NOTE: This presentation had been helped by AI in various forms.
This presentation illustrates advances achieved in several of my courses through the pedagogical use of Generative Artificial Intelligence (genAI). Although no formal quantitative data are yet available to substantiate these innovations as best practices, qualitative indicators—such as students’ engagement, curiosity, and enjoyment—suggest that genAI integration has had a distinctly positive impact.
My experimentation with genAI began with automating the creation of exercises and examinations. Over time, this evolved into the development of complete web-based course materials generated through textual prompts and iterative guidance of AI systems. More recently, I have created an AI-powered “coach bot” designed to support students in developing academic projects. I am also exploring systems that assist programming students by generating adaptive strategies, offering tailored advice, and detecting excessive similarity between versions of submitted code.
In parallel, I have experimented with AI-enhanced conversational systems to enrich student dialogue and collaborative content creation. This work involves the evaluation and comparison of a variety of AI tools currently available to the academic community. Alongside the widely used chatbots—ChatGPT, Gemini, Claude, DeepSeek, Mistral, and Copilot—other tools have proven valuable for integrating multimodal materials, synthesizing textual content, and supporting both faculty and students in organizing, summarizing, and connecting diverse data sources.
In essence, this ongoing experiment aims to explore how genAI systems can be scaffolded to facilitate meaningful learning experiences and lighten students’ cognitive and logistical load. I will showcase practical examples of such integrations across disciplines and levels of higher education, demonstrating how AI can empower educators to move beyond the constraints of traditional LMS environments and design authentic, dynamic, and student-centered digital learning spaces.