This is a template for keeping a log of what you create/ask of AI tools. If you end up using more than 1 AI tool, then make a different table for each tool. This video (4:44 minutes) can help you get set up and started on it. Query Log You will be asked to log into at least one platform with th...
Developing academic literacies in the era of artificial intelligence – part 2
Post written by Susan Robbins: Senior Lecturer in English Language (Sussex Centre for Language Studies) This post follows on from an earlier post: developing academic literacies – part…
After A Number Of ChatGPT Experiments, Here Is The Student Guidance I THINK I’ll Start Off With Next Year. How Can I Improve It?
I tried out a lot of different Artificial Intelligence ideas with my students in the final months of school this page year. You can read about all of them at MY BEST POSTS ON ARTIFICIAL INTE…
As AI panic spreads across academia, Wharton educators Ethan and Lilach Mollick offer advice for crafting classroom policies and assignments that incorporate the use of AI tools such as ChatGPT and other large language models to elevate student learning.
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.
