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- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
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- 2026 Dalhousie Conference on University Teaching and Learning [Deadline: May 01, 2026]
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- Teaching with AI: May 5, 2026 [May 05-14, 2026]
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- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom [May 14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- FLO MicroCourse: Write your Teaching Philosophy Statement [May 19-26, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
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- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
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Supporting vs. Doing Student Work: Experiments with Offline AI in the Classroom [May 14, 2026]
Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom
May 14, 2026 @ 1:00 pm – 2:00 pm
Online
To register: Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom
Lee Sentes will share his recent experience integrating offline AI use into a graduate tourism course at Royal Roads University. In this initial experiment, students used offline AI to get guidance on assignment deliverables without having the AI complete the work for them. The AI essentially acts as a study tutor, with the instructor exercising significant control over how it responds.
Is it perfect? No – but it’s promising. The set up is surprisingly easy, and students who used it effectively suggest further exploration of this approach is justified.
This session is one of a two-part series on offline GenAI along with Introduction to Offline GenAI on April 20. You can register for one or both sessions.
This webinar is part of the Opterna GenAI project funded by the Hewlett Foundation.