With the increasing use of AI tools in university classrooms, teachers ask themselves how to find out whether students actually learn and understand the respective topics that need to be covered or whether they used a tool to help them give answers/do assignments so that they can pass their courses. Which topics or tasks are helpful to facilitate the learning process? How can teachers know how much work students did themselves and how much was done using an AI tool like ChapGPT? How can teachers make sure that what was handed in is really the work of their students?

Experienced teachers have a breadth and depths of understanding that may allow them to recognize cheating and attempts of cheating quicker than novice instructors. It is the leadership responsibility of the teacher to help students recognize and see what an AI can and cannot do and to guide students through their learning experiences and approaches.

This paper will look at some strategies how assignments can be changed to make the use of an AI more difficult for students and to help students learn and understand what they are supposed to learn. It will furthermore introduce an approach to communicate science through drawings and describe a project where students either analyze a scientific paper or a Harvard Business Review podcast from their subject area, simplify the content through their own drawings and present that content to their classmates.

Keywords: Technology, AI, teaching, assignments.