AI-based systems for teaching and learning

Technological tools that use artificial intelligence (AI) processes are able to imitate human intelligence and solve complex tasks. They are created to work using different levels of autonomy. Generative AI such as ChatGPT is a specific subgroup, which attempts to create new content based on the patterns and structures of existing data and generates results such as texts, images, or music.

We see the development of AI-powered technology as a way to advance all areas of the university (teaching and learning, research and transfer, and administration). We see them as tools that can be used within a legally secured framework to optimize processes. We want to play an active role in shaping this. Although AI-based systems are considered to have great potential, we must carefully consider whether and how they should be used. It is crucial that we identify and prevent any risks – ethical, data protection, security, environmental, or social – and find and develop appropriate strategies for effective, efficient, and transparent use.

All usage scenarios must therefore be disclosed and agreements made about how we deal with these. This includes considering the legal framework, for example through the General Data Protection Regulation (GDPR), the EU AI Act as well as copyright laws.

NEWS - April 2, 2024

On the forms page of the central examination office (ZPA) new documents with supplemental explanations on the use of AI have been released.

Written examination - Declaration of independent work and delcaration of consent for checking with plagiarism software
Copyright declaration, declaration on the publication of BA/MA theses, declaration on electronic checking for plagiarism
Beispielhafte Dokumentation der Nutzung von KI in der Lehre (currently in German only).

As a first step, we provide university-wide recommendations for the use of AI-based systems in teaching and learning in order to create a reliable and transparent framework for teachers and students that takes legal requirements into account. The University of Bremen sees the opportunities and possibilities, as well as the risks. As part of their studies at our university, students should learn a critical and reflective approach towards AI and develop an attitude that integrates both the potentials for success as a student and in the professional world.

Competence-oriented teaching takes place at the University of Bremen in a variety of teaching and learning scenarios. Should AI-based systems be used for these, students need to be informed about the functions, limitations, and risks of the tools in order to make both the potential benefits as well as problems visible and to ensure compliance with data protection regulations. Inequalities due to differing levels of prior knowledge and willingness to use AI-based systems must be taken into account in establishing learning objectives, and must be considered, evaluated, and handled sensibly.

This also includes professional and methodological reflection and the application of the principles of good scientific practice to the use of AI-based systems in teaching and learning. This competence in the critically reflective use of AI-based systems will become a cross-cutting issue in all subjects and degree programs.

Challenges in learning and teaching can currently be identified above all for examinations. This involves the use of AI-based systems in submitted work, both by students (e.g. automatically generated texts, images or music) and by teachers (e.g. automated assessment of assignments).

At the same time, additional opportunities arise for teaching and learning scenarios, for example

learner-oriented individualization of learning material, automated feedback, facilitation of collaboration between learners and
teacher-oriented automation of tasks, progress reports, support with course planning and assistance with research processes.

The specification and design, optional use or non-use in teaching is the responsibility of the faculties, degree programs and lecturers.

The general parts of bachelor's- and master's examination regulations, in particular §8 and §9 AT, contain regulations which require a declaration of originality to be submitted for written work. This regulates the use of aids in preparing written work, which is also applicable to the use of AI-based tools. In addition, the regulatoins listed in § 7 DigiPrüfO apply for digital examinations.

AI-based systems and other tools may be permitted as aids, but there cannot be an obligation to use these.

However, rules must be defined by teaching staff and examiners and communicated accordingly. This applies in particular because students are always responsible for the results of their work and, in the case of the use of AI-based systems, it must be made clear what exactly is the work of the students and what was the result of the AI-based system's support. The task of explaining the scope and nature of the use of AI-based systems and the assumption of responsibility for the results lies with the creators.

Proof of use and documentation, including a list of "works cited", must be specified. Legitimate assessment requires that lecturers know what the person submitting work has achieved.

In order for the student's own work to be assessed, it must be clear in the source reference what is the student's own contribution was as well as what was the work of the AI-based systems. Teachers must communicate exactly what evidence is required. For example, lecturers can request that the prompts and/or prompt sequences used are submitted or that the use of AI-based systems is documented transparently.

It is recommended that teaching staff members, degree programs, and faculties agree on a basic procedure for their degree programs. Particular attention should be paid to this:

the quality of coursework and examinations in which the results of AI-based instruments are used is the responsibility of the students.
the principles of good scientific practice always apply, and require students to be particularly transparent about AI use.
copyright issues have not been conclusively clarified in legal terms; the current regulations must always be observed. If the data on which AI-based systems are based contains work that has been plagiarized, the answers generated by the tool could also be considered plagiarized. Anyone who reproduces or publishes such a text in accordance with Sections 16 and 19 of the German Copyright Act (UrhG) is committing a copyright infringement. In the examination performance, the lack of indication of the source would then be considered plagiarism and therefore treated in accordance with Section 18 AT.

When dealing with personal data of third parties in connection with AI-based systems, compliance with Data Protection Law, in particular the GSVO and the Bremen Implementation Act to the EU-General Data Peotection Regulation (BremDSGVOAG), must be ensured. This applies both to the upload of information to AI-based tools and to the content generated by them.

In suspected cases of attempted cheating or violations of good scientific practice, the usual examination procedure according to § 18 AT (attempted cheating) is to be implemented. This lists multiple types of unauthorized aids, which would also include AI.

The Center for Multimedia in Teaching supports the use of AI in teaching. Further information can be found on their website.

Please see the German version of this website (Termine und Veranstaltungen) for a list of upcoming events.

A working group on AI in teaching is developing a strategy for the university.
The next step will be to extend the principles/recommendations to other areas of the university, such as research, transfer, and administration.
In addition to discussions on the topic and target groups, an overarching working group will bring the AI topics together.

If you are interested in participating, please get in touch with the contacts listed below.

Elements of AI

AI-Campus: The learning platform for artificial intelligence

Foundations of Artificial Intelligence I

Promptlabor KI Campus und HFD - kostenloser Moodlekurs