Workshops

Hands-on sessions for instructors, posted as they are scheduled.

Oct272026 Centre for Teaching and Learning · October 27, 2026 Before GenAI, There Was Hypertext: What Happened to the Promise of Democratized Learning? Session: October 27 · 10:00 a.m. View workshop Oct162026 Centre for Teaching and Learning · Workshop Series AI & Your Course Sessions: October 16, November 19 & December 10 · 12:00-1:00 View workshop Oct192026 U of R Academic Integrity Week · October 19, 2026 How Your Students Are (Actually) Using AI: Demystifying GenAI and Academic Integrity Session: October 19 · 10:00-11:00 View workshop Aug262026 AI Futures: Teaching in the AI Era · August 26-27, 2026 How to Build a Course-Specific GenAI Socratic Study Partner Session: August 26 · 10:30-11:30 View workshop

How to Build a Course-Specific GenAI Socratic Study Partner

August 26, 2026 · 10:30-11:30 · AI Futures: Teaching in the AI Era, August 26-27, 2026

We know that generative AI lures with the fantasy of frictionless learning: answers appear from the ether, instantly and for free. The slipperiness of this offer of information is intentionally absolute, algorithmically carving out the boundaries of, not only what the user should know, but what the user should ask. However, meaningful learning lives in the productive friction: the moments of intellectual struggle that deepen understanding.

This hands-on workshop guides participants in building a Socratic AI study partner that supports learning through questioning rather than answering. Grounded in a review of 36 recent studies, including randomized trials demonstrating gains in critical thinking alongside evidence of the risks of engagement without learning, the workshop translates current research into a practical teaching tool.

Participants will leave with a ready-made, modular prompt that can be adapted to build a Socratic AI study partner for their own course. The prompt includes customizable features such as Socratic questioning, exam preparation, guardrails that encourage independent thinking, and accessibility supports. This is a beginner-level workshop. A free Claude account is helpful but not required, and no prior experience with AI is necessary.

Presentation Slides

Explore the Socratic Study Partner

The study partner this workshop teaches you to build is running live on this site. No account or sign-in is needed.

Open the Socratic Study Partner

Sharing It with Your Class

Once your study partner works the way you want, the easiest way to share it is as a published Claude artifact: paste your prompt into Claude, ask it to build the study partner as a small chat app (an artifact), click Publish, and give students the link. Students sign in with a free Claude account. Keep it optional: some students prefer not to engage with AI, so offer an equivalent alternative such as printed practice questions, study groups, or office hours.

Sources

The research behind the workshop

• Artal-Sevil, J. S., and J. L. Bernal-Agustín. “Socrates Retired and Plato Expelled from Class.” ICERI2025 Proceedings, 2025, pp. 7273-7284.
• Blacker, David J. “The Pedagogical Hard Problem of Generative AI: Socratic Countermeasures.” Educational Philosophy and Theory, 2026.
• Blasco, Andrea, and Vicky Charisi. “AI Chatbots in K-12 Education: Socratic vs. Non-Socratic Approaches.” SSRN, 2024.
• ---. The Impact of Large Language Models on Students: A Randomised Study of Socratic vs. Non-Socratic AI and the Role of Step-by-Step Reasoning. SSRN, Dec. 2024.
• Cuomo, Stefano, et al. “Designing and Experiencing Place-Based Education with Socratic AI: Findings from a Field Workshop.” Media Education: Studi, Ricerche e Buone Pratiche, vol. 16, no. 2, 2025.
• Degen, Ben. “Resurrecting Socrates in the Age of AI.” arXiv, 2025.
• Fakour, Hoda, and Moslem Imani. “Socratic Wisdom in the Age of AI.” Frontiers in Education, vol. 10, 2025.
• Favero, Lucile, et al. “Enhancing Critical Thinking in Education by Means of a Socratic Chatbot.” AI in Education and Educational Research (AIEER 2024), Communications in Computer and Information Science, vol. 2519, Springer, 2025, pp. 17-32.
• ---. “Enhancing Critical Thinking in Education by Means of a Socratic Chatbot.” arXiv, 2024.
• Garito, Maria Amata, and Marco Breda. “Socrates AI: An Ethical Model of Artificial Intelligence for Inclusive and Personalized Education.” 2025 Yearbook Emerging Technologies in Learning, Springer, 2026, pp. 235-255.
• Getachew, T. “Fostering Creativity in Low-Engagement Students Through Socratic Dialogue.” The International Journal of Management Education, vol. 22, no. 1, 2024, article 100901.
• Goda, Yoshiko, et al. “Design and Development of Mondo-GPT.” SITE International Conference, 2025, pp. 2753-2760.
• Goldin, A. P., et al. “Producing or Reproducing Reasoning? Socratic Dialog Is Very Effective, but Only for a Few.” PLoS ONE, vol. 12, no. 3, 2017, article e0173584.
• Hilliger, Isabel, et al. “Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators.” EC-TEL 2025, Lecture Notes in Computer Science, vol. 16064, Springer, 2025, pp. 155-161.
• Hu, X., et al. Generative AI in Education: From Foundational Insights to the Socratic Playground for Learning. arXiv, 2025.
• Jabbour, Jason, et al. “SocratiQ: A Generative AI-Powered Learning Companion for Personalized Education and Broader Accessibility.” Proceedings of the Workshop on Computer Architecture Education (WCAE ’25), ACM, 2025, article 1, pp. 1-10.
• Kampylis, Panagiotis. “The Timeless Art of Questioning: When Socratic Inquiry Meets Generative AI to Foster Students’ Creative Thinking.” Teaching and Learning in the Generative Artificial Intelligence Age, Springer Nature, 2026, pp. 3-26.
• Kampylis, P., and E. Berki. Nurturing Creative Thinking. UNESCO IBE / IAE, 2014.
• Konak, Abdullah, et al. “Socratic AI Agents for Critical Thinking.” 2026 Spring Middle Atlantic Section Conference, American Society for Engineering Education, 27 Mar. 2026.
• Koroye, Tamarakemiebi, and Donald Sikpi. “GenAI as Whetstone: A Socratic Framework for Sharpening Critical Thinking in Legal Education.” Law, Technology and Humans, 2025.
• Lee, Jeonghyun, et al. “Socratic Mind: Impact of a Novel GenAI-Powered Assessment Tool.” arXiv, 2025.
• Li, Changkui. “AI as a Socratic Dialogue Partner.” Artificial Intelligence Education Studies, vol. 1, no. 4, 2025, pp. 1-11.
• Li, Yan, et al. “An Innovative Socratic Method-Based Artificial Intelligence Platform for Healthcare Education.” Nurse Education in Practice, vol. 92, 2026, article 104770.
• Lu, Wencheng, and Zhenni Hu. “Addressing Autonomy Risks in Generative Chatbots with the Socratic Method.” Science and Engineering Ethics, vol. 31, article 41, 2025.
• Na Chai, Wasan, et al. “Beyond Answer Generation: Scaffolding Metacognitive Thinking via LLM-Driven Socratic Dialogue.” 2026 IEEE International Conference, IEEE, 2026.
• Nahar, Nurun. “Exploring Student Perspectives on AI-Generated Feedback Using a Socratic Method Chatbot.” Journal of Learning Development in Higher Education, no. 37, 2025, pp. 1-11.
• Orynbassarova, D., and S. De Lasala Porta. “Implementing the Socratic Method with AI.” 2024 ICETA, 2024, pp. 526-532.
• Raz, T., et al. “Open and Closed-Ended Problem Solving in Humans and AI.” Thinking Skills and Creativity, vol. 53, 2024, article 101598.
• Santos-Guevara, Ayax, et al. “Fostering Student Engagement and Learning Perception Through Socratic Dialogue with ChatGPT.” Education Sciences, vol. 16, no. 2, 2026, article 184.
• Sun, Dan, et al. “When Generative AI Meets Socratic Method.” Journal of Computer Assisted Learning, 2026.
• Tzanoulinou, Diamanto, et al. “The Socratic Turn in AI: Reviewing the Transformation of LLMs into Dialogical Educators.” IEEE, 2025.
• Urdanivia Alarcon, D. A., et al. “Science and Inquiry-Based Teaching and Learning: A Systematic Review.” Frontiers in Education, vol. 8, 2023, article 1170487.
• Van der Merwe, Joricke. Exploring the Potential of Mindjoy as a Generative AI Socratic Tutor. Master’s thesis, University of Cape Town, 2025.
• Xi, Linjin, et al. “Investigating the Effects of an LLM-Based Socratic Conversational Agent on Students’ Academic Performance and Reflective Thinking in Higher Education.” Computers & Education, vol. 241, Feb. 2026, article 105494.
• Yakar, Tamar. “AI-Powered Socratic Dialogue System for Collaborative Problem Solving.” Technical Disclosure Commons, 7 Apr. 2026.
• Yong, Cai Ling, et al. “The Use of Large Language Models Tuned with Socratic Methods on the Impact of Medical Students’ Learning: A Randomised Controlled Trial.” JMIR Preprints, 3 Mar. 2024.
• Zhang, L., et al. “SPL: A Socratic Playground for Learning Powered by Large Language Model.” arXiv, 2024.

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How Your Students Are (Actually) Using AI: Demystifying GenAI and Academic Integrity

October 19, 2026 · 10:00-11:00 · University of Regina Academic Integrity Week

As instructors, we are navigating a rapidly changing landscape of academic integrity, and this is often without a clear sense of how our students are using AI to support their coursework. For students, this landscape is new and can be anxiety-inducing, particularly as expectations around appropriate and inappropriate AI use continue to evolve.

At a time when trust and relationships with students matter more than ever, one place to start is by demystifying what students are actually doing with GenAI. This talk examines a series of composite case studies of students using AI in their coursework, from turning course notes into a daily podcast to creating interactive research environments. Together, we will consider each case and ask: Would this violate your AI policy? The goal is to explore where our existing policies provide clarity, where they leave room for interpretation, and how we might approach AI use in ways that support academic integrity while maintaining trust with our students.

Presentation Slides

The Case Studies

Each student below is a composite, built from the kinds of AI use students describe. Open a case to read it and try a small recreation of what the student made. Nothing on this page connects to an AI. Then ask yourself: would this violate your AI policy?

Meet AnnaBIO 100 · A study app built from her notes

Anna is studying for her biology exam. She used AI to help her build a small study app that turns her course notes into interactive practice activities.

“I’ve been really struggling to keep photosynthesis and cellular respiration straight, especially remembering what goes in and what comes out of each process. I actually used AI to help me build a little study app from my BIO 100 notes. It quizzes me on the steps, lets me practice matching the inputs and outputs, and gives me extra questions on the parts I keep getting wrong. It’s been a lot more helpful than just rereading my notes over and over.”

Try it: a recreation of Anna’s study app

Photosynthesis vs. Cellular RespirationBIO 100 study app

Quiz the Steps Inputs & Outputs Extra Practice

Would this violate your AI policy?

Meet KayIntro to Philosophy · A two-host debate podcast

Kay is taking an introductory philosophy course and wants to get better at distinguishing between competing philosophical arguments.

“My professor said in the feedback on my first essay that I did a good job explaining different perspectives, and I want to build on that for my final research paper. I used AI to make a little podcast with two hosts who argue from different philosophical viewpoints. One takes a utilitarian approach, focusing on the greatest good for the greatest number, while the other argues from a Kantian perspective about moral duties and principles. I listen to it while I walk across campus to class. Hearing them debate the same problem helps me understand where their arguments actually differ.”

Listen: a sample of Kay’s podcast

The Big QuestionsIs it ever morally acceptable to lie?

Audio clip coming soon. Read the episode below.

Host 1 · KantianHey everyone, welcome back to The Big Questions, the podcast where we tackle philosophical dilemmas and see what happens when different thinkers disagree. Today, we’re asking a question that sounds simple but gets complicated pretty quickly: Is it ever morally acceptable to lie?

Host 2 · UtilitarianOkay, imagine your friend has done something wrong, and telling the truth could get them into serious trouble. From a utilitarian perspective, I’d look at the consequences. Would lying prevent harm and create a better outcome for everyone involved? If it produces the greatest good for the greatest number, then lying might actually be the morally right choice.

Host 1 · KantianBut a Kantian philosopher would push back on that. Kant argues that morality depends on our duties and principles, rather than just the outcomes of our actions. If we decide lying is acceptable whenever it benefits us, could we reasonably expect everyone to follow that same rule?

Host 2 · UtilitarianThat’s the interesting part! We’re looking at the exact same situation but reaching different conclusions because we’re using different standards for deciding what’s right. Utilitarianism prioritizes consequences, while Kantian ethics emphasizes moral duties.

Host 1 · KantianAnd that’s why comparing philosophical arguments matters. It’s not just about deciding who has the right answer. It’s about understanding the reasoning behind each position and figuring out which assumptions we agree with. So, what do you think? Should morality depend on the outcome, or are some principles worth following no matter what?

Would this violate your AI policy?

Meet FatimaENGL 100 · An agent that reminds and submits

Fatima is taking ENGL 100, where students submit weekly, low-stakes, pass/fail reflections on UR Courses to demonstrate engagement with course material.

“I’m honestly pretty disorganized, and I sometimes forget about small assignments even when I’ve done the reading. I set up a Muse agent to remind me when my weekly reflections are due. I use voice-to-text to talk through what I want to say, and Muse uploads my response to UR Courses without changing my words. It helps me stay on top of deadlines and actually get credit for the work I’m doing.”

Watch or step through: how Fatima’s agent works

✦MuseFatima’s agent

‹ Back 0 / 5 Next › Play

Would this violate your AI policy?

Meet EmilyClassics · Explaining the course to 40,000 followers

Emily is taking a Classics course and preparing for her final essay. She also runs a popular Instagram account with over 40,000 followers, where she shares videos about student life.

“I’ve been doing this GRWM series where I get ready while explaining things I’m learning in my Classics course. I use AI to help edit my videos, create captions, and add text on screen. Trying to explain concepts like Athenian democracy and citizenship to my followers has actually helped me figure out what I’m most interested in exploring for my final essay. It’s one thing to understand something in your notes, but explaining it to someone else makes you realize what you really understand.”

Swipe through: one of Emily’s posts

Eemily.after.classGet ready with me · Classics edition···

1/5 ‹ ›

emily.after.class

Would this violate your AI policy?

Sources

The research behind the workshop

• Janzen, Rachel, and Candace Carella. “How Are Canadian Postsecondary Students Using Generative AI Today?” Academica Forum, 8 May 2026.
• Luo, Jiahui (Jess). “How Does GenAI Affect Trust in Teacher-Student Relationships? Insights from Students’ Assessment Experiences.” Teaching in Higher Education, vol. 30, no. 4, 2025, pp. 991-1006.
• Platz, Monika. “Trust Between Teacher and Student in Academic Education at School.” Journal of Philosophy of Education, vol. 55, no. 4-5, 2021, pp. 688-697.

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AI & Your Course

October 16, November 19 & December 10, 2026 · 12:00-1:00 · Centre for Teaching and Learning

AI & Your Course is a workshop series for instructors thinking through how to integrate GenAI into their courses and teaching practice. We’ll explore questions of teaching pedagogy, course design, assignments, assessment, and what meaningful use of GenAI might look like in different disciplines and classrooms.

Come to a session with something you want to work on, a question you’re wrestling with, an idea you’d like to explore, or simply a desire to connect with other instructors thinking through the same things. These sessions are intended to be practical, collaborative, and hands-on. We’ll work through ideas together rather than simply talk about AI.

Sessions are co-led by the University of Regina’s inaugural GenAI Teaching Fellows, Alec Couros and Megan Perram.

Presentation Slides

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Before GenAI, There Was Hypertext: What Happened to the Promise of Democratized Learning?

October 27, 2026 · 10:00 a.m. · Centre for Teaching and Learning

More than fifty years ago, Ted Nelson imagined hypertext as a technology that would transform how humans access and organize knowledge. Rather than encountering information as a fixed, linear sequence, readers could follow branching, rhizomatic pathways and make choices about where their reading took them. Nelson imagined this structure as more closely aligned with the way knowledge itself develops, ultimately presenting a world where: “everybody who could read” would be able to “read everything” (Computer Lib / Dream Machines 59).

So what happened?

This talk looks backward to hypertext’s early promises of democratized knowledge and transformed learning and asks what became of them. From there, we will consider GenAI within a longer history of technologies that have promised to change how we access knowledge. Ultimately, what has changed now that we can, in fact, read everything?

The Presentation

This presentation is written in hypertext. To move through it, click the one link underlined in gold, or use the Back and Next buttons.

Research

Sources cited in the presentation

• Anthropy, Anna. Queers in Love at the End of the World. 2013. itch.io, w.itch.io/end-of-the-world.
• Anthropy, Anna. Rise of the Videogame Zinesters: How Freaks, Normals, Amateurs, Artists, Dreamers, Drop-outs, Queers, Housewives, and People Like You Are Taking Back an Art Form. Seven Stories Press, 2012.
• Barthes, Roland. “The Death of the Author.” Image, Music, Text, translated by Stephen Heath, Hill and Wang, 1977, pp. 142–48.
• Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Lawrence Erlbaum Associates, 1991.
• Coover, Robert. “The End of Books.” The New York Times Book Review, 21 June 1992, p. 1.
• Deleuze, Gilles, and Félix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by Brian Massumi, U of Minnesota P, 1987.
• Ensslin, Astrid. Canonizing Hypertext: Explorations and Constructions. Continuum, 2007.
• Ensslin, Astrid. “Hypertext Theory.” The Oxford Encyclopedia of Literary Theory, edited by John Frow et al., Oxford UP, 2020.
• Ensslin, Astrid, and R. Lyle Skains. “Hypertext: Storyspace to Twine.” The Bloomsbury Handbook of Electronic Literature, edited by Joseph Tabbi, Bloomsbury, 2017, pp. 293–307.
• Hayles, N. Katherine. “Electronic Literature: What Is It?” Electronic Literature Organization, 2 Jan. 2007, eliterature.org/pad/elp.html.
• Landow, George P. Hypertext: The Convergence of Contemporary Critical Theory and Technology. Johns Hopkins UP, 1992.
• Nelson, Theodor H. Computer Lib / Dream Machines. Rev. ed., Tempus Books of Microsoft Press, 1987.
• Okkema, Laura. Hearing the Voices of the Deserters: Activist Critical Making in Electronic Literature. 2019. University of Central Florida, PhD dissertation.
• Salter, Anastasia, and Stuart Moulthrop. Twining: Critical and Creative Approaches to Hypertext Narratives. Amherst College Press, 2021, doi.org/10.3998/mpub.12255695.

Image citations

• Horn, Chris. “AI Will Change Everything. Is Human Critical Thinking up to the Challenge?” The Irish Times, 13 Apr. 2023, www.irishtimes.com/technology/big-tech/2023/04/13/ai-will-change-everything-is-human-critical-thinking-up-to-the-challenge/.
• Hulick, Kathryn. “Have We Entered a New Age of AI-Enabled Scientific Discovery?” Science News, 18 Feb. 2026, www.sciencenews.org/article/ai-enabled-science-discovery-insight.
• Mbuqe, Ronnie. “AI Is Already Changing How We Learn.” ExplainItSimply, 1 Aug. 2026, explainitsimply.online/article.aspx?id=13.
• “Why AI’s Deepest Mind Believes the World Is About to Change Radically.” The Wall Street Journal, www.wsj.com/tech/ai/demis-hassabis-ai-deepmind-google-isomorphic-2b4e3153.

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