April 24th, 2025 | 4:00–5:00 PM CET
The third session of the Global AI/IP Talks explored the creation of reading guides using Artificial Intelligence (AI), equipping intellectual property (IP) educators with tools and methodologies to support students more effectively. This initiative—born out of a collaboration between Fide and the European Intellectual Property Teachers’ Network (EIPTN)—aims to help IP academics and professionals responsibly integrate AI into teaching, research, and learning.
The session focused on how AI tools can be used to design structured, engaging, and adaptable reading materials, meeting the needs of diverse learners while saving educator’s time. Participants also discussed challenges such as over-reliance on AI-generated content, biases, and data privacy.
Objectives
- Demonstrate how AI can be used to generate high-quality reading guides for IP teaching.
- Explore the capabilities and limitations of tools like Notebook LM, ChatGPT, and Napkin.ai.
- Discuss how to design effective AI prompts for tailored educational outcomes.
- Share best practices for refining, validating, and ethically using AI-generated content in academic environments.
Opening Remarks
- Laurent Manderieux (Bocconi University, Director of TIPSA, Chair of EIPTN, Member of Fide’s Academic Council) introduced the session by emphasizing the importance of using AI as a pedagogical support—not a replacement—for academic work. He noted the growing necessity of such tools in teaching and research and reminded participants that this talk is the third in a four-part series, with the final event focusing on case law summaries.
Speakers
- Prof. Vishv Priya Kohli – Associate Professor, Copenhagen Business School; Member of EIPTN Committee.
- George Papanikolaou – Professor, Harokopio University of Athens, Greece; Member of EIPTN Committee (Discussant).
Key Discussions
1. Why Use AI for Reading Guides?
Prof. Kohli explained that AI offers three primary advantages:
- Speed & scalability: Generating questions or summaries in seconds.
- Support for diverse learners: Simplifying complex legal language and identifying key concepts.
- Content updating: Adding new cases or examples to existing reading materials.
She emphasized that reading guides help students identify essential legal principles, differentiate core from peripheral content, and prepare for practical application of IP concepts.
2. AI Tools for Creating Reading Guides
Kohli walked through the use of:
- Notebook LM (Google): Ideal for beginners; auto-generates key concepts, short-answer quizzes, essay-style questions, and glossaries from uploaded texts (e.g., EU Design Regulation).
- ChatGPT: Better for nuanced, tailored outputs using well-structured prompts.
- Napkin.ai: Creates visual infographics to supplement reading materials.
Key takeaway: the quality of the prompt directly determines the usefulness of the output.
3. Designing Effective Prompts and Using Bloom’s Taxonomy
Kohli demonstrated how educators can align AI-generated content with Bloom’s Taxonomy to cover levels from recall to synthesis.
Examples:
- Basic: “List the three types of expressions protected under Article 10.”
- Advanced: “Draft a mock ECHR opinion balancing Article 10 with public order concerns.”
She compared weak vs. strong prompts:
- Weak: “Generate 3 learning outcomes for a GDPR session.” (Too vague)
- Strong: “Write 3 Bloom-level learning outcomes on GDPR focusing on corporate compliance and referencing specific case law.” (Clear and specific)
4. Validation, Ethics, and Student Reactions
Both Kohli and Papanikolaou stressed:
- Fact-checking is essential: Use Google Scholar or legal databases to verify citations.
- Avoid uploading personal/student data due to GDPR risks.
- Transparency with students: Informing them when AI-generated materials are used fosters trust and engagement.
Feedback from Kohli’s students indicated strong appreciation for short, targeted questions and AI-generated guides, especially for non-native English speakers.
5. Challenges and Practical Tips
- Don’t overload guides: 3–5 core questions per session are more digestible.
- Avoid vague prompts.
- Use student feedback to improve structure, tone, and usefulness of the guides.
- AI should be treated as a creative sparring partner, not a final authority.
Conclusion & Next Steps
Laurent Manderieux closed by thanking the speakers and emphasizing that the AI/IP Talks series is a joint effort by Fide and EIPTN to prepare the IP academic community for the challenges and possibilities of AI.
The final session in this cycle will be held on May 19th, focusing on creating case law summaries using AI.
Participants were encouraged to:
- Explore the tools discussed.
- Stay engaged with the network for continued support.
- Use AI critically and creatively to enhance—not replace—pedagogical practice.
