Sparking reflections on generative AI beyond the classroom

What were the didactical considerations? 
As part of a recent revision of the course “Medical Cell and Tissue Biology”, course leader Katerina Tritsaris introduced a new module on innovation in biomedical research for students in the Molecular Biomedicine programme. In this module, co-developed with UCPH Lighthouse, students are expected to use generative AI in group-based assignments. 

Structured conversations with students prior to the semester revealed two important challenges: limited experience with group work and little prior exposure to UCPH learning resources on digital literacy. Moreover, most students had not previously engaged in structured discussions about the use of generative AI in an academic context. 

To equip students with the prerequisites needed to succeed in the new module, Katerina therefore wanted to design an introductory session that addressed ethical, reflective, and academically responsible use of gAI. 

The approach 
Katerina Tritsaris partnered with fellow teacher Nicole Schmitt, and together they designed a 45-minute interactive lecture for a large-classroom setting. The aim was to turn abstract ethical principles into concrete student dialogue. 

The session combined short framings on academic integrity with dilemma-based activities tailored to the subsequent course activities. Students discussed scenarios involving undeclared use of gAI in group work and reflected on when gAI use supports learning - and when it may instead represent a missed learning opportunity. Key principles related to prompting, critical thinking, and good academic practice were introduced and discussed. Also, the students were introduced to resources on UCPH’s Digital Literacy platform. 

Engagement was supported through think–pair–share exercises, live polling (Sendsteps), and a shared Padlet, allowing diverse student perspectives to surface in parallel. The collaboration itself proved valuable: rather than one teacher trying to cover all roles, Katerina and Nicole complemented each other’s strengths in student consultation, ILO design, content development, and activity facilitation. 

The teachers and the course context 
Katerina Tritsaris (Department of Cellular and Molecular Medicine) is vice head of studies for the Molecular Biomedicine programme and course leader for “Medical Cell and Tissue Biology”, which is taught across medicine, odontology, cognitive & data science, and molecular biomedicine. 

Nicole Schmitt (Department of Biomedical Sciences) has contributed to the course for many years, teaching both lectures and classroom sessions. She is an expert in creating safe learning spaces and applying activating teaching formats.    

The interactive lecture took place in autumn 2025 for 72 Molecular Biomedicine students in their third and five Cognitive & Data Science students in their 5th semester. 

How was it to collaborate on the lecture design? 
Nicole reflects: “It was really rewarding to design a lecture whose primary focus was to introduce the students to a way of thinking — and to see how it genuinely sparked their reflections. Needless to say, it was also great fun. Katerina and I are simply a good team. We have co-taught before, both online and on site, but always within cell biology. This time, we embarked on a new adventure, refined initial ideas together, and shared tasks. I strongly believe it was more efficient than designing such a session alone.” 

Katerina adds: “For me, the most inspiring part was seeing the students actively engage in discussions that encouraged them to take responsibility for their own learning journey. Working with Nicole made the experience even more enjoyable, as our complementary perspectives helped shape the session and, in my view, create an environment where the students felt safe to speak their minds.” 

And how did the students react? 
In class, students were active and engaged throughout the session. They entered peer discussions, contributed to plenary dialogue, participated in anonymous polls (Sendsteps), and added reflections to the shared Padlet. 

When asked to describe the lecture format via a word cloud in Sendsteps, typical responses included slay, interesting, good, informative, and top. 

In an informal evaluation conducted a week later, students reported that the lecture had sparked ongoing reflections and that discussions about ethical use of gAI continued beyond the classroom. Several students also noted that the topic should ideally be introduced earlier in the programme, for example in the first semester. 

Resources 
You can find modular learning resources on generative AI - such as AI as a study buddy and The technology behind ChatGPT and large language models - on UCPH’s Digital Literacy platform. (English version can be found here).  
Modules can easily be introduced into your own course room. 

Katerina and Nicole have also developed a lecture script that can be adapted to other teaching contexts. If you would like a copy, please contact cobl-sund@adm.ku.dk. 

Last not least, here is an interesting article that might spark your interest in sharing teaching roles: Crosby, R. M. H., Joy. (2000). AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429.