Start with the learning purpose
Identify the educational purpose before selecting a tool. Ask what learners need to practise and which part of that work should remain visible to the educator. A tool should support a defined activity rather than determine its purpose.
Evaluate an output
Treat a generated response as material to examine. Check factual claims against appropriate sources, inspect citations and consider what might be missing. A fluent explanation is not by itself evidence of accuracy.
Protect information
Review the information being shared with a tool. Avoid entering confidential records, sensitive participant data or another person's unpublished work without an appropriate basis. Understand the provider's current settings and data practices before using it for an institutional activity.
Make use transparent
Discuss what use is allowed in a particular assignment and what should be acknowledged. Expectations should be clear enough that learners understand which work they are expected to perform and explain themselves.
Retain human judgment
An educator remains responsible for the learning design and the interpretation of student work. Review whether the activity encourages reasoning, comparison and reflection rather than simple acceptance of a generated result.
Try a bounded activity
For an introductory exercise, participants can compare a generated explanation with a trusted source and identify agreements, gaps and claims that require further checking. The learning lies in the evaluation and the reasons given.