From GenAI assumptions to understanding: Students explore beliefs, challenge myths, and build foundational understanding through reflection and a deeper exploration of assumptions.
- Group activity
- Discussion
- Reflection
- In class
- Rethinking current GenAI (mis)conceptions
- All disciplines
- Beginner
- approx. 90 min / 2 lessons
- Flexible
- Whiteboard
- Digital canvas (e.g. Miro/Padlet)
- Reading materials
Short description
This introductory activity is designed to make students’ initial perceptions of Artificial Intelligence visible and then evolve them into a grounded academic understanding. Starting with a collaborative brainstorming session to surface preconceptions, students engage with instructor-provided materials to learn the history and definitions of AI. The session culminates in a critical comparison of “myth vs. reality” and an individual reflective report.
Competence domain of the Didactic Framework: Foundational AI Knowledge
By the end of this activity, students can…
- explain what people understand by artificial intelligence, machine learning, and GenAI. (FLAIR Didactic Framework: LO 1)
- discuss strengths & limitations of GenAI. (FLAIR Didactic Framework: LO 4)
- summarize historical milestones in AI.
- critique initial misconceptions regarding GenAI capabilities.
Instructions
Start the session with the question “What is AI?”. Students discuss their ideas in pairs or small groups and submit keywords or associations to a shared board. If possible, cluster the responses into broader themes (e.g., Sci-Fi tropes, technical definitions, fears or expectations).
Provide an overview of key AI concepts, including formal definitions of AI and machine learning, as well as a summary of the history of AI development and current capabilities. Handouts with some recent news about AI may also be provided to students for individual reading.
Working in small groups, students revisit the initial board and critically reflect on their earlier contributions. They identify misconceptions, confirm accurate ideas and discuss the actual strengths and weaknesses of current GenAI systems.
In a plenary discussion, the class summarizes the main takeaways regarding what AI is, how it works, and how public perceptions may differ from current technological realities.
Students write a reflective report articulating how their understanding of AI has changed and which key insights they gained during the activity.
Assessment
Formative assessment focuses on participation in group discussions and the collaborative “myth-busting” of the initial board. Summative assessment is based on the individual reflective report, with evaluation criteria including the accuracy of definitions used and the depth of reflection on the shift from students’ initial perceptions to their updated understanding.
Possible challenges
- Students may have limited prior knowledge of AI, resulting in very few, vague, or loosely connected contributions during the initial brainstorming phase.
- Students may rely heavily on pop-culture references (e.g., Terminator) during the initial phase.
- Some students may be hesitant to share their initial ideas publicly for fear of being “wrong”.
How to adress them
- If initial contributions are sparse, use guiding questions or examples to stimulate discussion without pre‑empting content.
- Explicitly distinguish between “Artificial General Intelligence” (Sci-Fi) and “Narrow AI” (Current reality) during Phase 2.
- Use anonymous or low‑threshold contribution tools to encourage participation.
Using this resource
This resource is licensed under Creative Commons BY-SA 4.0 license. Suggested citation: Flair Collaboration. (2025). FLAIR Toolkit. Teaching GenAI Competencies.
