23 AI prompts for educators, researchers, and learners — plus a free tool to audit your assessments for "integrity debt". AI detectors don't work. These do.
Thanks so much for the opportunity to work and write together Daria, and most importantly of all for my very own Boomie Avatar! I feel like I have now truly arrived on Substack. 🥰
The shift from “how do we catch students?” to “what are we actually asking assessments to do now?” is exactly the right one. Detection was always going to be a dead end. Design is the harder, and more honest, conversation.
The problem is not AI in education. The problem is educational design that lets AI substitute for judgment instead of sharpening it. That is where learning integrity starts to matter.
On the other hand, I can definitely understand the chaos right now. Companies face similar challenges too, like take-home assignments for hiring that can now be easily completed with AI. Nobody was prepared for this. But at least in companies there are more resources to adapt. For education institutions, I think more support is needed. People in academia need training on using these tools themselves first before they can readjust their courses and assessments. I know some do it proactively, and that's great, but it's not working for everyone. It's a deep systemic problem where things are advancing faster than these systems can catch up.
Quite! We say we want an AI-capable workforce while thinning out some of the very conditions that make people capable of using AI with judgment in the first place (strong nod to your work, Sam).
That is what I’m calling the capability paradox. It feels very close to the heart of the AI-in-higher-education problem right now. I’m writing on it.
Yes — and perhaps this is why “training” on its own won’t quite solve it.
The deeper problem is that institutions are being pushed to adapt operationally before they have decided what they actually want to preserve educationally.
That is where the present confusion starts to look less like a temporary disruption and more like a structural one.
Thank you, Gail. Don't worry about the technical parts, Sam's tool is easy to use and the MCP takes 2 minutes to set up. A lot of the prompts inside it already work for students too. The Learning and Thinking ones (Learn Anything and Socratic Thinking Partner) and some of the Teaching prompts: the AI Assignment Builder, Teaching Toolkit, the Case Study Builder, etc. Hope you like those, and if you're looking for something else, let us know. Continuously adding more stuff to the MCP.
I am just so grateful to be witnessing you being an ambassador of AI in education Dr Sam. Your work is extremely important and I wish more educators followed your advice.
Thank you so much, Pinkie. That is such a kind thing to say. I know that there are lots of brilliant educators out there, and I'm really excited to see how they turn their pedagogic expertise towards the use and misuse of AI as well.
This is exactly what I’ve been looking for!! As a Secondary School English teacher I want to use AI in ways that enhance learning rather than banning it and chasing the “culprits”. It’s in the design - and you’ve given me ideas! Thank you!! 🙏🏼
I was exiting the higher ed classroom a couple years ago, just as the AI story was starting to get interesting. If I were to go back now, it would be to work with faculty on developing strategies for a constructive pedagogical relationship with AI. My current preoccupation is exploring ways to use readily available LLMs as a dynamic tool in a Learning-by-Teaching partnership to help music students strengthen their theory and analysis skills. The trick is convincing faculty that this would have the goal of complementing, not replacing, the instructor-led experience. This is probably the second-greatest fear - following that of academic dishonesty.
At any rate, I wanted you to know that your article - and your tool - have resonated with me and have truly stoked my interest in this entire subject. I know several educators who will also appreciate what you offer.
The "complementing not replacing" is really key. No humanoid robots named Plato teaching the class 😅 really happy to hear you enjoyed it and found value in it!
Learn to drive vs learn about engines. Most people need to learn to drive AI (to get great benefits) not become computer engineers. Nice piece Sam and Daria
Great collab and much needed to bring awareness to shifting perspective from surveillance to collaboration, across the industries and domains! Thanks Daria and Sam for this insightful post!
I am reminded of doing my maths education degree. Whilst I was fine with maths and computing assessments I was scared of writing the education essays... and as for a dissertation - oh my goodness!
I left school (on the end of a boot) at fifteen with a C grade in English Language and an E in English Literature (Oh? I was supposed to read those books was I?) and I had only successfully studied subjects with binary - right/wrong answers. I spoke to my lecturer at uni. He said - "You have the ideas and you can read the sources- that's what we are looking for - your ideas and showing that you have understood some of this. Of course you can write an essay!"
Now I think - OK - what if there had been AI LLMs back then? (1993-1995) There wasn't even an internet available to us.
I believe that I would have continued to imagine I couldn't write an essay and I would have leant into the AI to help me. And perhaps I would never have discovered that I can express myself with words.
As it turned out - I got a first class degree in maths education - and a Dean's commendation. I was so fucking proud of myself. I wonder how proud I would have been if I had leaned on AI.
Yes - I think that is true - and I think it would really have helped me - in the same way as I find it does now - to collect some of my thoughts and ideas about what I am reading and learning - and my observations and to help my find coherence within these - perhaps as a process. When I did my second degree in psychology - I remember how we were told - we want you to write *as* a psychologist - not about psychology. That really helped too. I can absolutely see how brilliant AI could have been with providing scaffolding in the early stages of that.
What a story, Davina! A sword with two edges for sure. There's a thin line between using AI in a way that helps vs a way that will affect you now or in the long term.
Thank YOU, Sam, I have just tried out the online tool and it's awseome. I got a “medium” score, which I am quite happy about. And it works for German input too. My assessment info is in German. Really really awesome
Oh wow. This is soooooo good to hear. As 💯 do not test in multiple languages. Also given that you are an educator whom I respect this is doubly awesome feedback. 🙏
Thanks so much for the opportunity to work and write together Daria, and most importantly of all for my very own Boomie Avatar! I feel like I have now truly arrived on Substack. 🥰
Thank you for the incredible piece and for contributing your prompts to the MCP 💜 The Boomie avatar is non-negotiable, so consider it official, haha
Thanks both for this piece!
The shift from “how do we catch students?” to “what are we actually asking assessments to do now?” is exactly the right one. Detection was always going to be a dead end. Design is the harder, and more honest, conversation.
The problem is not AI in education. The problem is educational design that lets AI substitute for judgment instead of sharpening it. That is where learning integrity starts to matter.
On the other hand, I can definitely understand the chaos right now. Companies face similar challenges too, like take-home assignments for hiring that can now be easily completed with AI. Nobody was prepared for this. But at least in companies there are more resources to adapt. For education institutions, I think more support is needed. People in academia need training on using these tools themselves first before they can readjust their courses and assessments. I know some do it proactively, and that's great, but it's not working for everyone. It's a deep systemic problem where things are advancing faster than these systems can catch up.
Thank you Stephen. I really hope that the administrators start to catch up as well…
Quite! We say we want an AI-capable workforce while thinning out some of the very conditions that make people capable of using AI with judgment in the first place (strong nod to your work, Sam).
That is what I’m calling the capability paradox. It feels very close to the heart of the AI-in-higher-education problem right now. I’m writing on it.
Yes — and perhaps this is why “training” on its own won’t quite solve it.
The deeper problem is that institutions are being pushed to adapt operationally before they have decided what they actually want to preserve educationally.
That is where the present confusion starts to look less like a temporary disruption and more like a structural one.
I’m not sure I understand all of the jargon (coding & computer language) you both use…
I think you are “in the right ballpark” - with this & will do feedback in a few days with some assignments and prompts…
What you have developed together is an important support for teachers - TOTALLY AGREE!
My thinking is to try to design something that students can learn to use - rather than your goals with this?!
I’m still thinking this through! I’m a novice in tech - I know about learning from my own research & experiences - will see how I go?
MANY thanks! 👍👍♥️♥️
Thank you, Gail. Don't worry about the technical parts, Sam's tool is easy to use and the MCP takes 2 minutes to set up. A lot of the prompts inside it already work for students too. The Learning and Thinking ones (Learn Anything and Socratic Thinking Partner) and some of the Teaching prompts: the AI Assignment Builder, Teaching Toolkit, the Case Study Builder, etc. Hope you like those, and if you're looking for something else, let us know. Continuously adding more stuff to the MCP.
Thank you Gail! Yes please do, and of course let me know if you want feedback on anything. 🙏
Thanks Daria - we are away on a short work trip - without my computer…
When I get back home on Thursday (Sydney time) I will definitely have a go!! 👍👍♥️♥️
I am just so grateful to be witnessing you being an ambassador of AI in education Dr Sam. Your work is extremely important and I wish more educators followed your advice.
Sam is the best 🤌🏼
Now you're making me blush. 😊
Thank you so much, Pinkie. That is such a kind thing to say. I know that there are lots of brilliant educators out there, and I'm really excited to see how they turn their pedagogic expertise towards the use and misuse of AI as well.
This is exactly what I’ve been looking for!! As a Secondary School English teacher I want to use AI in ways that enhance learning rather than banning it and chasing the “culprits”. It’s in the design - and you’ve given me ideas! Thank you!! 🙏🏼
Am I nosy that now I'm so curious about the ideas? 😄 Thank you, Lisa, so glad it was useful!
Not nosy at all! Curiosity is a brilliant attribute 😉 watch this space!
Wahoo! Thank you Lisa, that is so good to hear. 🙏
This!
I was exiting the higher ed classroom a couple years ago, just as the AI story was starting to get interesting. If I were to go back now, it would be to work with faculty on developing strategies for a constructive pedagogical relationship with AI. My current preoccupation is exploring ways to use readily available LLMs as a dynamic tool in a Learning-by-Teaching partnership to help music students strengthen their theory and analysis skills. The trick is convincing faculty that this would have the goal of complementing, not replacing, the instructor-led experience. This is probably the second-greatest fear - following that of academic dishonesty.
At any rate, I wanted you to know that your article - and your tool - have resonated with me and have truly stoked my interest in this entire subject. I know several educators who will also appreciate what you offer.
Many thanks!
The "complementing not replacing" is really key. No humanoid robots named Plato teaching the class 😅 really happy to hear you enjoyed it and found value in it!
Thanks so much Andrew. I really appreciate that. 🙏
Learn to drive vs learn about engines. Most people need to learn to drive AI (to get great benefits) not become computer engineers. Nice piece Sam and Daria
And we can just drive AI through natural language 💪🏼
👏
Thanks so much Chris. 🙏
♥️
Very interesting piece! The problem is real and here already.The only way is to 'adopt'. A human being has done it since millions of years!
Very much so, adapting is what we've always done, we just need to be faster this time. Glad it resonated.
Thank you, Seetharam. 🙏
Great collab and much needed to bring awareness to shifting perspective from surveillance to collaboration, across the industries and domains! Thanks Daria and Sam for this insightful post!
Thank you Anna! 🤩
A wonderfully rich resource here.
I am reminded of doing my maths education degree. Whilst I was fine with maths and computing assessments I was scared of writing the education essays... and as for a dissertation - oh my goodness!
I left school (on the end of a boot) at fifteen with a C grade in English Language and an E in English Literature (Oh? I was supposed to read those books was I?) and I had only successfully studied subjects with binary - right/wrong answers. I spoke to my lecturer at uni. He said - "You have the ideas and you can read the sources- that's what we are looking for - your ideas and showing that you have understood some of this. Of course you can write an essay!"
Now I think - OK - what if there had been AI LLMs back then? (1993-1995) There wasn't even an internet available to us.
I believe that I would have continued to imagine I couldn't write an essay and I would have leant into the AI to help me. And perhaps I would never have discovered that I can express myself with words.
As it turned out - I got a first class degree in maths education - and a Dean's commendation. I was so fucking proud of myself. I wonder how proud I would have been if I had leaned on AI.
Thank you Davina, and proud you should be! I really do think that AI can help students to learn BUT they need guidance. 🙏
Yes - I think that is true - and I think it would really have helped me - in the same way as I find it does now - to collect some of my thoughts and ideas about what I am reading and learning - and my observations and to help my find coherence within these - perhaps as a process. When I did my second degree in psychology - I remember how we were told - we want you to write *as* a psychologist - not about psychology. That really helped too. I can absolutely see how brilliant AI could have been with providing scaffolding in the early stages of that.
What a story, Davina! A sword with two edges for sure. There's a thin line between using AI in a way that helps vs a way that will affect you now or in the long term.
Yes - absolutely.
The AI detectors were always going to become a dead end.
A lot of this was already broken before AI showed up.
There is no real future in building classes around catching people.
Exactly Daniel. Pedagogy over policing every day. 💪
For sure, the detectors are rather a reaction, definitely not a sustainable solution
The ten categories Sam describes are really useful and I'll try out the tool Sam has built either ine of my assessments. I wonder how I'll score.
Thank you for this!
Wahoo! Thanks Edith! 🙏
Thank YOU, Sam, I have just tried out the online tool and it's awseome. I got a “medium” score, which I am quite happy about. And it works for German input too. My assessment info is in German. Really really awesome
Oh wow. This is soooooo good to hear. As 💯 do not test in multiple languages. Also given that you are an educator whom I respect this is doubly awesome feedback. 🙏
Your categories are really brilliant, I especially liked that you mentioned the “messy middle”. I ask for that, too. :)