Seeing AI Through a Student's Eyes

When Sara VanNieuwenhove first encountered artificial intelligence in her postgraduate Event Management program at Georgian College, she was skeptical and unsure. Coming from a previous diploma program where AI was framed as unethical and akin to cheating, her expectations were low. But what happened next offers faculty a powerful perspective on how thoughtful AI integration—paired with guided practice—can transform student learning.

Sara’s story isn’t just about AI. It’s about trust, application, and ultimately, empowerment. And it’s a story every educator should hear. 

From Doubt to Discovery: Introducing AI in the Classroom

Sara’s turning point came in a Risk Management class that introduced the Blackboard AI role play tool. Initially, it felt awkward. One of the first assignments required students to explain risk management concepts to the AI “as if it were a five-year-old.” This unconventional exercise left students asking, “Why are we doing this?”

But that question soon gave way to insight. After using the AI tool more than six times over the term, Sara began to appreciate the shift in how she learned. Rather than writing traditional essays to demonstrate understanding, she was engaging in conversations that revealed the depth of her thinking. She shared, “I get the purpose and concept now. I feel you get better value with Blackboard AI role play than writing an essay.”

Innovating Pedagogy with GenAI

Unlike her previous coursework where AI was seen as a shortcut, this new approach highlighted how AI could serve as a partner in critical thinking. The Blackboard AI role play didn’t just offer answers—it prompted Sara with follow-up questions that deepened her understanding. It helped her articulate complex ideas, apply them to real scenarios (like planning capstone events), and even navigate difficult group dynamics.

One striking example came during a peer review challenge with a large group of students. Sara used the AI tool to privately explore strategies for resolving interpersonal conflicts—something she felt uncomfortable bringing directly to a professor. “AI didn’t know the specific people in my group, so it gave private, unbiased advice,” she explained.

Redesigning Assessment for Real-World Skills

Sara saw a direct link between AI-supported learning and workplace readiness. As a food and beverage coordinator and member of a conference planning team, she now leverages AI to polish professional communication, brainstorm project ideas, and assess event risks.

She’s also learned that AI is more than just ChatGPT. From using Canva’s AI design features to leveraging role play for scenario planning, she recognizes that ethical and skillful AI use is a career asset:

“The skills related to AI will set me apart from others in the industry. I also learned how to properly prompt and talk to AI effectively. I think it’s a skill that EVERYONE should have!”

Role Play Option for AI

We expanded our AI Conversation feature to include a role play option. Role play can enhance learning by providing active learning opportunities. It encourages critical thinking and offers students a chance to apply knowledge in a simulated environment.

For example, a student could role play a client by speaking to the event coordinator, played by the AI persona. In this scenario, a student gains practical experience in a safe environment for experimentation. (In this scenario, students gained practical experience in preparing for possible risks and their solutions to create a safe environment)

Instructors customize the AI persona by giving it a name and image, defining its personality traits, and selecting the complexity of the responses. However, instructors should always preview an AI conversation before releasing the activity to students. AI tools can hallucinate and introduce bias, so it's important to ensure that instructions are clear, and that the AI persona responds in an expected and appropriate way.

Ethical and Transparent Use: What Students Need from Faculty

One of the clearest messages from Sara’s experience is this: students aren’t afraid of AI—but they do need guidance on how to use it properly. Her comfort and confidence grew as her instructor introduced tools with purpose, encouraged ethical exploration, and created space to “play around.”

Crucially, Sara emphasized that the Blackboard AI role play tool felt like a one-on-one conversation with a professor, especially in large classes where personal interaction is limited. “It helps professors identify students who need more support,” she noted. “It helps build a connection with each student individually making them feel heard and seen in the classroom.” 

Lessons Learned and Faculty Takeaways

Sara’s reflections suggest several key takeaways for educators considering AI in their classrooms:

• Start with Purpose: Introduce AI tools with clear learning goals. Explain the “why” behind the tool.
• Make it Conversational: Tools like Blackboard AI role play allow for dialogue, reflection, and deeper understanding—not just regurgitation.
• Support Ethical Use: Model and teach responsible prompting. Students will rise to the challenge.
• Use AI to Bridge Gaps: For students who speak English as a second language or those hesitant to seek help, AI can offer private, judgment-free support.
• Think Beyond Essays: AI-assisted assignments can still promote rigor and critical thinking—often in more applied, engaging ways.

Looking Ahead: An Empowered Generation

Sara’s story reminds us that AI in education isn’t just about technology—it’s about unlocking potential. Her academic growth, boosted confidence, and workplace readiness were all shaped by a professor who took a chance on innovation.

As more faculty experiment with GenAI tools, student voices like Sara’s offer both inspiration and direction. Because when AI is used not to replace learning, but to enhance it, the results can be transformative.