AI

Erik Fox-Jackson, FCPE interactive learning designer and adjunct faculty member for Adelphi’s Ed Tech and Art Ed programs, discusses how he is thinking about...

John Warner shares how to teach writing in an age of AI on episode 449 of the Teaching in Higher Ed podcast

AI just stormed into the classroom with the emergence of ChatGPT, which brings up LOTS of questions … ● How is it going to change teaching and education? ● How do we teach now that it exists? ● How can we use it? ● What should we do about it? In this ebook, you’ll find some definitions, some tools, and some ideas for using it all.

I have been thinking, reading, and writing a lot about OpenAI’s ChatGPT product over the last month. I’ve been writing from the perspective of instructional design/faculty development/edtech …

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Today we're excited to unveil Magic Write in Canva Docs, a magic new copywriting assistant helping you get to your first draft, fast.

Caktus is the first ever educational artificial intelligence tool. It allows you to automate all of your school work so you can spend more time doing the things you love!

AI Text Generators Sources to Stimulate Discussion among Teachers Compiled by Anna Mills for the Writing Across the Curriculum Clearinghouse as part of a larger resource collection: AI and Teaching Writing: Starting Points for Inquiry. Licensed CC BY NC 4.0. Contents Cautions and Disclaimers...

Brent A. Anders, PhD, explains what artificial intelligence (AI) is and why it is important for everyone to develop this soft/power skill. Awareness, Ability...

Wolfram|Alpha brings expert-level knowledge and capabilities to the broadest possible range of people—spanning all professions and education levels.

Learn about anything, instantly. or differentiation and student-facing explanations, feedback and more.

Classroom Policies for AI Generative Tools If you would like to share your course guidelines/policy, please submit it in this form. This resource is created by Lance Eaton for the purposes of sharing and helping other instructors see the range of policies available by other educators to help in...

A college kid's mission to prevent misuse of artificial intelligence.

ChatGPT: Understanding the new landscape and short-term solutions Compiled by Cynthia Alby, Co-Author of Learning That Matters: A Field Guide to Course Design for Transformative Education With many thanks to faculty and developers across Georgia and beyond who helped generate many of the ideas ...

Hi everyone. I’ve developed a ChatGPT assignment that meets my pedagogical goals, and I thought I’d share my assignment with others if they’d like to use it. As with all my assignments, all the materials are open-access, so feel free to use whatever you’d like! My goals for the assignment were the following: 1) Require students to become familiar with ChatGPT. 2) Require students to experience that ChatGPT can be erratically accurate. 3) Require students to become familiar with a ChatGPT detector. 4) Require students to commit to informing me if they use ChatGPT for their work in my course. I required students to become familiar with ChatGPT, my first goal, for both equity (I don’t want some students to be aware of it but not others) and because my course is upper-division and titled “Psychological Effects of the Internet” (although I plan to use a version of this assignment in all my courses, including Basic Stats and Research Methods). I achieved this first goal by excerpting two recent popular press articles and a collection of recent Tweets about ChatGPT showing both its power and its pitfalls. For the Tweets, I tried to spotlight at least one celebrity (Flavor Flav!). Also, because my ChatGPT assignment occurs in my course’s first unit, during which students have been learning about previous technological moral panics (some centuries old, e.g., printed novels, recorded music in movie theaters, hand calculators, even ballpoint pens), students in my course were assigned two additional brief articles about moral panics over technology. Students were then assigned two recent Tweets (well, one Tweet and one Mastodon post) written by educators recommending that the best way to avoid a moral panic about ChatGPT is to teach students how to use it critically (aka: apply critical thinking), which is what I aspired to do. Therefore, for my second goal, that of requiring students to experience that ChatGPT can be erratically accurate, I constructed six questions about my university (University of Wisconsin-Madison). I had pre-tested these questions to feel confident that ChatGPT’s answers would be somewhat correct but also incorrect. I required students to use their critical thinking to evaluate the responses ChatGPT provided, and so far, that is working out well. Not every ChatGPT response is 100% inaccurate, and even if some would be 100% accurate, students need to use critical thinking to distinguish the accuracies from the inaccuracies. For my second goal, that of requiring students to become familiar with a ChatGPT detector, I again did that for equity (I again didn’t want some students to be aware of it but not others). Students were required to copy/paste the text of one of their own previous assignments into the ChatGPT detector and to copy/paste the text of a ChatGPT-generated assignment into the detector. So far, the ChatGPT detector activity is working well, with the detector typically considering the students’ assignments as “99.9% Real” and the ChatGPT-generated assignment as “99.9% Fake.” However, along the way I learned an interesting quirk about the detector that I can share with others if you’d like. Lastly, I required students to commit to the following statement: “I know that in this course I can use ChatGPT, but I must always apply critical thinking to anything ChatGPT tells me AND I must always make a Gradebook Comment (not a Discussion Board post, but a Gradebook Comment) telling the instructor and TAs whenever I have used ChatGPT and how I have used it.” The entire assignment is attached in a PDF with links. As I mentioned before, please feel free to use whatever parts you’d like to use.

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Questions about the AI writing tool

Cynthia Alby discusses how artificial intelligence (like ChatGPT) is impacting higher education on episode 448 of the Teaching in Higher Ed podcast

Some students have been using ChatGPT, a text-based bot, to do their homework for them. Now, 22-year-old Edward Tian's new app is attracting educators working to combat AI plagiarism.

Examples and guides for using the OpenAI API. Contribute to openai/openai-cookbook development by creating an account on GitHub.

“But even when the essays are a good synthesis of other essays, written by humans, they are not human. Frankly, they creep me out precisely because they are so competent and yet so very empty. ChatGPT impersonates sentiment with sophisticated word choice but still there’s no élan. The essay does not invoke curiosity or any […]

We welcome YOU back to America's leading higher education podcast, The EdUp Experience ! It’s YOUR time to #EdUp In this episode, YOUR guest is ChatGPT Y…

In case you missed it, there's a new kid in your class this term. They have access to (most) of the Internet's vast trove of information, and are a pretty darn good writer.