5.1. Lightning Talks – Overview

Morning Talks:

Teaching Cyborg Students: Experiences from a Generative AI Class at the University of Calgary 

Mohammad Keyhani, Associate Professor, Haskayne School of Business​, UCalgary

Abstract: This presentation reflects on experiences teaching a groundbreaking course titled “Generative AI and Prompting” at the University of Calgary, open to students across disciplines and from both undergraduate and graduate programs. In this course, AI was not only allowed but required for all activities and assessments. Adaptations of the course have been used in workshops for faculty and staff training across campus. I discuss the topics covered, lessons learned, and experiences working with AI-augmented students that were assessed on superhuman tasks not possible without AI help.

From Idea to Article in Minutes: Automating Academic Content Creation with AI

Soroush Sabbaghan, PhD, Associate Professor (Teaching), Werklund School of Education​, UCalgary

Abstract: This presentation introduces the Educational Content Generation System, an AI-powered tool designed to automate the creation of structured, properly cited educational articles for higher education. From a simple topic description, the system generates complete articles with clear sections—introduction, key concepts, practical examples, and conclusion—alongside academic citations formatted in IEEE style. The system addresses key challenges faced by educators, including time-consuming content creation, citation formatting, and ensuring academic quality. It automates outline creation, searches academic databases (e.g., Google Scholar, IEEE Xplore), integrates current research, and maintains a consistent academic tone. Practical applications include generating course readings, study guides, research summaries, and updated content for existing materials. The system supports curriculum design and assessment preparation by ensuring that content is complete, accurate, and professionally formatted. By offloading the mechanical aspects of academic writing, the Educational Content Generation System enables educators to focus on instructional quality and student learning.

Flipping the Script: How AI Became a Grammar Coach in a University Beginners’ French Course 

Anna Pletnyova, PhD, Adjunct Assistant Professor, School of Languages, Linguistics, Literatures and Cultures​, UCalgary

Abstract: What happens when AI joins the language classroom? This presentation shares insights from an exploration of the integration of generative AI tools in a university-level beginners’ French course. By using AI to personalize grammar practice, the project also fostered digital literacy and meta-learning skills. The experiment was embedded in a flipped learning model, where students engaged with new material before class and used in-class time for collaborative problem-solving and deeper discussion. This talk will explore both the pedagogical potential and the practical challenges of using AI to support inclusive, student-centered language learning.

Afternoon Talks:

Designing AI-enhanced language learning tasks: Principles and practice 

Wei Cai, PhD, Professor, School of Languages, Linguistics, Literatures and Cultures​, UCalgary

Abstract: Grounded in principles from task-based language teaching and second language acquisition, the presentation showcases concrete examples of interactive tasks that learners can engage in with ChatGPT. These examples illustrate how generative AI can serve as a pedagogical partner in creating meaningful, communicative learning experiences.

Enhancing Feedback in Large Classes through Generative AI: A Prototype for Group Projects and Exams  

Estacio Pereira, Soroush Sabbaghan, Heidi Esau, Mahdi Zareian, Khashayar Ghorab

Presenter: Estacio Pereira, PhD, Assistant Professor (Teaching), Schulich School of Engineering​, UCalgary

Abstract: High-quality feedback is essential for deep learning, yet delivering timely, personalized, and rubric-aligned feedback remains a persistent challenge in large-enrollment courses. This study introduces a Generative AI-powered feedback tool designed to support scalable, consistent, and formative feedback in large-classrooms.

The tool is built around a human-in-the-loop architecture. Instructors input rubrics and guiding questions aligned with the desired learning outcomes. Students can upload their submissions either before the deadlines to receive formative feedback and make improvements, or after assessments to gain detailed insights into their performance. The AI uses instructor-defined criteria to provide structured, actionable, and pedagogically consistent feedback.

The prototype has been piloted in large undergraduate courses at the University of Calgary, including in Engineering and Economics. Early results suggest improved feedback alignment with learning goals and greater opportunities for self-directed learning. Importantly, this approach also opens the door to evaluating not only students’ final submissions, but also their interactions with AI systems—highlighting how they interpret, respond to, and learn from machine-generated feedback.

This work illustrates how Generative AI can enhance teaching capacity in large classes, promote feedback literacy, and support the development of metacognitive skills. It contributes to emerging discussions on how to responsibly integrate AI into assessment and instruction while reshaping feedback practices for the age of human-AI collaboration.

A Perspective on AI Literacy Training: Empowering Users, Builders, and Developers

Farhad Maleki, PhD, Assistant Professor, Faculty of Science, UCalgary

Abstract: As artificial intelligence becomes increasingly integrated into every aspect of our lives, the need for comprehensive AI literacy has never been more urgent. However, AI literacy is not a one-size-fits-all concept. Different individuals require different levels of understanding based on their roles and interactions with AI systems. This perspective examines the training needs across three distinct literacy levels: AI Users (those who interact with AI tools), AI Builders (those who create solutions using AI), and AI Developers (those who build AI systems themselves). Each level presents unique opportunities and challenges, and addressing the pervasive issue of AI illiteracy requires tailored approaches that combat media-driven fear while fostering informed engagement with this transformative technology.