Ask an ID: Packback for Better Discussions and Smarter Grading
Dear Instructional Designer,
My pilot this semester is using AI to help with grading discussion boards. Do you have any tips for making the most of these functions? I’d also love to hear from others who have tried AI for managing discussions and would be open to sharing their experiences.
–Discussion Dynamo
Dear Discussion Dynamo,
I haven’t personally used AI for grading discussions in Blackboard, but I have had a lot of experience with a tool called Packback—have you heard of it? At ACC, it started with just a few faculty members, but they loved it so much that we now have a license for the whole college.
Packback is designed to encourage deeper student engagement in discussion-based assignments. Instead of simply answering prompts, students are coached by the AI to ask curiosity-driven, well-supported questions. As they write, Packback provides real-time feedback, nudging them toward stronger critical thinking and clearer support for their ideas. It even flags issues like low-effort posts or potential academic integrity concerns, giving students a chance to revise before submitting. This means the quality of the posts you receive is much higher before you ever start grading.
For faculty, this support translates into less time moderating and a smoother grading process. The AI helps surface the most insightful contributions and ensures posts meet the required standards. Once you get comfortable with the workflow, you may find you spend very little time grading because Packback’s structure guides students through the steps before their post is complete.
It does take a shift in how you think about discussions since the focus moves from students answering questions to asking them. But this shift can really pay off, especially in large classes or courses where participation and critical thinking are core outcomes. If more classes in a department adopted it, students would quickly become comfortable with the approach and faculty would benefit from easier-to-grade, higher-quality discussions.
Packback also includes a tool for essays that works with students as they draft, helping them improve their writing without doing the work for them. It’s a strong option if you’re looking to integrate AI into your teaching in a way that supports learning outcomes while reducing your workload.
Here are a couple of video resources if you’d like to learn more:
I hope this gives you a sense of how Packback can transform discussion into deeper learning opportunities for students while also simplifying grading for you.
With AI becoming such a big part of students’ lives, I’m not sure how to handle it in my classes. Should I ban it, allow it, or encourage students to use it? And how do I explain my approach clearly to students in my syllabus?
– Syllabus Strategist
Dear Syllabus Strategist,
Let’s talk about AI. It’s here, it’s evolving, and it’s already a part of our students’ lives. That’s why, as a college, we’ve decided to be proactive and create a framework for how we approach Artificial Intelligence in our classrooms.
You might be thinking, “Another thing to add to my syllabus?” I get it. But this isn’t just about adding a new rule; it’s about opening a dialogue with our students and thoughtfully integrating a technology that will undoubtedly shape their futures. This policy isn’t a top-down mandate. It was thoughtfully crafted by a committee of your peers—faculty and staff from across the college—who understand the realities of our classrooms.
So, how do you get started? Let’s break it down into a few simple steps. And to make it even easier, we’re going to use a simple and memorable “stoplight” model to guide your thinking. 🚦
Step 1: Reflect on Your Course
First things first, take a moment to think about your course. What are your core learning objectives? What skills are you trying to build in your students? Now, consider your assignments in that context. Ask yourself:
Where could AI be a helpful tool? Could it help students brainstorm, conduct initial research, or practice coding?
Where would AI get in the way of learning? Are there assignments where the goal is to assess a student’s individual writing, critical thinking, or problem-solving skills without outside assistance?
Could AI be used in a way that enhances the assignment? Perhaps students could use an AI image generator for a presentation or a grammar checker to polish their writing.
Jot down some initial thoughts. There are no right or wrong answers here—it’s all about what’s best for your students and your course.
Step 2: Choose Your Approach 🚦
Now that you’ve reflected on your course, it’s time to choose your approach. Think of it like a stoplight:
🔴 Red Light (Prohibited): For some assignments, you may decide that any use of AI is inappropriate. This is your “red light.” It’s a clear signal to students that the work must be entirely their own.
🟡 Yellow Light (Permitted with Conditions): You might decide that AI can be used, but with certain limitations or requirements. This is your “yellow light.” For example, you might allow students to use AI for brainstorming but not for writing their final draft. Or you may require them to cite their use of AI.
🟢 Green Light (Required or Encouraged): In some cases, you might want to actively encourage or even require students to use AI. This is your “green light.” This is a great option for assignments where you want students to learn how to use AI tools responsibly and effectively. I think it’s great to give your students a chance to get familiar with how to use AI tools responsibly because they are going to be a big part of the future.
Step 3: Craft Your Syllabus Statement ✍️
Now it’s time to put your policy in writing. A clear and concise syllabus statement is key to setting expectations from day one. If you’re new to AI, this is a great opportunity to experiment with a generative AI tool like Gemini. Here’s how:
Open your preferred AI chatbot (like Gemini).
Copy and paste the following prompt into the chat: I am a faculty member at Austin Community College, and I need to create a syllabus statement about the use of Artificial Intelligence (AI) in my course. I have reviewed the college’s AI policy, which encourages faculty to choose a “prohibited,” “permitted,” or “required” approach.
Please help me draft a syllabus statement. I will provide you with the following information:
1. **My chosen approach:** [Choose one: Prohibited, Permitted, or Required]
2. **My rationale for this choice:** [Briefly explain why you chose this approach for your course]
3. **Specific guidelines or examples:** [List any specific rules, such as “You may use AI for brainstorming but not for writing your final paper,” or “You must cite any use of AI.”]
Based on my input, please generate a clear and friendly syllabus statement that I can include in my course materials.
Replace the bracketed information with your own. Be as specific as you can. The more detail you provide, the better the AI’s response will be.
Review and revise. The AI will give you a great starting point, but you’ll want to read it over and make sure it reflects your voice and the specific needs of your course.
Want another option? Our very own faculty member Herb Coleman has created a customAI Syllabus Statement Bot that’s designed just for this purpose. It’s fast, easy, and tailored to our college’s policy. (You’ll need a ChatGPT account to use it.)
Step 4: Plan a “Week 1” Conversation 🗣️
Your syllabus statement is a great start, but don’t stop there. Dedicate some time in the first week of class to have an open and honest conversation with your students about AI.
Explain your policy and your rationale.
Ask them about their own experiences with AI.
Answer their questions and address any concerns.
This proactive conversation can help prevent misunderstandings down the road and create a classroom culture of trust and transparency.
We’re Here to Help! 🤗
I know this is a new frontier for many of us, but you’re not in it alone. ACC is here to support you every step of the way. We offer:
Faculty Learning Communities (FLCs): Join a community of your peers to explore AI in education, share ideas, and learn from one another. FLC website
Sandbox Sessions: These informal sessions are a great place to experiment with AI tools in a supportive and low-stakes environment. Check out theFCLI website for upcoming dates and topics.
Instructional Designer 1:1 assistance: Our TLED Academic Technology Instructional Designers are happy to sit down with you in the Teaching and Learning Center or over Zoom to work with you on your policy and explore the options. Fill out our form here: Instructional Design Consultation Form
We’re excited to embark on this journey with you. Let’s work together to create a learning environment that embraces innovation while upholding academic integrity.
I have a lot of reading materials and student submissions I want to use for a literature review assignment but I’m struggling to organize everything and make it manageable. Any ideas on how to streamline this process?
-Overwhelmed Organizer
Dear Overwhelmed Organizer,
A tool you might find incredibly helpful is NotebookLM. It’s a research and organization tool that lets you upload your own materials, then uses AI to help you synthesize information, create outlines, and prepare resources. The beauty of NotebookLM is that it only pulls from your uploaded documents and footnotes exactly where it got the information so you stay in control of your sources.
For your literature review assignment, you could upload your readings and student submissions, then use NotebookLM to highlight key ideas, draft outlines, or even generate summaries that save you time without losing accuracy.
You can access NotebookLM here. To help you get started, I encourage you to check out this tutorial created by Dr. David McMurrey who teaches Business, Government & Technical Communications at ACC: Getting Started with NotebookLM.
I hope you find this tool helpful in taming large sets of materials while keeping the process transparent and manageable.
Discover how AI tools can transform Information Literacy sessions, improving student research, citation accuracy, and confidence. In this white paper, Mavis Klemcke explores AI integration in libraries to foster critical thinking and ethical information use.
