use of large language models (LLMs). It is intended for students, but can also be used in other contexts, such as in teaching.
https://doi.org/10.5281/zenodo.20701714
Framework for evaluating and selecting tools (FEST)
This framework presents instructors with several criteria containing questions to guide them in evaluating and selecting from the plethora of AI-based tools available today. Instead of just selecting what is popular or familiar, the aim is to support instructors in making informed decisions when deciding to use AI-based tools in their writing instruction.
https://doi.org/10.5281/zenodo.20638053
Responsibility for academic writing in times of AI
This workshop concept serves to initiate discussion among scientists, students and management about the implications of AI for the trustworthiness of science and their respective responsibility for safeguarding academic integrity. The main focus is on the use of Generative AI (GenAI) in the research and writing process.
https://doi.org/10.5281/zenodo.20394977
Using AI tools to promote inclusive learning settings
Increasing inclusivity in teaching is an admirable and valuable goal; however, many instructors lack the time and expertise to do so. This infographic is based on the Universal Design for Learning (UDL) and suggests quick, effective, and efficient ways for instructors to use AI tools in their course development, in areas such as task design, to create a more inclusive learning experience.
https://doi.org/10.5281/zenodo.20395120
AI Literacy for Instructors
Since the release of ChatGPT in November of 2022, instructors in many different fields and contexts have had to contend with significant shifts in their profession. This approximately 10-minute long video is intended to be an introduction for instructors seeking to gain an understanding of the basic principles of AI literacy, both for their own professional development and in order to foster those same principles in students. It is particularly focused on the instruction of writing, given the focus of this Erasmus + Project and the way in which the use of AI tools has transformed writing instruction.
https://doi.org/10.5281/zenodo.20395333
Academic Integrity
This OER will start with a video – presentation outlining academic integrity and academic misconduct and the role of AI, especially AI use for writing, within this context. Subsequently different situations/scenarios that may present academic integrity issues are proposed. Each situation is introduced by a question and students need to choose a possible action.
Each of these situations/scenarios will then have an explanation to bring awareness and understanding to the students, and to show good practices.
https://doi.org/10.5281/zenodo.20427007
Assessment in the age of AI
This OER gives teachers an overview of how to change the format or design of the assessment to reduce students’ reliance of AI (from product-focused to process-focused assessments, development of reflective practice).
https://doi.org/10.5281/zenodo.20395465
Planning
20 AI-based Tools for Writing Instruction
This OER provides instructors inexperienced with AI-based tools with a range of different tools to explore and consider using in their instructional context. To this end the tools are grouped in various ways based on several criteria (e.g., target language, accessibility). These criteria enable instructors to find tools that could be suitable for their particular context.
https://doi.org/10.5281/zenodo.20394532
Prompt Writing for Brainstorming
More and more students regularly rely on AI tools for brainstorming, but relatively few do so systematically and effectively. This lesson plan is designed to introduce students to using AI tools for brainstorming in a structured, effective, and ethical way. The approximately 40-minute lesson plan takes students step-by-step through the process of prompt-writing for the purpose of brainstorming, with pauses along the way wherein they are invited to reflect, evaluate, and iterate on both the quality of their own prompt-writing and the output of the AI tools.
https://doi.org/10.5281/zenodo.20395231
Prompt Engineering Principles
This OER aims to help instructors and students understand the importance of mastering prompt engineering, provide them with an introduction to prompt engineering and key prompt engineering frameworks, and show practical examples of prompts for both the pre-planning and revising phases. It comprises two videos: the first part covers the core principles of prompt engineering, while the second presents concrete examples of prompts designed to support academic writing.
https://doi.org/10.5281/zenodo.20427113
Using AI to read and understand research articles (Video)
This OER is a video tutorial that guides learners through a four-step process for using AI tools to read and understand research articles. The OER promotes critical thinking, responsible AI use, and academic integrity.
https://doi.org/10.5281/zenodo.20638264
Using AI to read and understand research articles (Lesson plan)
This OER is a lesson plan for a workshop that supports students in using AI tools to read and understand research articles while developing their critical AI literacy.
https://doi.org/10.5281/zenodo.20638313
Drafting
AI-Infused Academic Writing Strategies (Microstructure)
This OER supports writers in improving the microstructure of their academic texts through human-centric, AI-infused writing strategies. Microstructure refers to the organisation and linguistic realisation of a text at the level of paragraphs, including their linguistic realisation at sentence and word level. This OER enables writers to use metalinguistic awareness to guide prompting and strategic comparison to clarify paragraph focus, enhance internal coherence, improve clarity and precision, strengthen cohesion and facilitate the evaluation and revision of paragraph structure.
https://doi.org/10.5281/zenodo.20394279
AI-Infused Academic Writing Strategies (Macrostructure)
This OER supports writers in improving the macrostructure of their academic texts through human-centric, AI-infused writing strategies. Macrostructure refers to the organisation and logical progression of a text at the level of text sections and the text as a whole. This OER enables writers to use metalinguistic awareness to guide prompting and strategic comparison to clarify argument flow, enhance structural coherence, establish credibility, improve flow and readability, and facilitate the evaluation and revision of text structure.
https://doi.org/10.5281/zenodo.20394420
Peer tutors mentor ethical use of AI in the writing center
This OER is primarily designed as a writing center tutor training tool, a mock tutoring session that is meant to spark discussion about ethical uses of AI tools in tutoring sessions. The video, which is the OER tool, is best used in a 1-hour training session, where the trainee starts and stops the video at various locations to discuss the video-recorded tutor’s decisions in the session, both in terms of what he did with the genAI tool used in the session and his rationale. Also, comments might centre around ethical issues when using genAI tools, genre conventions and prompting the genAI tool for information. For tutors working with students in disciplines with which the tutor is unfamiliar, the video also should spark conversations about how the tutor and the student can learn more about how people in various fields write and why the tutor should not feel underprepared to talk to students in any discipline.
https://doi.org/10.5281/zenodo.20395533
Revision
Roadmap: Revision of AI Output in Academic Writing
This OER gives information about how to revise genAI output to ensure that it is a) ethically sound, b) factually correct (e.g. in terms of sources), c) presented in a coherent line of reasoning, d) as well as in clear and consistent language, and e) accurate on the text-surface level (such as grammar or spelling). To invite readers to engage with the topic, it includes thought-provoking questions as well as one quiz question per aspect.
https://doi.org/10.5281/zenodo.20395401
Enhancing AI-assisted Writing Development Through Reflective Thinking
In order to foster AI-supported writing development, this lesson plan encourages learners to reflect on feedback given by a popular generative AI tool in response to an uploaded text. Students are invited to think critically about the AI tool’s feedback and to articulate key takeaways for their own writing and usage of AI tools in a written reflection. While this lesson plan can and should be used for post-editing on individual written assignments, it includes a focus on helping the students use the feedback to identify error patterns and weaknesses in their own writing, in order to help them develop reflective thinking about their writing development. Further, the lesson plan asks students to carefully verify and reflect on the AI output, which has the additional function of enhancing their AI literacy.
https://doi.org/10.5281/zenodo.20395301
AI-assisted Revision of Introductions in Scientific Texts
This OER is designed to assist writers of academic research papers (e.g., degree projects, research articles, PhD dissertations) revise an introduction section using a generative AI tool (e.g., Co-Pilot). The revision process involves receiving actionable feedback on language and structure, and is designed to enhance the quality of the writing and help the user(s) learn from the process, while contributing to the critical AI literacy of the authors.
- use prompts to receive feedback on the structure of the first draft
- use prompts to receive feedback on the language of the first draft
- integrate the AI feedback into the revision process
- engage in self-evaluation and peer-evaluation to critically examine the AI feedback and the final product
https://doi.org/10.5281/zenodo.20427261
Other
Synthesis writing and revision with the help of GenAI
Synthesis writing is one of the most difficult tasks in academic writing. Several sources, containing different information about the same topic and representing different authorial voices, need to be synthesized into a new, coherent text with their own authorial voice. This OER contains a lesson plan to help students recognise important quality traits of synthesis writing, establish a work flow to produce a synthesis, and critically assess how GenAI-tools could help them to revise their own texts. This is achieved through the following task flow: 1. produce human output – 2. compare human output to GenAI output (two different versions) – 3. assess quality of both products, based on predefined criteria – 4. revise human output, integrating GenAI output where deemed necessary.
https://doi.org/10.5281/zenodo.20394628
Argument Development with AI
This OER aims to help writers develop argumentative writing skills by constructing clear, coherent, and evidence-based arguments through brainstorming and drafting activities. It also supports writers in using generative AI critically by engaging with AI-generated feedback to strengthen their arguments while evaluating the usefulness, relevance, and accuracy of suggestions. In addition, writers evaluate the quality of their arguments through self-assessment of reasoning, evidence, and persuasiveness, and engage in iterative revision processes through repeated drafting, feedback integration, and reflection on how revisions improve their writing.