Always on hand to provide assistance in integrating a wide variety of technologies in the teaching and learning process
JT Torres directs the Houston H. Harte Center for Teaching and Learning. He supports teachers and students in all contexts, both in and out of the classroom. His approach to educational development focuses on meaningful relationships with students, teachers, and content. He helps educators cultivate critical connections with students, building on shared interest to achieve important outcomes.
Snacks will be provided. Space is limited, so sign up now!
“I like to say that tools like ChatGPT speak, but don’t think.”
Derek Bruff, Ph.D.
Strategic Advisor, UPCEA, and Visiting Associate Director, Center for Excellence in Teaching and Learning, University of Mississippi
Bruff’s insights shed light on the nuanced relationship between AI tools and educational objectives. By sharing personal anecdotes and professional observations, Bruff underscores the importance of critical thinking and authentic assignments that prepare students for real-world challenges. He highlights AI’s limits and its potential to complement rather than replace human intellect, encouraging educators to rethink traditional assessment methods.
Don’t be sad if you missed it! We have Top Hat’s resources below:
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.
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.
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.
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.
The document outlines seven key components for achieving AI fluency:
The document also offers a variety of assignments that leverage ChatGPT for educational purposes. Here are just a few 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:
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:
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.
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.
Harness the power of AI and propel your scholarship to new heights.
Don’t miss out!
Wednesday, September 13, 2023 at 2:00 p.m. ET.
While much of the discussion surrounding higher education and artificial intelligence (AI) has focused on scaling up AI research and adapting teaching methods in the face of tools such as ChatGPT, another side to AI’s impact on higher education is also compelling action. AI and machine learning are reshaping the world of work. It is predicted that over the next five years, new career paths will emerge, many existing paths will be reshaped, and some will end because of AI adoption and innovation. Higher education has entered a pivotal moment of challenge and opportunity to respond to this rapidly changing employability landscape.
This webinar will feature a panel of experts who will contemplate the impact AI will have on the near-term future of employment in the United States and consider the most important changes higher education can make to develop a well-prepared workforce. This discussion will also focus on partnership, curricular, and pedagogical opportunities that will enable higher education to prepare our students for an increasingly AI-rich future.
C. Edward Watson
Associate Vice President for Curricular and Pedagogical Innovation, Executive Director for Open Educational Resources and Digital Innovation, AAC&U
Earl Buford
President, Council for Adult and Experiential Learning (CAEL)
Brian Haugabrook
Specialist Leader, Deloitte
William J. McKinney
Senior Fellow, AAC&U
Krystal Rawls
Workforce Integration Network Director, California State University, Dominguez Hills
Not so long ago, in a classroom not so far away …. generative AI tools like ChatGPT stood ready, waiting for their moment to shine.
But before they can rise to the challenge to assist, or maybe over-assist, our students, it might be prudent to edit our syllabi to ensure it offers clear guidance on how and when (if ever) the use of AI in your class assignments and projects is acceptable.
A glance at syllabi from various institutions reveals that instructors and administrators are diligently crafting policies to guide AI’s use in their classrooms. These statements can be broadly grouped into four main categories:
Here is a non-exhaustive list of links to sample syllabi statements/AI policies being employed at other institutions of higher education:
University of Iowa Office of Teaching, Learning, and Technology – “What do I put in my syllabus about AI-generated and other externally generated content?”
SFCC Library Faculty Help: ChatGPT Comprehensive Resource Guide: Syllabus Statements & Course Policies
https://libraryhelp.sfcc.edu/Chat-GPT/syllabus-statements-course-policies
Cleveland State University Center for Faculty Excellence – Example Policy Statements for AI in Higher Education
https://pressbooks.ulib.csuohio.edu/teachingandlearning/chapter/statements/
Classroom Policies for AI Generative Tools
https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit
Course Policies related to ChatGPT and other AI Tools
https://docs.google.com/document/d/1WpCeTyiWCPQ9MNCsFeKMDQLSTsg1oKfNIH6MzoSFXqQ/edit#heading=h.oio9fphey5pp
Montclair State University AI Course Policies and Assignment Guidelines
https://www.montclair.edu/faculty-excellence/teaching-resources/clear-course-design/practical-responses-to-chat-gpt/9569-2/
University of Minnesota’s Office of the Executive Vice President and Provost ChatGPT Syllabus Statements
https://provost.umn.edu/chatgpt-syllabus-statements
Inside Higher Ed, “A Guide to Generative AI Policy Making” https://www.insidehighered.com/views/2023/03/22/ai-policy-advice-administrators-and-faculty-opinion
As you read through these syllabi statements and begin writing your own, consider these questions:
If there’s one thing Academic Technologies has come to appreciate deeply in the dynamic world of teaching and learning, it’s that there’s rarely a “one size fits all” solution. Our classrooms are diverse, our students multifaceted, and our approaches varied.
As you consider the role of AI in your syllabus, remember: it’s about finding what fits for you and your learners.
There’s still time to register for a FREE online conference that aims to address pivotal topics surrounding artificial intelligence (AI) in education.
Scheduled to take place on Saturday, August 5 and Sunday, August 6, 2023, from 10 am-4 pm (CDT), the AI x Education Conference: Generating the Future of Education with AI, invites participation from K-12 and Higher Ed educators, AI specialists, leaders in EdTech, students, and parents, with no admission cost.
The conference will discuss the impact of AI on education, address current challenges and potentials, share their perspectives and experiences, and explore innovative solutions. A special emphasis will be placed on including students’ voices in the conversation, highlighting their unique experiences and insights as the primary beneficiaries of these educational transformations.
Kristen DiCerbo, Chief Learning Officer at Khan Academy will give the keynote address, ”Building AI Applications at Scale.” And Christopher Dede, a senior research fellow and the Timothy E. Wirth Professor in Learning Technologies at Harvard Graduate School of Education for 22 years, will give the plenary talk, “If AI is the Answer, What is the Question: Thinking about Learning and Vice Versa.”
Learn more about the AI x Education Conference and register now!
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.
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.”
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.”
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.”
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.
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.”
Looking for help to detect texts or parts of a text generated by GPT-3 or GPT-2 or another artificial intelligence model?
[Note that it’s extremely difficult to definitively determine whether a language model was used to generate a piece of text, and no tool is guaranteed to be 100% effective. However, they could be potentially useful to help you identify potential instances of language model-generated text.]
That said, here’s a short and ever-growing list:
How do these tools detect AI-generated content?
These tools generally:
There’s still time to sign up for tomorrow’s Technology and Tacos lunch-and-learn session:
