Experience from Teaching with AI Knowledge Twin
Over the past few months, many colleagues, professional acquaintances, and friends have encouraged me to share my vision for the future — particularly how AI will impact education, work, and creativity. In this post, I share some insights from my experience incorporating AI tools, including personalized digital tutors like Paul AI and Goda AI, into my courses. These tools have fundamentally changed how students interact with complex topics and enhanced their learning experience.
1. First-ever experiment of teaching with AI tools, and with digital knowledge twins of professors
Last semester, in Spring 2024, together with my colleague Goda, we taught a course on ‘Data Protection Law: Human-Centric Approaches,’ at Vilnius University Law Faculty in Lithuania (where I am originally from) where we encouraged students to integrate various tools into their learning, including AI-driven solutions. Specifically, we introduced AI-powered search tools like Perplexity, generalist language models such as ChatGPT, and an AI assistant called Pi, known for its emotional intelligence.
What excited us the most was incorporating our own digital knowledge twins, Paul AI and Goda AI. These personal AI twins of ourselves offered students a unique way to access knowledge of me and Goda respectively, and engage in meaningful conversations about complex topics, allowing them to explore course content in a more interactive and personalized way.
We were driven by the idea that we live in a fast-evolving world driven by data and AI, so it’s essential that the tools we use in education meet the expectations of today’s students and prepare them for future challenges.
2. What motivated you to incorporate AI tools into our teaching process?
The motivation to introduce AI into our teaching comes from the rapidly evolving legal landscape and the need to prepare students with the skills they’ll need in their future careers.
The legal profession, like many others, is increasingly shaped by AI and data-driven technologies, so it’s essential for students to gain exposure early on. In fact, in 2023, during a similar course, we asked students to write their exam answers independently, yet almost all exam answers appeared to be generated using ChatGPT.
This was an eye-opening moment for us as professors — it made us realize that instead of resisting this shift, we need to embrace AI and harness these new tools to benefit both education and society.
There are critical questions surrounding data protection and privacy in building AI models, and we believe that fully integrating AI into our courses offers students hands-on experience with these issues. It allows them to engage directly with the technologies and ethical questions we would be discussing anyway.
On a personal level, my motivation stems from the belief that universities are incubators of innovation. As professors, it’s our responsibility to stay at the forefront of technological change and equip students with the tools that will not only help them succeed but also lead the next generation of professionals.
3. What results have you seen since then?
The most important takeaway from integrating widely available AI tools, like large language models (LLMs) and personalized tutors such as Paul AI and Goda AI, is that it has equipped both students and faculty with crucial AI literacy skills.
For students, the course became more exciting because we encouraged them to explore how these tools could enhance their learning and improve outcomes, especially in assignments and engagement with the material.
This hands-on experience also promoted critical thinking, as students quickly realized the limitations of AI-powered tools and the importance of understanding both their strengths and weaknesses.
In terms of personalized learning, incorporating Paul AI and Goda AI deepened the connection between students and us, their professors. Not only did students have 24/7 access to our knowledge through these digital twins, but they also knew that this knowledge was rooted in our own expertise and experience.
This created a new level of trust and engagement in the learning process. Overall, by integrating AI into our course, we aim to prepare students for the demands of a technology-driven world, ensuring they are not only proficient in using AI but also understand its broader implications.
4. How do you think about the dangers, e.g., students no longer having to think for themselves/data privacy issues, etc.?
The integration of AI tools into our courses has indeed been eye-opening, but not in the way some might expect. First, we quickly learned that AI isn’t just about tools like ChatGPT. There are countless ways in which AI and data can help improve critical thinking, creativity, and even encourage students to think outside the box. It’s not about replacing human thought but about expanding the ways we can approach problems and learn.
Through this process, we gained valuable insights into the concept of ‘pre-programmedness.’ Many of these AI tools are more limited than they first appear. While they can assist with routine tasks, they’re not a substitute for deeper, analytical thinking.
This has sparked important conversations about the true purpose of education and the kind of knowledge and skills we need to provide students in a world where AI is becoming a key part of daily life. We are also very aware of the potential dangers, such as over-reliance on AI or data privacy concerns.
That’s why we emphasize a responsible and ethical approach to AI use in education. Our goal is to teach students to critically engage with these tools, understanding their limitations, and equip them with the skills to navigate the complexities of working alongside AI in a thoughtful and informed way.
5. Since last spring’s experience, have you seen some changes in how academics perceive AI tools?
Since last spring’s experience with AI knowledge twins, I am currently engaged in further integrating these innovative tools into the curriculum at Vilnius University. The positive feedback from students has encouraged us to expand the use of AI knowledge twins in various courses across different faculties, enhancing the learning experience and providing personalized support.
And yes, there has indeed been a noticeable shift in how academics perceive AI tools. Initially, many educators were cautious, and concerned about issues such as academic integrity and the potential for students to misuse these technologies. However, as we have demonstrated the effectiveness of AI knowledge twins in facilitating learning and fostering engagement, more academics are beginning to recognize the potential benefits.
This change in perception is leading to an openness to experiment with AI tools, viewing them as valuable resources that can complement traditional teaching methods rather than replace them. Overall, the ongoing dialogue about the responsible and ethical use of AI in education is becoming increasingly important, and I am optimistic about the future of how AI will find various useful applications in academic environments.
🙏Thank you for reading!
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