Generative AI (GenAI) has rapidly initiated potentially significant changes in the way higher education approaches teaching, learning, and assessment. Yet, our understanding of how GenAI can be used to enrich learning is still developing. In this talk, I bring together insights around the notions of metacognition, critical thinking, and self-regulated learning to explore how to engage students in critical thinking around GenAI. I will discuss how context, metacognitive activities, and cues that prompt students to reflect on their engagement in GenAI-assisted learning can engage students in thinking critically about this new tool to help them become more self-regulated users of GenAI. Participants will receive access to a Canvas module and a range of reflective tools that can help with developing students’ self-regulation around GenAI use.
