Using Avatars in Teaching

Using Avatars in Teaching

students studying - drawing outline

The University is committed to providing opportunities for staff and students to develop the ability to apply GenAI to real work experiences through the development of resources to support GenAI literacy.
All staff who support student learning should be empowered to design teaching sessions, materials and assessments that incorporate the creative use of GenAI tools where appropriate.

Policy on the use of Generative AI in Teaching, Learning and Assessment

 

This guide supports the principles of our Policy on the Use of Generative AI in Teaching, Learning and Assessment by empowering educators to explore GenAI through practical tips and guidance on the use of AI-generated avatars.

Practical Tips

Start with the "why"
  • Consider the use of avatars where they add a support layer (not a substitute for academic presence): micro-explainers, weekly reminders, assessment FAQs, orientation snippets, recap messages, and short course navigation prompts.
 
  • Use interactive avatars for rehearsal and practice (e.g., role-play, patient/customer conversations, language practice) where repetition and low-stakes feedback are useful.
 
  • Keep high-stakes judgement, nuanced feedback, and relationship-heavy teaching interactions anchored in human teaching presence.
Choose the right pattern

Consider how and when students will interact with an avatar. For example:

  • Pattern A - Weekly 60-90 second wrap: what happened this week, what is next, one common pitfall, and where to get help.
 
  • Pattern B - Assessment micro-explainers: short clips on rubric interpretation, structure, referencing, common mistakes, and submission process.
 
  • Pattern C - Rehearsal simulation: scenario brief + avatar interaction + reflection prompts + educator debrief.
Design for usefulness, not novelty
  • Write scripts for one purpose only. Aim for short, plain-English messages that are easy to update when dates, instructions, or examples change.
 
  • Be explicit about scope: 'This video explains the process' versus 'This video explains all assessment expectations'.
 
  • Add additional supports for each avatar resource: how to seek clarification, or links to specific resources or Canvas pages for further detail.
Promote trust by disclosing and framing clearly
  • Tell students when content is AI-generated (avatar video or simulation). Explain what the tool is for, and what it is not for.
 
  • Avoid creating ambiguity about whether a synthetic avatar is a real person, especially in contexts related to assessment advice, or official communication.
Consider accessibility, privacy, consent, and risk
  • Treat public avatar/video tools as potentially high-risk unless institutionally approved. Many tools involve cloud processing and may retain avatar assets or uploads.
 
  • Do not upload identifiable student data, student work, meeting recordings, or confidential university material.
 
  • Use de-identified or generic content for experimentation.
 
  • Do not clone a voice or likeness without explicit written consent.
 
  • Include transcripts and/or captions for all videos.
Be aware of the variety of opinions

As with any general purpose technology, GenAI can be used beneficially but it can also result in negative consequences when used inappropriately. You are likely to encounter a variety of opinions regarding the use of GenAI in your teaching.

  • Be conscious of the variety of views that you may encounter.
 
  • Be prepared to defend your use of avatars and explain your choices and how they can support your students’ educational experience.
Attributions and Sector Resources

This development of this guide has been informed by resources from several higher education institutions.