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Thinking about ChatGPT as a pedagogy problem, rather than a plagiarism problem, is a way to approach teaching generatively.
Scaffolding mitigates library anxiety, imposter syndrome, and accidental plagiarism.
Rather than assigning a big, summative paper or project at the end of the course, breaking it up into stages with student reflection reinforces original work and a growth mindset that can reduce the perceived need for students using a tool such as ChatGPT.
Read this article by Ethan Mollick - Assigning AI: Seven Ways of Using AI in Class
Visit AI Pedagogy Project created by Harvard - there is basic informaiton about AI, large language models, and assignments using and analyzing AI.
Remember, you'll always need to verify the information. ChatGPT will sometimes make things ups (known as "hallucination.")
What is it good for?
What is it not so good for?
What do teachers who assign writing need to know about AI text generators? How should we change our pedagogical practices, given the recent advances in AI Large Language Models (LLMs) such as OpenAI's GPT-3, as recently covered in The New York Times, The New Yorker, The Chronicle of Higher Education, and Inside Higher Ed? How should teachers participate in shaping policies around these technologies in our departments, institutions, and society?
The November 30 release of ChatGPT and its abilities to generate, revise, and critique essays have raised concerns about the promise and perils of AI for writing instruction. We will discuss how these tools work, their affordances and challenges, and the place of artificial intelligence in the writing curriculum.
Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.
Recently, I gave a talk to a group of K-12 teachers and public school administrators in New York. The topic was artificial intelligence, and how schools would need to adapt to prepare students for a future filled with all kinds of capable A.I. tools.
NPR's Mary Louise Kelly talks with Wharton professor Ethan Mollick about his decision to embrace artificial intelligence tools like ChatGPT in the classroom.
ChatGPT’s recommendations for writing an exhibition review are nothing if not uncritical, and yet they are unmistakably of the moment.
The work has only just begun because the next generation of artificial intelligence has arrived and we must prepare our children to use it wisely.
Among the many concerns educators have about ChatGPT, the core one seems to be that students will allow artificial intelligence to do their thinking for them. While people are still hashing out what that means for short essay prompts and other assignments for which AI seems well suited, Mark Maier has an idea for how instructors who assign research papers can help students to use these tools as study aids rather than substitutes for original ideas.
Chances are you’ve heard about ChatGPT by now. It’s a chatbot released in November that, having been fed a steady diet of digital text from the internet, can turn out decent copy. Enter a prompt and it spits out a few paragraphs in response. The more detailed your prompt, the more specific the writing.
The U.S. Department of Education (Department) is committed to supporting the use of technology to improve teaching and learning and to support innovation throughout educational systems. This report addresses the clear need for sharing knowledge and developing policies for “Artificial Intelligence,” a rapidly advancing class of foundational capabilities which are increasingly embedded in all types of educational technology systems and are also available to the public. We will consider “educational technology” (edtech) to include both (a) technologies specifically designed for educational use, as well as (b) general technologies that are widely used in educational settings. Recommendations in this report seek to engage teachers, educational leaders, policy makers, researchers, and educational technology innovators and providers as they work together on pressing policy issues that arise as Artificial Intelligence (AI) is used in education.
Here are 10 ways ChatGPT will be a boon to first-year writing instruction.
As an instructor, I have no interest in a vision of student achievement that would deem this hybrid process illegitimate. The things ChatGPT cannot do (cite and analyze evidence, limit claims, create logical links between claims, arrange those claims into a hierarchy of significance) are the basic stuff of college-level writing.
Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, Rachel Elliott Rigolino writes.