Activity 2 — Hands-on with GenAI (Focus: Levels 2–4)
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Goal: Practise using GenAI safely in the “grey zones” — Level 2 (Preparation), Level 3 (Language support), Level 4 (Research & exploration) — without outsourcing your thinking, reading, or writing.


How it works (15 mins total):
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  1. Form groups of 2-3 and pick one topic from Level 2 below (all three tasks use the same topic family).
  2. Do Level 2, Level 3, or Level 4 (your tutor will assign your starting level).
  3. Capture your prompt(s) and what GenAI produced.
  4. Decide together: Safe / Useful-but-risky / Problematic (be ready to share why).


⚠️ Boundaries:

  • Level 2 = clarify and plan study steps (not arguments or essay plans).
  • Level 3 = fix grammar/spelling/clarity only; keep your ideas.
  • Level 4 = summarise short extracts you provide; don’t ask the AI to find sources or invent citations.


Level 2 — Preparation & Clarification (choose ONE question)​
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Your task: Rephrase the question in simpler terms, list 3–5 sub-questions, and draft a neutral study checklist (not an essay plan).

Pick one question:

  1. Nursing/Health: Why are older adults particularly vulnerable to heatwaves, and how can nurses promote wellbeing in this group?
  2. Business/Marketing: Critically evaluate how social media marketing influences consumer decision-making.
  3. Psychology: Compare the strengths and weaknesses of CBT for treating anxiety disorders.
  4. STEM/Energy: Explain how renewable energy can be integrated into national power grids.
  5. Education/Society: Analyse how resource barriers contribute to educational inequality in the UK.


Level 3 — Language Support (match the paragraph to your Level 2 topic)

Your task: Paste one paragraph extract below into a GenAI tool and ask for grammar/spelling/clarity fixes only. Keep your meaning, tone, and level.


Paragraph Bank (choose ONE that matches your L2 question):


  1. Nursing/Health — Heatwaves & older adults
    “Older people can get sick more easy in heatraves because of things like meds and not drinking enough water. Also some live alone and might not notice the heat till it is too late, wich makes the risks worse. Nurses should do checks and give advices about cooling, hydration and knowing who to wring if they feel faint.”
  2. Business/Marketing — Social media & consumers
    “Social media ads often changes what customers think, but sometimes it is just noise. If influencers look authentic, buyers maybe trust them more, although this depends on platform and the person. Their are many factors going on which the firm can’t control.”
  3. Psychology — CBT for anxiety
    “CBT works by challenging worrying thoughts and avoidance, so people learn coping skills. However results are mixed across groups and sometimes acess is limited which means people don’t get enough sessions to make benefits stick.”
  4. STEM/Energy — Integrating renewables
    “Putting lots of wind and solar onto the grid creates problems like intermittency and balancing. Storage helps but its not cheap and you need rules that deal with variability. Grid codes need to be updated so everything plays nice.”
  5. Education/Society — Resource barriers & inequality
    “Students without good devices or calm study spaces have more hurdles, which impacts graids. Schools try to help but funding is tight, so gaps can widen over time. We should look at what works so resources are targeted better.”


Level 4 — Research & Exploration (use short extracts from public webpages)


Your task:

  • Open one or two of the links below that match your topic.
  • Copy a short extract (100–250 words) into your GenAI tool.
  • Ask it to summarise, map key themes, or compare two extracts.
  • Always check the output against the original text.



Nursing/Health — Heat & older adults

  • WHO Fact Sheet: Climate change, heat and health — https://www.who.int/news-room/fact-sheets/detail/climate-change-heat-and-health 
  • WHO Fact Sheet: Climate change and health — https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health
  • Study (England): Health perceptions of adverse weather in older adults in England (PDF) — https://heathealth.info/wp-content/uploads/ckae153.pdf



Business/Marketing — Social media & consumer behaviour

  • Role of Social Media Marketing Activities in Influencing Customer Intentions (Frontiers in Psychology, open access) — https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.808525/full
  • Impact of social media advertising on consumer behavior (Frontiers in Communication, open access) — https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2025.1595796/full

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Psychology — CBT & anxiety

  • Efficacy of Cognitive Behavioral Therapy for Anxiety Disorders: A Review (NIH/PMC, 2022) — https://pmc.ncbi.nlm.nih.gov/articles/PMC9834105/
  • NICE Guideline overview: Generalised anxiety disorder and panic disorder in adults — https://www.nice.org.uk/guidance/cg113
  • Cognitive behavioural therapy for anxiety disorders in children and adolescents (Cochrane abstract) — https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD013162.pub2/abstract
  • PubMed abstract version (for quick access) — https://pubmed.ncbi.nlm.nih.gov/33196111/



STEM/Energy — Integrating renewables into power grids

  • IEA Report: Integrating Solar and Wind — https://www.iea.org/reports/integrating-solar-and-wind
  • IEA Infographic: Six phases of variable renewables integration — https://www.iea.org/reports/integrating-solar-and-wind/infographic-six-phases-of-variable-renewables-integration
  • IRENA Report: Grid Codes for Renewable-Powered Systems — https://www.irena.org/publications/2022/Apr/Grid-codes-for-renewable-powered-systems


Education/Society — Resource barriers & educational inequality

  • EEF Guidance: Using Digital Technology to Improve Learning — https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/digital
  • DfE Report: Technology in schools survey report: 2022 to 2023 — https://www.gov.uk/government/publications/technology-in-schools-survey-report-2022-to-2023
  • Sutton Trust Report: Remote Learning: The Digital Divide (PDF) — https://www.suttontrust.com/wp-content/uploads/2021/01/Remote-Learning-The-Digital-Divide-Final.pdf