Implement Artificial Intelligence step-by-step
The organisation (management, teachers, students, and parents) becomes familiar with AI, but does little or nothing with it yet. Students recognise and occasionally use AI tools to support learning tasks.
Characteristics:
- Students independently recognise and apply various AI use cases. They already formulate targeted prompts, but without explicit attention from teachers or policy.
- Teachers are cautious or still uncertain about the actions to take. They consider the possibilities and pros and cons of using AI in their teaching.
- Policy is (cautiously) restrictive or absent.
- Assessment focuses on integrity and control. AI does not yet play a role in this context.
What do you know about how AI works and what it can and cannot do? Try it.
Characteristics:
- Students learn how AI works and check the output for factual errors, biases, and other issues. They use AI for permitted and non-permitted purposes. They learn to formulate targeted prompts for relevant AI programs.
- Students and teachers develop an understanding of AI risks, such as hallucinations, bias, privacy, and copyright.
- The implementation of proposed AI use is argued.
- Teachers and students experiment with simple AI applications in learning tasks to gain insight into the didactic possibilities.
- The policy team has begun formulating and discussing the necessary guidelines for using AI capabilities. And necessary hard- and software?
- Assessment remains largely AI-free, but exceptions are allowed as pilots.
Always keep thinking for yourself. AI does not always get it right. Learn to make well-argued choices in assignments where AI is used, and then critically assess the output of these AI assignments.
Characteristics:
- Students use AI critically and responsibly, not as a replacement for their own thinking. The focus is on using AI as a tool. There is experimentation with AI as a coach in the study and use of the learning material.
- Teachers design assignments that use AI as an explicit component. They indicate which didactic considerations they have. Teachers conduct pilots with AI use as a coach.
- The policy regarding AI use is clear, transparent, and pedagogically substantiated. It is assumed that AI use is always context-dependent (with respect to discipline, learning objectives, subject content, and related factors).
- Assessment combines traditional methods and the use of AI.
AI becomes a structural part of educational design. The key point is whether AI can be applied effectively, safely, and responsibly.
Characteristics:
- Students make considered use of AI when assessing (core) objectives and subject content.
- Pilots are established in which co-creation among students, teachers, and AI is experimented with.
- AI is pedagogically responsibly integrated into specific learning activities in the curriculum.
- Teachers are competent in designing, guiding, and assessing AI-supported learning processes.
- Policy is formulated institution-wide, with attention to transparency, academic integrity, and respect for copyright and privacy.
Privacy
- Ensure that personal data is protected against misuse, loss or data leaks. Your students and staff should be able to learn and work in a safe environment.
- Bring your school’s digital security step-by-step up to standard.
- The ‘Plan for the AI launch’ helps you secure your pupils and staff’s digital safety.
What are AI Hallucinations?
🌟 In one sentence
AI hallucinations are responses that an AI model generates when it cannot provide a good or complete answer, yet they still sound convincing and confident.
🧠 How do you explain this to students?
AI models do not work like humans. They do not understand information; they predict which word is likely to follow the previous one. When the AI has insufficient information, or the question is too complex or too vague, the model statistically infers the missing pieces. That is called hallucinating.
👉You can compare it to a student who:
- has to answer a test question;
- does not know exactly;
- but still writes something that sounds plausible;
- It is not a deliberate lie — it is a guess that seems logical.
