Tag: chatgpt prompts

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The Generative AI Prompt Library That Every Educator and Student Needs!

The ability to engage effectively with AI models is becoming increasingly crucial. A new resource stands out in particular for its commitment to empowering instructors and students alike to have meaningful and productive interactions with AI models: More Useful Things.

At the heart of More Useful Things is its comprehensive Prompt Library. Prompts are divided into three categories: Instructor Aids (for use in classrooms to help instructors with preparation and teaching), Student Exercises , and Other Prompts (for other uses besides classrooms). 

Here’s a student exercise example, “Class Reflection Aid“:

“You are a helpful and friendly mentor who is an expert at helping students reflect on experience so that they can extract meaning from those experiences. You know that when students experience anything they are in the moment and that it takes active self-monitoring to create some distance from the experience and learn from it.

This is a dialogue. Always wait for the student to respond. Do not speak for the student. First, introduce yourself to the student as their AI mentor and ask the student what they would like to reflect on. Tell them that they may have received instructions from their teacher. Wait for the student to respond. Only ever ask the student one question at a time. Too many questions are overwhelming. Then explain to the student why reflection can help them learn, including that writing about an experience is key to extracting lessons. Then offer the student 3 choices of reflection exercises. Each should push students to reconsider the experience.

Once a student picks their choice, ask them to write 2-3 paragraphs. Do not offer to draft a reflection for them or show them what a reflection might look like.

Wait for the student to respond. If appropriate you can ask the student a question about their reflection. Then wrap up by explaining why reflection is important and that the student should keep writing about their experiences and that this helps them zoom out of the present moment and gain a broader perspective and insights. “

[Credit: “Class Reflection Aid” by Lilach Mollick and Ethan Mollick is licensed under CC BY 4.0]

Prompts are very helpfully labeled by the model for which they are intended for use, e.g. GPT4, Claude, Gemini Advanced, and Bing.

It’s important to note that all prompts are licensed under a Creative Commons License (Attribution 4.0 International), requiring users to credit the creators, Dr. Ethan Mollick and Dr. Lilach Mollick. This license allows users to distribute, remix, adapt, and build upon the material in any medium or format.

Many, many thanks to Drs. Mollick for a treasure trove of useful resources that elevate the quality of AI interactions!

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Explore generative AI with Academic Technologies: Announcing our “All in for AI” workshop series!

Effective ChatGPT Prompts -Thursday, Jan 18, 2024 Ethics and Biases of ChatGPT - Thursday, Feb 01, 2024 Image Creation with Adobe Firefly and DALL-E -Thursday, Mar 07, 2024
In the rapidly evolving landscape of technology, generative artificial intelligence stands out as a revolutionary force, reshaping how we interact, create, and think. 

Why Generative AI?

Generative AI, the technology behind tools like ChatGPT and DALL-E, is not just a buzzword; it’s a gateway to endless possibilities. From crafting detailed text responses to creating visually stunning graphics, generative AI is setting new benchmarks in creativity and efficiency.
 
This technology is becoming integral across various sectors, including education, business, and the arts. Thus, it’s crucial for faculty and staff to gain foundational knowledge and hands-on experience in this field so we also prepare our students.
 
  • Effective ChatGPT Prompts
    Thursday, Jan 18, 2024
  • Ethics and Biases of ChatGPT
    Thursday, Feb 01, 2024
  • Image Creation with Adobe Firefly and DALL-E
    Thursday, Mar 07, 2024
All sessions meet from 10-11 am and 2-3 pm in Leyburn 119. Sign up at go.wlu.edu/ai-workshops! Space is limited.
 
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READ ME! “60+ Ideas for ChatGPT Assignments”

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Authored by Kevin Yee, Kirby Whittington, Erin Doggette, and Laurie Uttich from the University of Central Florida, 60+ Ideas for ChatGPT Assignments (.PDF),  aims to explore the educational implications of ChatGPT and similar Large Language Models (LLMs) in the classroom setting. 

Here’s what you need to know.

What is ChatGPT?

ChatGPT is a Large Language Model (LLM) that has taken the world by storm. While it can generate answers and assist in various tasks, it’s crucial to remember that it is not always accurate. The authors emphasizes that ChatGPT should not be blindly trusted, especially in academic settings.

Challenges and Opportunities

The advent of ChatGPT presents both ethical and practical challenges. For instance, the ease with which students can obtain answers to multiple-choice questions or even entire essays poses a significant challenge to academic integrity. However, the authors argue that instead of resisting this change, educators should adapt to the AI era.

A New Mindset for AI

Both students and instructors need to adopt a new mindset that acknowledges the availability and inevitability of AI in educational settings. This involves rethinking traditional assignments and tests in the context of readily available AI tools.

Components of AI Fluency

The document outlines seven key components for achieving AI fluency:

  1. Understanding how AI works: Know the capabilities and limitations of the AI tools you are using.
  2. Deciding when to use AI: Exercise judgment about the appropriateness of using AI in various contexts.
  3. Valuing AI: Appreciate the potential benefits and drawbacks of AI.
  4. Effective Prompt Engineering: Learn how to ask the AI the right questions to get the desired output.
  5. Evaluating AI Output: Critically assess the information provided by AI.
  6. Adding Human Value: Understand how to add value to AI-generated content.
  7. Digital Adaptability: Be prepared to adapt to new AI tools and technologies as they emerge.
Practical Assignments

The document also offers a variety of assignments that leverage ChatGPT for educational purposes. Here are just a few examples:

  • ChatGPT as a Thesaurus: Students are encouraged to use ChatGPT to find synonyms or antonyms for specific words. This assignment aims to familiarize students with ChatGPT’s capabilities in language enhancement.Sample Prompts:

     

  • “Define misanthrope.”
  • “Give me five sophisticated synonyms for foul-smelling.”
  • “What is the opposite of altruistic? Provide six examples.”
     

Writing: Improve Connections between Claims and Evidence: Students must state a claim, provide support, and then use ChatGPT to analyze the validity of their claim in terms of how universal their assumptions are.

Sample prompts:

  • “Analyze my argument about climate change for assumptions that may not be universal.”
  • “Cost of Living Adjustments (COLA) seems to offer minute incremental increases in salaries and wages that don’t allow individuals to truly keep up with inflation, but the government continues to offer them as some sort of noteworthy contribution. Many citizens are still living below the poverty level, while the rich seem to keep getting richer. Analyze this claim for assumptions that not everyone may share.”

 

Elaboration and Expansion: Students are asked to use ChatGPT to elaborate on specific topics, such as the causes of macular degeneration or the pros and cons of offering free healthcare in the United States.

Sample Prompts:

    • “Please elaborate on the causes for macular degeneration.”/ “Elaborate again.” / Elaborate again.”
    • “Expand on the idea of offering free health care in the United States by offering pros and cons.” / “What are the pros and cons of offering free health care in the U.S.” / “Expand more.”
    • “Which is better, organizing my closet by color-coding or grouping my clothes by type? Use compare and contrast to answer.” / “Offer a different scenario via compare/contrast.”
Final Thoughts

60+ Ideas for ChatGPT Assignments (.PDF) serves as a roadmap for educators to integrate AI into their curriculum responsibly. It offers both theoretical insights and practical solutions, making it a must-read for all instructors.

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AI Workshop: Prompt Engineering for Academics – THIS Wednesday 10/18 at 12:00 PM

A promotional poster for an AI Workshop presented by Josh Fairfield. The subtitle reads "Prompt Engineering for Academics." The background features an array of advanced robots and machinery in white and silver colors against a pale backdrop.

Delve into the world of artificial intelligence with William Donald Bain Family Professor of Law Josh Fairfield at his upcoming workshop. Discover how AI can elevate your academic pursuits and gain insights into navigating the ethical landscape of this technology.

  • 📅 Date: Wednesday, Oct 18
  • ⏰ Time: Noon
  • 🔗 Join: Zoom Link

Harness the power of AI and propel your scholarship to new heights.
Don’t miss out!

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5 Text Prompts for ChatGPT that Professors Need to Try!

Dr. Ethan Mollick and Dr. Lilach Mollick are at it again! Their latest paper, Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts, is a FANTASTIC resource for instructors looking for guidance to integrate AI into their teaching practice.

No time to read it? Then check out Dr. Mollick’s summary of these approaches.

Don’t have time for that either? OK, then scroll down for *just* the prompts and examples that we tried.

Strategy 1: Examples created by AI

Prompt #1: “I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.”ChatGPT prompt (by Ethan Mollick): I would like you to act as an example generator for students. When confronted with new and complex concepts, adding many and varied examples helps students better understand those concepts. I would like you to ask what concept I would like examples of, and what level of students I am teaching. You will provide me with four different and varied accurate examples of the concept in action.

Strategy 2: Explanations created by AI

Prompt #2: “You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.”ChatGPT prompt (by Ethan Mollick): You generate clear, accurate examples for students of concepts. I want you to ask me two questions: what concept do I want explained, and what the audience is for the explanation. Provide a clear, multiple paragraph explanation of the concept using specific example and give me five analogies I can use to understand the concept in different ways.

Strategy 3: Using AI to develop low-stakes tests

Prompt #3: “You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an “all of the above option.” At the end of the quiz, you will provide an answer key and explain the right answer.”

ChatGPT prompt (by Ethan Mollick): You are a quiz creator of highly diagnostic quizzes. You will make good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test. (2) Second, for which audience is the quiz. Once you have my answers you will construct several multiple choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include an "all of the above option." At the end of the quiz, you will provide an answer key and explain the right answer.

Strategy 4: Assessing what students know, and what they are confused by

Prompt #4: “I am a professor who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here]”

For this example, you’ll need to have student input collected through a classroom assessment technique such as an exit ticket, 1-minute paper, or muddiest point activity. 

Strategy 5: Distributed practice with AI

Prompt #5: “You are an expert instructor who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 5 ideas about how include the past topic into my current topic. You will also provide 3 questions I can ask the class to refresh their memory on the past topic.”

ChatGPT prompt (by Ethan Mollick): You are an expert teacher who provides help with the concept of distributed practice. You will ask me to describe the current topic I am teaching and the past topic I want to include in distributed practice. You will also ask me the audience or grade level for the class. Then you will provide 5 ideas about how include the past topic into my current topic. You will also provide 3 questions I can ask the class to refresh their memory on the past topic.