Students compare AI-generated timelines with textbook content, identifying unique and overlapping historical events and examining differing descriptions of the same events. This approach fosters active engagement, critical thinking, and digital literacy.
Initially, I sought an effective way to present an overview of each historical period at the beginning of class. Then I noted that Padlet can create timelines using generative AI. After implementing this approach in class, I found it engaged students in learning historical periods while encouraging critical thinking about historiography and the use of generative AI.
After presenting and discussing this case at a conference, I realized that in this approach, AI is not seen as an assistant to generate a draft for the teacher to revise, but rather as a tool that offers one possible interpretation of the topic under discussion.
THE PROCESS | |||
Before Class |
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In Class |
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Compared to the traditional method where a group of students present on a historical period, this approach makes learning more interactive and engaging for all students. By comparing AI-generated timelines with textbook content, students are encouraged to reflect on diverse perspectives and interpretations of historical events.
They also gain insights into how AI works, recognizing that AI-generated content may prioritize international events over domestic ones, present uncritical narratives to avoid controversy, and more. This enhances their digital literacy and makes them aware of the limitations of generative AI.
This approach can be implemented using various generative AI tools, not just Padlet, and can be applied to a wide range of topics beyond timelines.
Include detailed information such as the students’ major, academic level, and the lesson’s focus in prompts so the generated content is better tailored to the students.
It is important to clearly indicate that the content is generated by AI and may contain errors or biases to prevent students from assuming it is entirely accurate.
If using Padlet, it can be helpful to let students post their comments on AI-generated content for potential corrections and reflections.
| Educator | Yue Guan |
| Faculty and department | Faculty of Arts, School of Culture and Society, Department of Global Studies |
| Degree programme | China Studies |
| Level of study | BA 2nd semester |
| Course/subject | Perspectives on the History of China |
| Number of students | 10-20 |
| Extent | Activity |
| Teaching format | Small Class Teaching |
| Implementation | Spring 2024 |
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