Dialogues in Digital Teaching and Learning

Building AI Fluency Through Community, Clear Boundaries, and Better Course Design

• NC State DELTA Instructional Technology Team • Season 1 • Episode 1

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Curiosity is high, policies are murky, and everyone wants practical answers. We dive straight into what AI fluency really means for teaching and learning: using AI effectively and responsibly without losing the human voice that makes education meaningful. 

We dig into the shift from early fears of cheating to today’s tougher questions: who gets amplified, how consent is honored, and what privacy looks like todays classrooms. You’ll hear how a simple stoplight policy cuts through confusion across courses and lowers cognitive load for students who just want to do the right thing. 

On the tools front, we spotlight Notebook LM as a grounded, source-citing environment built for higher education. Students can create mind maps, flashcards, and audio summaries from their own materials—ideal for diverse learning styles and neurodivergent needs—while tracing every claim back to a specific source or lecture moment. This isn’t “AI does it for you.” It’s “AI helps you do it better.”

We close by rejecting the dystopian loop of bots assigning, bots answering, and bots grading. Instead, we offer three concrete starting moves. Together with Dr. Sarah Egan Warren of NC State’s Institute for Advanced Analytics, we unpack how community, consent, and clarity turn AI from a buzzword into a reliable part of the classroom toolkit.

Host:

So today we have with us Dr. Sarah Egan Warren. Dr. Sarah Egan Warren has spent her career developing curricula and delivering presentations, trainings, and instruction in undergraduate, graduate government, nonprofit, and industry settings. Currently, she is on the faculty at the Institute for Advanced Analytics at NC State University, where she has created and teaches the ethical data storytelling curriculum. She is especially interested in the responsible use of technologies such as AI and VR to enhance the student learning experience. She is focused on the use of AI in higher education through her involvement as the lead facilitator of the UNC systems faculty learning community on teaching and learning with AI. Delta AI Faculty Fellow, co-host AI Cafe, and a member of NC State's AI and Society Group. I love seeing all the AIs in your bio. Welcome, Dr. Warren.

Dr. Warren:

Thank you so much for having me, Dajha. I'm really excited to be here.

Host:

I'm excited to have you. And I'm actually extremely excited about this conversation. We got to cheat a little bit here at Delta. If any of you listening attended our AI Fluency series that we held this fall, we did get to have Dr. Warren on one of our workshops where we talked about AI and we had students also sharing their experience. And it was all about AI fluency, and that's the big ticket word this year. So when we're talking about AI fluency, I would love to just jump in and get your thoughts on this. What does that mean to you? And what kind of skills are required for being AI fluent?

Dr. Warren:

Yeah, absolutely. I think AI fluency is the buzzword right now. AI fluency means being able to understand, use, and evaluate AI effectively and responsibly, right? You can use it effectively, but maybe not responsibly. You can use it responsibly and it's maybe not as effective. But when you bring those together, that is what AI fluency means to me. And like any language, practice is important. You can study all you want, declensions, vocabulary, but if you don't actually get to practice with humans, you are never going to get better at a language that was not your original language. And just like that, AI needs practice. And so that means testing it out, trying it out, seeing where it works really effectively for your own workflow or where it doesn't. And I think that everyone needs to move beyond just being AI aware or AI competent, but being AI fluent is really required.

Host:

That's a really good point. And I think that was the nature of kind of starting the series. I remember talking with my team, and we're all trying to figure out what's the best name for this series and what's the best way we should approach it. And I think being AI fluent is truly the definition of that. When we had our meeting before that we recorded, we talked a little bit about connectivism. I just finished a course talking all about learning theories. And it made me think with all the conversations that we have, with all the dialogues that we have around AI, all the focus groups that we've been a part of. I asked you if you felt like connecting with others about AI use is an essential part of becoming AI fluent. And I would love for you to touch on that a little bit.

Dr. Warren:

Absolutely. Having those kind of dialogues with your colleagues, with your students, with specialists in AI, with people who've never used AI before, like all of that together is contributing to that idea of AI fluency. And as a constructivist, I believe that we build our own, you know, knowledge in our community of practice. And over time, and time is so weird with AI, right? It's only been a very few short years. But you know, over time in these last few years, we've already seen that attitudes and ideas and beliefs about AI really change. And I think as a community of practice, we are shaping that and we are being shaped by it. And so the only way to really stay on top of it and get a grip on what is happening with higher education and AI is by being connected with all of our stakeholders, right? So instructional technologists, other faculty, our staff who are working with students and our students as well. What do you think about connectivism?

Host:

For me, I think about when I first got started using AI, my team and I had the opportunity to use Chat GPT Teams. And that was the first time that I actually got to use it and was encouraged to use it and didn't feel like I was doing anything wrong by using it. But it was also the first time I actually had used it fully. And so I believe that through conversations with my colleagues and my coworkers and talking about the different ways that I use it, hearing them talk about the different ways that they use it, and then also having conversations about, you know, even difficult conversations where at times they had to say, well, let's maybe stop using it that way and think about using it a different way. I think that that made me more AI fluent and made me aware of what it means to use it ethically, what it means to use it the correct way, what it means to take what it gives me and use it as a stepping stone. And so that's the reason I asked that question because I felt like a lot of my learning and a lot of my growth in the fluency space came from connecting with others about AI use.

Dr. Warren:

Nice. Thanks for sharing that. Thank you.

Host:

Yeah. No, it was it was, I think a lot of people will find that that's where they get a lot of that really deep thought. And it's nice to kind of have other people to bounce ideas off of. So I think that if you don't have anybody right now that you're talking to, find a cohort, find a group, talk with your peers, talk with your colleagues about how they're using AI and get their insight on how you're using it and start that dialogue. Cause I think any type of conversation around AI is a good conversation.

Dr. Warren:

Yeah. And it's not just, it's so fun to talk about the failures, right? Like, oh, I ask generative AI to do this, and this is what it spit out. And and those failures are important to talk about hallucinations and misinformation and you know, made-up citations for research, but also the successes and the things that are actually working and how using AI as a productivity tool, as a way to think through ideas. And so hearing from other people about the ways that they're using it successfully is such a great way to build your own toolbox of how to use AI for yourself.

Host:

Yes. No, I agree. I think that's really true. I think that we've kind of leaned towards this. So let's skip down to this question. Then we'll come back to talking about really cool tools. Now that we're kind of talking about connecting with others and actually talking about those successes, failures, let's talk a little bit about the other thing that people want to know about, and that's ethical use. And so, you know, we all ask ourselves this question, but when we think about teaching and learning, how do you decide what counts as ethical use of AI in your course, in your assignments? How does that work?

Dr. Warren:

So I think that that is ever changing. And what we were worried about with the generative AI at the very beginning is not necessarily what we're worried about right now. And I think that that change really started from not being like the gotcha, like we figured out you used AI and we're gonna get you, and we're worried about AI being used for cheating. And I think that was the big ethical question at the very beginning. However, although I'm always, of course, concerned about academic integrity and I want students to see assignments as practice and as part of learning and reflective practice and practical, but I do know that there is this disconnect between maybe assignments and grades and and what they are used for. So I think our ethical concerns while moving away from cheating is more to focus on whose voice is being amplified by AI. When we lose the students' voice in their work, I think that's a really concerning. I don't want everyone to sound exactly the same. I want to know how people's different backgrounds, different things they've studied, different cultures they've come from are informing what they are writing and speaking about. And I think that AI kind of makes everything flat and very similar. And I also am concerned about how those large language models were trained, what information it was pulled from, whether that was copyrighted information or not. I think there's concerns about replacement of instructors, of instructional designers, of artists. The ethical question is really complicated and it gets more complicated as time goes on and as AI gets better and better. But I think that it's really important to have conversations with each other and with our students to understand what our community finds appropriate. And I'll give you an example that some of our students were really experimenting with some of those AI generator tools that take a still picture and turn it into a video. And there were some people who were very unhappy with having their image, first of all, uploaded there, or what that image ended up turning into and the activity and the movement that was happening. And so we ended up having sort of like a town hall meeting to talk about what are our community's basic ideas and guidelines about how we're going to be using AI with each other. And it was, you know, that's a tough conversation to have, but it was a great conversation and one that I think that we should be having a lot to say what where is the line for me with AI? And am I violating someone else's uh feelings about privacy and security if I'm uploading an image that I didn't ask permission to do? So our we came down to making sure that consent was very clear and that we were sharing what we were going to do with images if we were going to put them into one of those tools to, you know, no one was doing it to be evil or for a nefarious purpose. It was for entertainment truly. But it brought up a really important question about the ethics of using AI without people's consent. And that's a big concern.

Host:

And I like that you did a town hall because they got to hear from one another, they got to hear from real people. It's not just text on a document telling students that, you know, some people feel uncomfortable. It's not as out of sight, out of mind when you're looking a classmate or a peer in the face and they're telling you that they're uncomfortable with what has taken place. And so I think that very much connects to what we were talking about before, having conversations about all of these things, no matter how hard the conversation is, is going to be important moving forward and how we work with AI and make sure that we're all using it in an ethical way.

Dr. Warren:

And I think it's also important for instructors to demonstrate and model how they use AI to show that to their students.

Host:

Yes.

Dr. Warren:

And I think that the more that we are transparent about how we're using it and also asking permission, I wouldn't upload a student's work to AI without their permission whatsoever. And making sure that we all feel that it is a safe use of the tool and that we are using it for a good purpose and not just for fun, right? Like there's some really cool things that AI does, but I see it as a really effective tool and not just entertainment.

Host:

Right. And I think that's a really good point, especially because there's this conversation that happens at almost every single session I hear where they're expecting higher education instructors to be the one to teach students these skills, but they want them to be present before they go into the workforce. And so while it does put a lot of pressure on instructors, I think that showing students how you're using it and how you're using it in a correct way, how you're using it knowing that you have built on your fluency is a great way to just kind of practice what you preach in in your instruction. Because it can be a lot to try to teach students how to use AI the correct way while also trying to teach them what you were meant to teach them in the first place.

Dr. Warren:

Right. It's just an added layer on top. I I also think there's this really interesting shift because I mean students started using Chat GPT the moment it was out.

Host:

Oh, yeah.

Dr. Warren:

And it I think everyone thought they were just flying under the radar and no one really knew what was going on. And now there's this shift when I talk about how to use AI in an assignment that students seem surprised.

Host:

Yeah.

Dr. Warren:

They're like, oh, we can use AI here. I'm like, yes, here's a really effective way of how you can do this, and and being very specific about what is okay and what is not okay. And we actually use a stoplight, a red, yellow, green, to talk about each one of our assignments to say, look, this is a red light assignment, meaning no AI at all. Or a yellow light assignment means, okay, you can use AI, but in very specific ways. Or a green light assignment means use AI, use it to help you brainstorm, to help you draft, to help you refine and edit or create an image that's going to go along with that presentation, or whatever it is that they're working on. And I think that when the expectations are clear at the front about what is okay and what is not okay, that we're getting a better sense of what our students are actually doing with AI, anyways, because they're not feeling like maybe I should do this, or maybe I shouldn't, or should I keep it to myself? And I mean, that's extra cognitive load that no one has time for.

Host:

It is. And I mean, I have heard several times, even in our last session where we had students present, the frustration comes when they do not know whether they are allowed to use it or not. And then you have that extra layer of for one being embarrassed for some reason to ask if it's okay for you to use AI, but then also feeling stressed because you use it in your daily life. And now you have to, you know, really step on eggshells when thinking of using it in a specific course because there are no expectations present. Now, should we all be able to do all of our tasks without AI use? Yes, but that is a part of the fluency that comes from using it and using it appropriately. And so I think that's actually a really good thing. We actually just put that in an article and quoted you because we were really loving the stoplight, you know, idea. And that was the first time I had heard of it when you said it. And so it was really good just to have something quick and easy that students are aware of. They know exactly what it means. And then by having those parameters in place, I think it turns into less of a cheating tool and more of an actual tool to assist with teaching and learning.

Dr. Warren:

Absolutely. And please, let's give total credit to the person who created it. It was not me. I just like to spread it around. So I just want to be very clear that I use a the stoplight that was created by Vera Kubero at the North Carolina Department of Public Instruction. So I did not create the stoplight, but I certainly evangelize the stoplight and I spread it around as many places as possible because I think it is really helpful to have that shared vocabulary about what's okay and what's not. And it does just lessen that load for students. I just think about students who are in five or six classes trying to remember this teacher said I can do it. This teacher said absolutely not. This teacher said this is okay. And this is just one way that if we could use this consistently, it would be really helpful for everybody involved.

Host:

Yes, I totally agree. I think that anything that we can use over many different fields is going to be good for students because then they don't have to relearn something every single time they enter a new course. So we talked a little bit about the big serious topics and really got into, you know, fluency and ethics. But I do want to talk about tools a little bit because that is one of the exciting pieces of AI. And it's a lot of fun to discover new tools. And so, of course, I have to talk about what tools you find most valuable or what tool is your favorite.

Dr. Warren:

Oh, without a doubt, I love Notebook LM the very, very best. And I will show students, faculty, staff, anyone who asks me about a tool that is really helpful for learning and for work in higher education. It is Notebook LM. So with Notebook LM, especially here at NC State, it is protected. If you use your Unity ID, there's some data protection there. And it is a fantastic learning tool because you upload your own documents. So for instance, you can upload your course syllabus or your materials or recording from class or your slides, your rubric, whatever it is. And then you interact with just that information. And so it's less likely to hallucinate. It is less likely to just provide misinformation. And there's a couple of ways that I like to encourage people to use it. And one from an instructor standpoint. Upload your materials to it and see if there is congruency between them. I think that is one of the most exciting things to do is to do your learning outcomes, your assignment, your materials, and your rubric. And are you measuring what you want to measure? Are you actually meeting your outcomes? And it is a great way to do an audit of your own work and to point out places where, oh, well, you say you do this here, but it doesn't, it's not really clear in your materials, and you don't really assess it on this end, or you're assessing more of this part of your topic and ignoring another part. It's a fantastic eye-opening experience. So that's one way to use it for instructors. Another way that I use it a lot is for conference presentations. And so for writing a conference proposal, I take the work that I've already done, whether it's the paper or the presentation from a previous conference, the ideas that I have, I just all my notes, I put that in there, I put it in with the call for proposal. And then I can sort of use Notebook LM to help me really draft an excellent proposal that's on theme, that's directly from my words, right? Using my ideas, using my terminology and the way that I talk and speak and write, and just helps me pull all of that together. Now it's never going to just be that I put all this in, say, help me write this proposal, and it spits out a perfect proposal. But it gets me going for you know, those moments where you're like, okay. I have 40 minutes that I need to work on this and I've got to get a draft out and I need to share this with my collaborator. And I, you know, I'm staring at a blank screen. There's no more of that. That just doesn't happen because of Notebook LM.

Host:

Yeah, those are two great use cases, especially because neither one of those you're creating something from nothing. You know, you found some things that you need solutions for, and you have used a tool that can use your own materials to help you kind of address that. I really like those two.

Dr. Warren:

Thank you. It is so helpful. And I am a huge fan. As well as for instructors, students can use Notebook LM to upload, you know, their notes from class, PowerPoint, the assignment. And then AI can do a number of things in Notebook LM, like creating a mind map so that they can kind of check and see that they know all the big concepts. It can create an audio sort of podcast like this, where you you take the ideas from class, and if you're better at learning and listening to it, or it's going to reinforce as you listen while you're at the gym or washing dishes, or then that audio kind of podcast can be really helpful. It can help you make flashcards. It can do a study guide to say, okay, if your exam is this day and here's what you need to work on, it can help with that space repetition and give you a plan on how to really break down that studying. It there's so many ways that it can help as a learning tool. And again, not a replacement for just either the teacher or learning, but it can help support especially our neurodivergent learners who maybe have struggles with listening in class and taking notes at the same time. Right. And so that can help like being engaged in the moment and then uploading the course materials and then being able to see them and let Notebook LM help really structure out those notes. And then students are able to have the best of both worlds of being fully present while also having those notes. And it really can just adapt the needs of the learner.

Host:

Yes, I love Notebook LM. I used it for the first time as a graduate student this past semester. And it was really great because, like, I'm somebody who likes to highlight insanely in my course readings. Anything that sticks out to me, I highlight it because I always remember material after it's been written down or after I've done my highlighting. And so often that also means that when I want to go back and find something, I remember it saying something, but I don't exactly remember where because I have so many highlights and so many sticky notes everywhere. And I have found that it's just great for finding that piece that I read in this one article out of six articles that I may have read that week. And I'm able to just type in a question really quickly, and it would not only find it, but it'll also source it and it will tell me exactly which article I got it from. And so just managing the you know brain power that I need in order to read all of my course readings and be able to find individual pieces from each that I remember reading or want to reference to in a paper or something is extremely helpful. And, you know, as somebody who is neurodivergent in certain aspects, it is very helpful for me to see big pictures and you know touch on hot topics first and then dive deep into the content. So I definitely think it is one of those tools that's a real game changer. And we talked a little bit about how it's a great AI training tool in the way as well, because it gives you the idea of what's happening behind the big tools like Chat GPT or Gemini. So you can visually see that there are sources that this is drawing from, and then you can then chat with those sources, it's telling you where it's coming from in those sources. And then all of these other cool things can come from that source created by this tool. And so if you have someone who doesn't quite understand how AI works, that's a great place to start and a very safe place to play around because you have all of those cool features like the mind map and the podcast to play around with without feeling like you have to get deep into Chat GPT or deep into Gemini, but it's a very safe space.

Dr. Warren:

Yes. And I should have mentioned that what you just touched on about the citations that the output from Notebook LM tells you exactly where it's coming from. And so you can follow that link back. And so, for instance, all of our classes are recorded in Panopto. And so if you upload that video, it's better than just a keyword search, a control find to find a word. If you're looking for it, you can interact with that video and ask questions, and it's going to point directly to the moment in that class that the teacher was explaining that concept. If you need to hear it again, if you want to ask questions about it, it's going to really show you exactly where it's coming from.

Host:

Yes. And we had played around with it when it first came out. And me and my colleague Kerri, and we were wondering what happens if we asked it a random question and we tried to ask it something about, I think it was giraffes, and it said it could not find that information because it was not in our source materials.

Dr. Warren:

Yes.

Host:

So we really love how clean and how just efficient it is, and how it really gives, especially those who are either new to AI or are hesitant to use AI, a very safe space to play around with those tools and still get familiar with using a tool such as this. So I love that you shouted that out. I will tell anybody who asks about NotebookLM. All right. Before we kind of close out here, I do want to talk a little bit about course design when it comes to AI. We have a series that's a part of our AI series about how to use it to help with learning outcomes in different course materials. And I would really love you to talk about that and how, you know, with all the complexities, what role should AI play in course design and in creating those learning outcomes?

Dr. Warren:

So I will start off by saying what my nightmare is. My nightmare is using AI to create every learning objective, every assignment, every PowerPoint, every course material, every assessment, giving that to students who are then going to use AI to respond, and then that response being graded by AI.

Host:

Right. AI, AI, and AI.

Dr. Warren:

There is no learning there. There is no human in the loop. There is nothing. And I think that is like the dystopian nightmare that is what makes some faculty very nervous about AI.

Host:

Right.

Dr. Warren:

And so I know that is not at all what DELTA does. I know that is not what we're talking about here. I just like to say I do not want the AI bots to be talking to my students, AI bots who are then grading. Yes, where what is the good of that?

Host:

Right.

Dr. Warren:

Having said that, what I think about AI and course design is that it is a support tool. It is a tool, not a replacement for the expertise of our instructional designers and our faculty. And that it is there to help check things that it can be very effective in ways that it's harder for humans to do. And like I mentioned a little bit earlier about finding that alignment between your outcomes, your materials, your assessments, and your rubrics, that's a perfect way to be using AI in course design to make sure there's alignment between all of them, or taking your original learning outcomes and learning objectives and interacting through AI with how could I adjust these? What are some ideas for how I can address each one of these? How could I do this assessment differently with AI? Because I think that with the changes in higher education with AI, we have to adjust everything. And so AI can be helpful in adjusting materials in a world there AI is so important.

Host:

Yeah. In one of our sessions, we talked about if you want to start incorporating AI into some of your learning objectives, that is something that you can do. And we came up with a prompt, but found that AI was really good at deciding when AI use is going to be effective in certain outcomes. And so, you know, of course, we prompted it really well and made it clear what we were trying to do and that we wanted to keep human-centered skills human-centered. We did a little bit of the AI boundaries by discipline practice where, you know, we had already defined, I use the elementary education example because that's what I was familiar with. And so we defined what some of those things were that you need to know how to do as a human in being a teacher in elementary education. And then AI was able to organize some of our objectives and say these ones can benefit from some AI integration in these ways. But these ones over here do not need any AI integration because of this and this and this. And so I definitely think it's very good at alignment. It's very good at recognizing when you have human-centered skills and AI augmented skills that you can incorporate, but you have to give it that that guidance in order to get those good outcomes. And so I definitely think that you're right. It's really not as crazy as you might think to think that there comes the day where a course is AI talking to AI because it is very real and it is very possible even now. And so I think it's definitely an important conversation to have about it being a tool and not a replacement. I remember you saying that the first time we chatted about this.

Dr. Warren:

And keeping that human in the loop is so important. And that means the instructor human and the student human.

Host:

Yes.

Dr. Warren:

And I think as instructors, as faculty, we need to really help our students understand the reason, the purpose for the assignments that we are given. I think we're very good at knowing it for ourselves why we would have students do a certain assessment. And I don't know that that is always clearly articulated to students. And I think often students see papers, quizzes, tests, exams, reports as sort of like the bad part of school, right? The punishment where I think that faculty see it as part of the learning process. Right. This is to see if you are able to synthesize the information or can you apply this information? Can you create something new with the information that we've been talking about in class? And I think we can all do a better job of making sure students see the value of the assessment and scaffolding that up and so that they feel that they have the time and the resources and the ability to really apply themselves to it and not rely on AI as a replacement for that learning.

Host:

Yeah. And then also, you know, giving them an opportunity to try with AI on something that probably should be more human-centered and more a skill that you have to learn yourself. And then having them reflect on practices like that, I think are really telling because the students feel very passionately about AI use. And they know and they're not as, you know, cavalier about it as I think that we like to all group them together as being. And when they see why they're being asked to do something without AI or why they're being asked to consider what AI would do to an assignment, there can be a lot of learning in that process, not just for students, but also for instructors. And so I think that's a really, really good point.

Dr. Warren:

And I think that when students understand why they're doing an assignment and how it connects to what they want to do in the future, that makes a lot more sense. And, you know, I have spent my career in technical communication and storytelling. And I'm always been work, I have always been working with very technical people, engineers, scientists, and now with data scientists. And you know, trying to help them see the importance of communication skills and presentations and writing and ethics and directly linking it to the work that they're going to be doing makes it more effective. And I think we can all keep thinking about how we can help our students see those connections. You know, there's reasons that we have general education requirements because we believe that, oh, if you understand the historical way that the context that this has happened in, and you understand the science behind this, and you understand the, you know, mathematical principles behind it, then it makes for a more well-rounded understanding. But I think students often think like, okay, check, I did that because it's on my plan of work and I'm done. I don't have to think about it anymore. Right. And I I would love if we can get students to see these connections better. And, you know, maybe this is where AI could help, right? How can we help students understand the importance of taking, you know, a history class when they want to be an engineer? And that could be a really interesting way to use AI to support teaching and learning.

Host:

Yeah, I think that's a really good use case, you know, just bringing it really full circle for students. All right, we are almost out of time. And so I want to ask this last question just to give our instructors out there and maybe even our students some just advice. What advice would you give someone who's just beginning to explore AI and they're teaching and learning or has been hesitant to try it?

Dr. Warren:

Right. I have three things. And if anyone I've ever talked with before, they always will laugh because I always have three things. Number one would be use your own work and don't expect AI to be magic. It is not the all-knowing genie in a bottle, but it you can use AI to look back at your own work, especially if you use Notebook LM. Think about repurposing those documents or interacting with those documents and checking for alignment. But just don't expect AI to have all the answers. It is just a large language model, but trained on input. And it depends on the way you ask it and the information that it has for input. So that's number one. Number two is to use one tool, experiment and get comfortable. I always like to use the language analogy again. If you're trying to learn Spanish and French and Mandarin and Russian all at the same time, you are going to get confused. Right. So pick one, experiment with it, get comfortable and get fluent in that one. And then you can start seeing what other tools may be helpful, or you'll realize this one tool isn't really allowing me to do this, and I need to find another one instead of like jumping from different tools all the time, which can be even more overwhelming. And my third is to use your resources. We have amazing resources here at NC State for teaching and learning with AI. So, number one, shout out to DELTA workshops because you all are amazing. They are topical, they are always being updated and changed. It is fantastic. And someone can help you understand these learning technologies that are changing rapidly. The AI at NC State website, which is ai.ncsu.edu, has tons of information about using AI here at NC State. The Office of Faculty Excellence, the libraries, LinkedIn Learning. We have so many resources here. Use them and use them well because they are here to support teaching and learning with AI and to make what we're doing for our students better every single semester.

Host:

I love those. I also like to do things in threes.

Dr. Warren:

It's the magic of three.

Host:

It is, yeah. It's a good, it's a good amount of pieces, you know. But yes, no, I love all of that. And I honestly have nothing to add because I think that you just made a really good point as to just not overwhelm yourself and just try and use the resources that you have at your disposal and really, you know, strive for that fluency piece and really understanding where your role as a human plays in this entire process. And it's going to continue to change and it's going to continue to grow. And there are going to be new versions and new tools all the time. But we should definitely understand where we stand on it in teaching and in learning.

Dr. Warren:

Absolutely.

Host:

I'm so happy that you came and chatted with us. It was a pleasure to have you in the AI Fluency series, and it's a pleasure to have you on the podcast. So thank you so much for coming.

Dr. Warren:

Oh, thank you. You're delightful, Dajha. Thanks for this time together. Of course. We'll see you all next time. Thanks for joining us today.

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Dajha Houston

Host
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Jill Anderson

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Kerri Brown Parker

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Yiling Chappelow

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Dr. Sarah Egan Warren

Guest