{"id":13771,"date":"2025-07-22T16:05:07","date_gmt":"2025-07-22T16:05:07","guid":{"rendered":"https:\/\/www.newsbeep.com\/au\/13771\/"},"modified":"2025-07-22T16:05:07","modified_gmt":"2025-07-22T16:05:07","slug":"generative-ai-is-coming-to-the-workplace-so-i-designed-a-business-technology-class-with-ai-baked-in","status":"publish","type":"post","link":"https:\/\/www.newsbeep.com\/au\/13771\/","title":{"rendered":"Generative AI is coming to the workplace, so I designed a business technology class with AI baked in"},"content":{"rendered":"

The tech world says generative artificial intelligence is essential for the future of work<\/a> and learning<\/a>. But as an educator, I still wonder: Is it really worth bringing it into the classroom? Will these tools truly help students learn, or create new challenges we haven\u2019t yet faced? <\/p>\n

Like many other people in higher education<\/a>, I was skeptical but knew I couldn\u2019t ignore it. So, instead of waiting for all the answers, I decided to dive in and discover what preparing students for an AI-powered world really means beyond the hype. Last semester, I developed a business technology class where the latest generative AI tools were woven into the curriculum.<\/p>\n

What I found is that AI productivity products have a learning curve, much like other applications that students, and ultimately white-collar workers, use in knowledge work. But I needed to adjust how I taught the class to emphasize critical thinking, reflection on how these tools are being used and checks against the errors they produce.<\/p>\n

The project<\/p>\n

It\u2019s no secret that generative AI is changing how people work, learn and teach. According to the 2025 McKinsey Global Survey on AI<\/a>, 78% of respondents said their organizations use AI in at least one business function, and many are actively reskilling their workforce or training them with new skills to meet the demands of this shift. <\/p>\n

As program director of the Business Information Technology bachelor\u2019s degree program at the University of Wisconsin-Stout, Wisconsin\u2019s polytechnic university, I spend a lot of time thinking about how to prepare students for the workplace. I\u2019m also an AI enthusiast, but a skeptical one. I believe in the power of these tools, but I also know they raise questions about ethics, responsibility and readiness.<\/p>\n

So, I asked myself: How can I make sure our students are ready to use AI and understand it? <\/p>\n

In spring 2025, University of Wisconsin-Stout launched a pilot for a small group of faculty and staff to explore Microsoft 365 Copilot for business<\/a>. Since it works alongside tools such as Word, Excel, Outlook, PowerPoint, OneDrive and Teams, which are products our students already use, I saw an opportunity to bring these latest AI features to them as well.<\/p>\n

To do that, I built an exploratory project into our senior capstone course. Students were asked to use Copilot for Business throughout the semester, keep a journal reflecting on their experience and develop practical use cases for how AI could support them both as students and future professionals. I didn\u2019t assign specific tasks. Instead, I encouraged them to explore freely. <\/p>\n

My goal wasn\u2019t to turn them into AI experts overnight. I wanted them to build comfort, fluency and critical awareness about how and when to use AI tools in real-world contexts.<\/p>\n

What my students and I learned<\/p>\n

What stood out to me the most was how quickly students moved from curiosity to confidence. <\/p>\n

Many of them had already experimented with tools such as ChatGPT and Google Gemini, but Copilot for Business was a little different. It worked with their own documents, emails, meeting notes and class materials, which made the experience more personal and immediately relevant. <\/p>\n

In their journals, students described how they used Copilot to summarize Teams video meetings, draft PowerPoint slides and write more polished emails. One student said it saved them time by generating summaries they could review after a meeting instead of taking notes during the call or rewatching a recording. Another used it to check their assignment against the rubric \u2013 a scoring tool that outlines the criteria and performance levels for assessing student work \u2013 to help them feel more confident before submitting their work.<\/p>\n

\"Students<\/a><\/p>\n

College students will likely be asked to use AI features in business productivity applications once they enter the workforce. What\u2019s the best way to teach them how to effectively use them?
\n Denise Jans on Unsplash<\/a><\/p>\n

Several students admitted they struggled at first to write effective prompts \u2013 the typed requests that guide the AI to generate content \u2013 and had to experiment to get the results they wanted. A few reflected on instances where Copilot, like other generative AI tools, produced inaccurate or made-up information, or hallucinations<\/a>, and said they learned to double-check its responses. This helped them understand the importance of verifying AI-generated content, especially in academic and professional settings. <\/p>\n

Some students also said they had to remind themselves to use Copilot instead of falling back on other tools they were more familiar with. In some cases, they simply forgot Copilot was available. That feedback showed me how important it is to give students time and space to build new habits around emerging technologies. <\/p>\n

What\u2019s next<\/p>\n

While Copilot for Business worked well for this project, its higher cost compared with previous desktop productivity apps may limit its use in future classes and raises ethical questions about access. <\/p>\n

That said, I plan to continue expanding the use of generative AI tools across my courses. Instead of treating AI as a one-off topic, I want it to become part of the flow of everyday academic work. My goal is to help students build AI literacy<\/a> and use these tools responsibly and thoughtfully, as a support for their learning, not a replacement for it. <\/p>\n

Historically, software programs enabled people to produce content, such as text documents, slides or the like, whereas generative AI tools produce the \u201cwork\u201d based on user prompts. This shift requires a higher level of awareness about what students are learning and how they\u2019re engaging with the materials and the AI tool. <\/p>\n

This pilot project reminded me that integrating AI into the classroom isn\u2019t just about giving students access to new tools. It\u2019s about creating space to explore, experiment, reflect and think critically about how these tools fit into their personal and professional lives and, most importantly, how they work. <\/p>\n

As an educator, I\u2019m also thinking about the deeper questions this technology raises. How do we ensure that students continue developing original thoughts and critical thinking when AI can easily generate ideas or content? How can we preserve meaningful learning while still taking advantage of the efficiency these tools offer? And what kinds of assignments can help students use AI effectively while still demonstrating their own thinking? <\/p>\n

These aren\u2019t just theoretical concerns. Early studies have identified the risks of \u201ccognitive offloading<\/a>\u201d when performing tasks, such as writing essays with AI. Studies have also shown that using AI can reduce cognitive effort and even affect students\u2019 confidence levels in their thinking<\/a>. This highlights the importance of incorporating critical thinking activities<\/a> alongside AI use.<\/p>\n

These questions aren\u2019t easy, but they are important. Higher education has an important role to play in helping students use AI and understand its impact and their responsibility in shaping how it\u2019s used. <\/p>\n

Striking the right balance between fostering original thought and critical thinking with AI can be tricky. One way I\u2019ve approached this is encouraging students to first create their content on their own, then use AI for review. This way, they maintain ownership of their work and see AI as a helpful tool rather than a shortcut. It\u2019s all about knowing when to leverage AI to refine or enhance their ideas. <\/p>\n

One piece of advice I received that really stuck with me was this: Start small, be transparent and talk openly with your students. That\u2019s what I did, and it\u2019s what I\u2019ll continue doing as I enter this next chapter of teaching and learning in the age of AI.<\/p>\n","protected":false},"excerpt":{"rendered":"The tech world says generative artificial intelligence is essential for the future of work and learning. But as…\n","protected":false},"author":2,"featured_media":13772,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[20],"tags":[256,254,255,64,63,105],"class_list":{"0":"post-13771","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-artificial-intelligence","8":"tag-ai","9":"tag-artificial-intelligence","10":"tag-artificialintelligence","11":"tag-au","12":"tag-australia","13":"tag-technology"},"_links":{"self":[{"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/posts\/13771","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/comments?post=13771"}],"version-history":[{"count":0,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/posts\/13771\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/media\/13772"}],"wp:attachment":[{"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/media?parent=13771"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/categories?post=13771"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.newsbeep.com\/au\/wp-json\/wp\/v2\/tags?post=13771"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}