Three new artificial intelligence (AI)-powered features within eClass, York University’s learning platform, will build upon the University Information Technology department’s sector-leading and award-winning adoption of innovative technology.
On Aug. 30, York University will introduce a suite of AI-powered tools in eClass designed to enhance both how instructors teach and how students learn. Building on York’s award-winning work with its in-house generative artificial intelligence, YU-AURA, the new features mark a major expansion of AI support within the learning management system.
The first new tool is a course AI assistant designed to alleviate a common burden for instructors – repeatedly answering questions already addressed in the syllabi. Professors can upload their syllabus and course documents to the assistant, allowing students to access a course-specific chatbot 24/7. Instructors can then enable the assistant to be added to their course. The assistant began as a pilot last year, used by two professors – Donald Ipperciel from Glendon College and Pooja Vashisth from the Lassonde School of Engineering. While it was launched with no formal publicity, the assistant was available to all instructors, and through word of mouth and discovery the assistant ended up used in more than 20 courses – far surpassing the expected three.
The second tool, called Instructional Design Ideas, helps instructors build out course content directly within eClass. Drawing from course section descriptions, the plugin tool can generate class notes, quizzes and other learning activities – automatically formatting and embedding them into the course. “Other tools require instructors to copy and paste AI-generated content,” says Patrick Thibaudeau, director of IT Innovation & Academic Technologies at York. “This one actually builds inside eClass. You just click and it creates the content.” While not all faculty may adopt this tool, Thibaudeau emphasizes its value as a “show-and-tell” innovation that may inspire future ideas. “Even if it’s not what someone needs, it can create a spark: ‘If it could do this, I’d use it.’ That’s the kind of momentum we want.”
The third tool is one Thibaudeau believes may prove the most transformative: an AI learning assistant. Created specifically for students, it functions like a private tutor and study coach. By accessing the module through eClass, the AI tool can generate content with which students can quiz themselves or request help with specific topics. The assistant will provide feedback on incorrect quiz answers and guide learners through difficult concepts. “This is what I hope gets used most,” says Thibaudeau. “It gives students a way to study more effectively, and it’s based entirely on their course’s content – not the internet – so instructors can trust what it’s referencing.”
Thibaudeau notes that one concern among instructors has been whether AI tools expose their course materials to external training models. “That’s exactly what we’re preventing,” he says. “Students are already uploading course content into public tools like ChatGPT. These new features offer a secure alternative – and a better one.”
All tools will be available in eClass starting Aug. 30. Thibaudeau’s team is collaborating with the Teaching Commons, Student Services and other University partners to promote the tools and provide guidance on how to integrate them.
Thibaudeau sees this rollout as the beginning of a broader evolution. “We’re IT folks, not educators. But our job is to listen and build what instructors and students need,” he says. “AI gives us new ways to do that. These tools aren’t just tech – they’re about improving teaching and learning at York.”
More features are in development. Building from a suggestion by a faculty member, one upcoming enhancement will allow students to review their previous quiz attempts, identify incorrect answers and receive targeted explanations to help them improve. Another, suggested by faculty, may assist with grading short answer or math-based questions – allowing instructors to focus more on engagement and less on administrative tasks.
It was collaboration that led to the creation of these tools in the first place, notably, with the two professors invoved with the pilot. Ipperciel initiated research into the use of chatbots for enhancing student experiences and contributing to coding the AI Course Assistant. Vashisth contributed to the development of the AI Course Assistant by assigning two students to assist with the integration within eClass.
“The instructional design ideas and learning assistant tools were created not because someone told us to,” says Thibaudeau, “but by listening to instructors, watching how students interact with their courses and imagining how we could make things better.”
UIT will continue to listen, adapt and improve – not only the new tools, but what comes next. “These aren’t final products,” says Thibaudeau. “They’re starting points. Our hope is that they open conversations, spark ideas and help bring 21st-century learning to life.”