Learning must be found easily at any time, and all learners and teachers have equitable access, regardless of culture, language, ability etc. 
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Rating: Serious Concerns

• Accessibility standards:
  • The accessibility of AI-generated content and Artifacts varies. Users must test outputs and provide accessible alternatives.
• Cost of use for USask students:
  • Claude is not currently a USask-supported student tool, and students should not be required to purchase a subscription.
• Platform and device:
  • Web, desktop, iOS, and Android access may be available, but features vary by plan and platform.
• Offline access:
  • An internet connection is required for Claude to process prompts and generate responses.

Learning is a process of meaning-making, constructed through learning with others, and as a part of an intentional, deliberate system within a course and across experiences.
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Rating: Moderate concerns

• Collaboration:
  • Claude primarily supports individual interaction with AI. Peer learning depends on the surrounding activity design.
• Sharing:
  • Artifacts and exported resources can be shared, subject to the selected sharing and access settings.

Learning is refined and extended through prompted and supported opportunities to focus on understanding and next steps.
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Rating: Works well

• Reflection and revision:
  • Claude can support iterative learning by responding to follow-up questions, suggesting revisions, explaining reasoning, and helping users compare multiple versions of their work. Artifacts are designed for substantial content that users may modify, build upon, reuse, and reference later.

Learning is most effective when systems are designed to help learners find, create, and/or repurpose significant content for the value of themselves and others.
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Rating: Works well

• Creating:
  • Users can create and revise text, code, analyses, tables, learning resources, visualizations, websites, interactive tools, and Artifacts.
• File formats:
  • Download and export options depend on feature, plan, and platform.

Learners create and control spaces for learning, understanding and retaining ownership, and purposefully choosing how and when they share.
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Rating: Moderate concerns

• Archiving, saving, and exporting data:  
  • Claude retains conversations according to account settings and provides data export for individual users through the web or desktop application.
• Data privacy and ownership:  
  • Anthropic does not claim intellectual property rights to either the user input or Claude output.
  • Your data is protected when logged into the enterprise license.
  • No history of conversations is kept. User inputs and Claude’s outputs are not used to train GenAI models when logged into the enterprise license.
• Bias:
  • Claude generates responses based on patterns in training data and may occasionally reproduce inaccurate, incomplete, stereotypical, or biased content. The likelihood and nature of bias may vary depending on the prompt, context provided, and subject matter. Users should critically evaluate outputs, verify information using appropriate disciplinary sources, and review generated content for potential bias before using it in teaching, learning, research, or assessment.
• Sign Up/Sign In:  
  • USask requires staff and faculty to pay for a license to access the protected Claude tool.
  • Access via PAWS
• Customization:  
  • Users can refine results through prompts, follow-up instructions, uploaded context, iterative revision, and Artifacts.

Learners need to work in a system that is fluid and requires a minimum number of steps in systems that are intuitive and integrated.
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Rating: Works well

• Interface:  
  • Claude uses a conversational interface in which users enter or dictate prompts, upload content, and refine responses through follow-up questions. Projects and Artifacts provide separate spaces for organizing context and developing substantial outputs.  
• Additional Downloads:  
  • No additional software or browser extension is required to use Claude through a supported web browser. Desktop and mobile applications are optional.
• Functionality:  
  • Functionality varies by model accessed and account type.
• Environmental Impact:
  • Claude is a generative AI tool that relies on resource-intensive computing infrastructure. As with other generative AI systems, use of the tool has environmental implications related to energy consumption. Users should consider whether Claude is necessary for the task and use it purposefully to support meaningful learning outcomes.

Learners exist in accessible networks, and connect to the experiences, concepts, people, and ideas that they need.
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Rating: Moderate concerns

• Scale:  
  • Generated resources may be distributed at a larger scale if they are exported into a suitable standalone format.
• Communication Flexibility:  
  • Claude can create and work with multiple forms of content, including text, code, websites, SVG images, diagrams, flowcharts, visualizations, and interactive components. This flexibility can help connect learners with different representations of a concept.
• Representation and Inclusivity:
  • Educators should review prompts, examples, datasets, representations, and outputs for bias, cultural relevance, and alignment with USask commitments to ohpahotân | oohpaahotaan and EDI.

Learning and feedback are iterative, and assessment comes from multiple sources, including self, peers, teachers, and outside experts.
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Rating: Moderate concerns

• Feedback:  
  • Claude can provide rapid, iterative feedback on drafts, explanations, code, solutions, and generated products. It can also simulate different perspectives or apply user-provided assessment criteria. Claude’s feedback should not be treated as authoritative or unbiased.
• Sources for feedback:
  • Built-in feedback is AI-generated. Instructor, peer, or outside-expert feedback must be deliberately incorporated through the surrounding learning activity or another platform.
• Learning data:
  • Claude is not an institutionally supported assessment system for students. Do not rely on it as the official source of grades, assessment records, participation evidence, or learning analytics.