Teaching and Continuing Education

Teachers, lecturers, tutors, module coordinators

• The responsibility for the use of AI systems generally rests with the respective users, i.e. they are not only responsible for the data entered and content generated when using the AI, but also for its storage, reproduction and distribution.
• On the one hand, this includes the data entered within the prompt or generated by the AI, as this is not only stored locally but also on the AI operator's server, possibly used for training purposes and thus distributed and reproduced.
• On the other hand, this also includes the data or content that users create as a result of communication with the AI and deliberately disseminate, e.g. the text of an email or the information on the homepage.
• In order to be able to fulfill this responsibility, users are obliged to inform themselves about applicable regulations (e.g. data protection, copyright, AI regulation), to critically question the results and to design the use in a context-appropriate and ethically reflective manner.
• Further information can be found in the sections on data protection compliance and copyright compliance. They help to clarify possible uncertainties at an early stage.

• The use of freely available AI systems such as ChatGPT means that the entered data and generated content are usually transferred to storage in the cloud and therefore the use of the content for third parties, in particular for training the AI models for the user(s), cannot be controlled.
• For this reason, the use of the AI available at the University of Regensburg (Microsoft Copilot and DeepL in the web editor) is recommended, as contractual regulations with the manufacturers restrict distribution and duplication.
• This does not affect compliance with data protection, copyright and personal rights or the responsibility of the user.

AI can be used to develop ideas (e.g. exam questions, illustrations, case studies) and to design teaching materials (PPT slides, images).

• Example 1: A teacher uses AI to suggest several application examples for selection, which are used as the basis for a case study text for a bachelor's examination in business administration.
• Example 2: A teacher uses AI to check the completeness of the course's teaching and learning objectives.
• Example 3: The AI generates suggestions for questions and answers on the basis of which a learning quiz can be created for the students.
• Example 4: The AI generates texts for requirements of software products, which students can use to practice eliciting requirements in the analysis phase of software development projects in computer science studies.
• Example 5: A teacher asks the AI for literature references on a specific topic. At first glance, the AI provides plausible references, but on closer inspection these turn out to be incorrect or fictitious. This can make it clear to students that AI-supported content must always be checked critically, as so-called "hallucinations" can occur.

• AI can be used to provide general feedback on teaching materials.
• Example: A teacher uses AI to prepare initial feedback on a revised case study, which they then complete and check manually.

• The AI can be used for demonstration or visualisation purposes.
• Example: In a computer science seminar, the teacher demonstrates the difference between rule-based and generative text processing with the help of an AI tool.

• AI can be used for linguistic improvement or translation of teaching materials into other languages (e.g. English).
• Example: A teacher uses an AI translation service (e.g. DeepL) to translate slide contents into English for an international seminar or to assess existing slides for the purpose of an international seminar.

• AI can be used to create realistic dialogue scenarios or role examples.
• Example: A teacher uses Copilot to generate a conflict simulation to practise conversation techniques in the classroom.

• AI can help with the formulation of typical error patterns or sample feedback.
• Example: A teacher has Copilot generate typical misunderstandings on a topic in order to prepare them specifically for exam preparation.

• AI can help with the generation, validation and diversification of examination tasks.
• Example 1: A teacher has Copilot check an exam task for relevance and correctness with regard to the learning objectives in the course.
• Example 2: A teacher has Copilot create variations on an exam task to create different levels of difficulty (for different grade levels) or to create different written exams (with the same level of difficulty).

• The AI can be used in the simulation to answer exam questions in order to test them for clarity of content and comprehensibility.
• Example: A teacher has Copilot answer the exam questions on a topic in order to specifically test the comprehensibility of the question.