You asked: How can we as teachers help students distinguish between active and passive use of AI? What prompts or tips can we provide them to incentivize that behavior?
One way is to appeal to their self interest.
A point I make to students is that passive use of AI (I like the active vs passive distinction btw) is unlikely to help them produce the best work they can, but that active use of AI could help them achieve more, both compared to current peers and to previous generations.
The problem is that whilst this may incentivise the very best students to think carefully, it is hard to hide the fact from the less motivated, that (assessment design withstanding) they may be able to move from poor to average, or even average to good grades, with some fairly passive Ai use.
You asked: How can we as teachers help students distinguish between active and passive use of AI? What prompts or tips can we provide them to incentivize that behavior?
One way is to appeal to their self interest.
A point I make to students is that passive use of AI (I like the active vs passive distinction btw) is unlikely to help them produce the best work they can, but that active use of AI could help them achieve more, both compared to current peers and to previous generations.
The problem is that whilst this may incentivise the very best students to think carefully, it is hard to hide the fact from the less motivated, that (assessment design withstanding) they may be able to move from poor to average, or even average to good grades, with some fairly passive Ai use.