Affiliated Institution/Organization(s): University of Illinois at Urbana-Champaign
Session Format: Presentation
Session Tracks: IT – Innovation & Trends
Session Description
As generative AI becomes an increasingly common collaborator, educators and professionals must learn how to work with AI in ways that leverage the strengths of both humans and machines. This interactive presentation explores the principles of effective human-AI collaboration, emphasizing the complementary roles of human creativity, judgment, empathy, and contextual understanding alongside AI’s speed, analytical capabilities, and generative power. Participants will examine how trust, context, ethical considerations, and collaborative relationships influence successful outcomes while exploring concepts such as human-in-the-loop oversight, iterative prompting, and mutual adaptation between humans and AI. Through hands-on collaborative activities and real-world examples, attendees will develop practical strategies for partnering with generative AI to enhance creativity, decision-making, and productivity while maintaining meaningful human direction and responsibility.
Learning Objectives
- Explain when Human-AI Collaboration (HAIC) is most productive.
- Determine how HAIC is impacted by trust, context, ethics, and nature of the relationship.
- Assess the impact of an AI in group collaboration.
- Recognize when human / AI learning and adaption occur.
Session Facilitator(s)
- David Favre
Bio(s)
David Favre is a Teaching and Learning Specialist for the Center for Innovation in Teaching & Learning at the University of Illinois. He facilitates faculty pedagogical development in online teaching and learning contexts. His approach to education is informed by his background in educational psychology, instructional design, linguistics, and accessibility.
David specializes in online teaching and learning strategies that improve student motivation and learning outcomes. He has facilitated workshops on a wide range of pedagogical topics including best practices in online instruction, cooperative learning strategies, IT accessibility, student motivation, and assessment. David continues to investigate innovations in teaching and learning. His research interests include faculty professional development, instructional self-efficacy, and promoting metacognitive skills within educational contexts.