Unit 3 Assignment Activity
UNIV 1001: Online Education Strategies
Part 1: Essay Outline
Topic Selected: What strategies can be implemented to overcome the limitations of AI tools?
I. Introduction
I chose this topic because AI has become common in academic work, yet it carries real
limitations—inaccurate information, bias, and privacy risks—that students must learn to manage.
I plan to tell the reader that AI's limitations can be overcome through human oversight, fact-
checking, and supportive institutional policies.
Thesis: While AI tools offer valuable support for learning, their limitations can be overcome
through human oversight, careful fact-checking, and supportive institutional policies.
II. Body Paragraph 1 — Human Oversight and Balanced Use of AI
Point: AI should complement, not replace, human judgment.
Support (direct quote): According to Velandia-Rodríguez et al. (2025), “a balanced approach—
one that integrates AI with human oversight, safeguards data privacy, and prioritizes inclusivity
—is essential to ensuring equitable and ethical advancements in personalized learning” (p. 181).
Explanation: This shows that AI's limitations, such as bias, are best managed when people stay
actively involved in reviewing AI-generated outcomes rather than relying on AI alone.
III. Body Paragraph 2 — Verifying AI-Generated Information
Point: Users must fact-check AI outputs and cite sources properly.
Support: AI tools can generate confident but false information, sometimes called
“hallucinations,” and can even invent citations. A practical strategy is to verify AI-generated
facts against trustworthy, non-AI sources and disclose how AI was used in an assignment.
[Insert your own personal example here — e.g., a time you fact-checked AI-generated
information for a class assignment.]
IV. Body Paragraph 3 — Institutional Policies and Training
Point: Clear regulations and training help address AI's larger-scale limitations.
Support: Institutions can reduce risks like bias and unequal access by setting validation standards
for AI tools and providing structured training for teachers and students.
[Insert your own personal example or opinion here — e.g., whether your school or workplace
has, or should have, similar AI policies.]
V. Conclusion
Before moving on, I want the reader to understand that AI's limitations are not a reason to avoid
the technology, but a reason to use it thoughtfully — pairing it with human judgment,
verification, and supportive policies.
Part 2: Reflection
Why is it important to give credit to the author(s) of the article you used?
Giving credit acknowledges the author's intellectual work and avoids presenting their ideas as
my own, which protects academic integrity. Citing also lets readers trace information back to its
original source to verify accuracy.
What are the most common types of academic dishonesty?
The most common types include plagiarism — presenting someone else's words or ideas as one's
own, including using AI-generated text without disclosing it — and providing false or fabricated
citations, whether intentional or accidental.
Did you use Artificial Intelligence (AI) to write your essay outline or answer the previous
questions?
Yes. I used Claude, an AI assistant, to help organize my outline, phrase my thesis and topic
sentences, and draft explanations connecting my sources to the topic. To maintain academic
integrity, I checked the AI-generated content against the source material, confirmed the quote
and citation matched the original article, and personalized the body paragraphs with my own
examples. I am disclosing this AI use for transparency rather than submitting it as entirely my
own unaided work.
Part 3: Instructor Feedback
[This section requires you to locate your actual Unit 1 Assignment Activity feedback and grade
in Brightspace. Once you review it, write 2–3 sentences on whether the feedback was helpful and
why, or why not.]
References
Velandia-Rodríguez, C. A., Chiappe, A., & Vera Sagredo, A. (2025). From uniformity to
uniqueness: Personalized learning through artificial intelligence. Journal of Social Studies
Education Research, 16(2), 169–196. [Link]