Skip to the content
Learning at Lincoln
  • Academic skills
  • Teaching
  • Assessments
  • Support
  • Academic skills
  • Teaching
  • Assessments
  • Support
  • Academic skills
    • Learning approaches introduction
    • Active learning
    • Collaborative learning
    • Independent learning
    • Blended learning
    • Inquiry-based learning
    • Problem-based learning
    • Authentic learning
    • Peer-to-peer learning
    • Introduction to independent learning
    • Engaging with your learning
    • Goals & action planning
    • Using to-do lists
    • Mastering your independent learning
    • Dealing with stress
    • Reflection
    • Managing your time effectively
    • Time saving strategies
    • Managing procrastination & distractions
    • Staying motivated & creating a routine
    • Attendance
    • Time commitments for mature students
    • Time management & employability
    • Introduction to note-taking
    • Making notes in lectures
    • Making notes when studying
    • Paraphrasing and summarising sources
    • Note-taking methods
    • Introduction to academic reading
    • Reading techniques
    • Improving your reading speed and comprehension
    • Reading lists
    • Finding what to read
    • Research skills
    • Critical reading and research
    • Research opportunities
    • Introduction to academic writing
    • Sentence structure
    • Genres of academic writing
    • Academic writing style
    • Structure and argument
    • Critical writing
    • Paraphrasing and summarising sources
    • Academic writing skills: Hedging
    • Academic writing support
    • Introduction to critical thinking
    • What is critical thinking?
    • An activity in critical thinking
    • Critical thinking and the internet
    • Developing a line of argument
    • Developing the structure of an argument
    • Flaws in an argument
    • Activity: Argument or not?
    • Evaluating evidence
    • Critical analysis
    • Introduction to critical analysis
    • Critical reading and research
    • Critical reflection
    • Critical reflection activity
    • Bloom’s Taxonomy
    • A critical checklist
    • Introduction to communication
    • Cross-cultural communication
    • Email communication
    • Setting up email & Microsoft Teams
    • Active listening
    • Contacting your student rep
    • Maths & stats support
    • Introduction to online learning
    • Digital literacy
    • Studying online
    • Your online identity
    • Digital accessibility
    • WordPress
    • Intro to Generative AI
    • Strengths and limitations of AI
    • AI guidelines
    • AI exploration
    • Using AI for learning
    • How to ask AI questions?
    • Using CoPilot
  • Academic skills
    • Learning approaches introduction
    • Active learning
    • Collaborative learning
    • Independent learning
    • Blended learning
    • Inquiry-based learning
    • Problem-based learning
    • Authentic learning
    • Peer-to-peer learning
    • Introduction to independent learning
    • Engaging with your learning
    • Goals & action planning
    • Using to-do lists
    • Mastering your independent learning
    • Dealing with stress
    • Reflection
    • Managing your time effectively
    • Time saving strategies
    • Managing procrastination & distractions
    • Staying motivated & creating a routine
    • Attendance
    • Time commitments for mature students
    • Time management & employability
    • Introduction to note-taking
    • Making notes in lectures
    • Making notes when studying
    • Paraphrasing and summarising sources
    • Note-taking methods
    • Introduction to academic reading
    • Reading techniques
    • Improving your reading speed and comprehension
    • Reading lists
    • Finding what to read
    • Research skills
    • Critical reading and research
    • Research opportunities
    • Introduction to academic writing
    • Sentence structure
    • Genres of academic writing
    • Academic writing style
    • Structure and argument
    • Critical writing
    • Paraphrasing and summarising sources
    • Academic writing skills: Hedging
    • Academic writing support
    • Introduction to critical thinking
    • What is critical thinking?
    • An activity in critical thinking
    • Critical thinking and the internet
    • Developing a line of argument
    • Developing the structure of an argument
    • Flaws in an argument
    • Activity: Argument or not?
    • Evaluating evidence
    • Critical analysis
    • Introduction to critical analysis
    • Critical reading and research
    • Critical reflection
    • Critical reflection activity
    • Bloom’s Taxonomy
    • A critical checklist
    • Introduction to communication
    • Cross-cultural communication
    • Email communication
    • Setting up email & Microsoft Teams
    • Active listening
    • Contacting your student rep
    • Maths & stats support
    • Introduction to online learning
    • Digital literacy
    • Studying online
    • Your online identity
    • Digital accessibility
    • WordPress
    • Intro to Generative AI
    • Strengths and limitations of AI
    • AI guidelines
    • AI exploration
    • Using AI for learning
    • How to ask AI questions?
    • Using CoPilot
  • University of Lincoln
  • The Library
  • Student Life
  • Student Services
  • ICT
Home Academic skillsAI exploration

AI exploration

When looking at new tools, it can often be useful to experiment with them to find the approaches that work for your requirements.

Testing a variety of tools can be useful as each AI tool works differently and usually has a particular type of output that it can create (text, image, media etc.). This will enable you to find the right tools that work for you.

It is essential to think about the data you are inputting, even when conducting informal tests. If you are planning to explore the use of AI tools and how it will work in conjunction with your university studies, we would recommend thinking about the concepts below.

Data

Think about the data or prompts you are using with AI systems as this could potentially become data that is shared with wider groups. The more suitable prompts will be based around exploring ideas, asking questions, and generating new content. However, it is not recommended that you:

  • Put any form of personal data (your own, or the data of others) into AI systems as this would be considered a GDPR breach.
  • Copy and paste work into the tool to check/alter/improve it as this will be considered an academic offence and could be sharing your personal data.

Analyse elements with a critical eye

One of the limitations of AI (web) is that it can produce false information (hallucinations). When experimenting, especially if asking it to collate research or answer a question, it should be examined closely before use to ensure the data is accurate.

Identifying the source of the data it has used can be a useful way of determining if the information is from a trusted resource. AI sometimes produces false references or sources that appear correct, so be sure to verify each one. For more help with this see the AI Study Skills Guide.

Identify and experiment with prompts (tone, detail, approach)

As mentioned previously, different AI tools respond differently to prompts; it can be useful when experimenting to think carefully about the prompts given to the system. Simple variations in length, tone, and approach can have differing outputs. Sometimes it may take several attempts at reworking prompts before you receive an output that is appropriate.

Define an output.

When designing a prompt, be very clear with the output that you are looking for, especially if you would like it in a certain format or type. This clarity will help the AI to support you when it’s gathering information.

AI guidelines Using AI for learning
Learning
at Lincoln

More from the University of Lincoln

  • Link: University Accessibility information.Accessibility
  • Link: Contact University of Lincoln. Contacting the University
  • Link: University of Lincoln Accessibility information.Legal
  • Link: University of Lincoln Privacy information.Privacy & Disclaimer
  • Link: University of Lincoln Freedom information.Freedom of Information

©2025 University of Lincoln Learning at Lincoln

Launch university accessibility information
Viewing Message: 1 of 1.
Notice

We use cookies to understand how visitors use our website and to improve the user experience. To find out more, see our Cookies Policy.