Developing a Digital Broadcast Script with an AI Collaborative Assistant

School of Arts and Social Sciences

About this use case

This assessment places students in the role of a digital producer developing an interview script for an in-depth digital broadcast. The script must include a focused introduction, 5–6 strategically sequenced interview questions and a conclusion. Students use an AI collaborator (bot) to organise and test ideas, while retaining responsibility for the final content through independent research, verification, critical evaluation and rewriting. The AI Collaborator (bot) is created using the Gemini GEM function within the Gemini platform, for which Monash University provides institutional access. Different GenAI platforms would also have similar features.

Learning outcomes:

Work independently to produce content to the deadline.
Apply concepts and theories associated with the broadcasting industry within practical and academic contexts.

This assessment is designed to reflect the role of a broadcast producer who
- researches trending topics and
- prepares scripts for daily interviews.
It takes into account the pace of production and the need to work within tight deadlines, while maintaining thorough research, accuracy and critical thinking.
1. Ensure students are aware of Industry workplace practice using GenAI.
2. Time needs to be allocated to run through this bot in class before the actual assessment is attempted.
3. Some students may resist using AI, so it is crucial to explain its value to ensure their engagement.
4. Students must be guided on how to provide AI Acknowledgement after using the AI Collaborator (bot).
Through this assessment, students will be able to:
- explain the purpose of using the AI collaborator and use it to support an efficient workflow.
- use AI to develop and test ideas while exercising independent judgement.
- conduct independent research to inform and strengthen their scripts.
- recognise that AI can produce errors and verify its outputs against credible sources.

Try it out

This use case requires a medium level of effort to implement.

To set up this activity, educators need a broadcast script assessment brief, access to an institution-approved AI Collaborator GEM, credible research sources and clear guidance on permitted AI use.
- Configure the AI Collaborator bot to support a broadcast producer’s tasks: exploring angles, organising ideas and developing interview questions.
- Build in instructions that prompt students to explain their choices, check claims and evaluate suggestions.
- Test the AI Collaborator bot with a sample topic to identify errors or responses that bypass students’ thinking.
- Prepare a short example showing an AI suggestion, a student’s revision and the reasoning behind the change.
- Explain the workplace scenario, the purpose of the AI Collaborator bot and students’ responsibility for editorial decisions.
- Demonstrate how to question, verify and improve an AI-generated suggestion.
- Ask students to research their topic independently, then use the AI Collaborator bot to test their angle and script structure.
- Discuss students’ decisions: What did they accept, reject or rewrite, and why?
- Students complete a script with a focused introduction, 5–6 strategically sequenced questions and a conclusion.
- Require a brief process record containing an AI suggestion, the student’s revision, reasons for the change and evidence of verification.
- Review both the script and process record to assess research, critical thinking and editorial judgement.
- Start with a specific workplace role and identify where a AI Collaborator bot could provide practical support. For a broadcast producer, this could include organising research, testing story angles and structuring interview scripts under tight deadlines.
- Build safeguards into the AI Collaborator bot’s instructions and the assessment. Require students to conduct independent research, verify sources, critically evaluate AI suggestions and take responsibility for final editorial decisions.
- Explain to students why they are using the AI Collaborator bot, how it supports their learning and where their own judgement remains essential.
Indirect observation through drafts and process documentation
- Students must be able to justify their chosen interview angle, question sequence, and the reasoning behind their decisions.
- Students must be able to critically evaluate AI suggestions by explaining what they accepted, rejected, or rewrote, and verifying claims using credible sources.
- Students must be able to independently refine interview questions to improve their focus, depth, and audience relevance, and explain the reasoning behind their revisions.

Supporting resources

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Sidebar

Unit: AMU3009	Condition: Group
Class size: Up to 21	Typology: Artefact
AI approach: Evaluating AI outputs	AI statement: Guided use
Visibility of Learning: Indirect observation through drafts and process documentation

About the educator

Validated by

Sri Bala Murugan, Education Designer, Education Excellence