Image Credit: Jonathan Kemper, Unsplash
The CUNY Graduate Center has released “ChatGPT Guidance for the CUNY Classroom.” In this overview, Roderick Hurley notes, “Knowing that some students still don’t own a computer or have 24/7 internet access, I’m worried about the potential for the use of AI technology in education to put underprivileged students at a greater disadvantage. I have concerns about access.” Matthew Gold says, “Before ChatGPT, there was Wikipedia; before Wikipedia, TV; before TV, the camera; before the camera, the printing press; and on and on…. At each step, these new technologies made people worry that the artisan work of the human hand and mind would be lost, that human creativity, authenticity, authority, and ingenuity would be subsumed and overcome by mechanical form.”
The Association for Writing Across the Curriculum released this “Statement on Artificial Intelligence Writing Tools in Writing Across the Curriculum Settings” focuses on the connection between writing and deep learning, noting:
Current AI discussions remind us, yet again, of long-established best practices in Writing Across the Curriculum, grounded in research and extant for decades: designing meaningful and specific assignments that foster learning and develop skills; focusing on processes and practices such as peer-response and revision; encouraging writing in multiple genres, including ones connected to specific disciplinary practices.
We recommend fostering the kind of deep learning and cognitive development that students gain through writing to learn and through learning to write in specific situations.
Yale’s Poorvu Center for Teaching and Learning’s “AI Guidance” recommends clear communication with students about the role of Chat GPT and other AI in your course, syllabus, and assignments: Their top three recommendations include:
(1) Instructors should be direct and transparent about what tools students are permitted to use, and about the reasons for any restrictions.
(2) Controlling the use of AI writing through surveillance or detection technology is probably not feasible.
(3) Changes in assignment design and structure can substantially reduce students’ likelihood of cheating— and can also enhance their learning.
Ongoing List of Resources on ChatGPT
“Technological Assistance in Writing Classrooms” Discussion and Resources from the 18 January 2023 English Department Meeting
Dr. Ximena Gallardo compiled two on-going resources:
- “Selected Bibliography for a Possible Discussion about Generative AI in the Classroom”
- “What Can ChatGPT Do?”
LaGuardia Community College’s Center for Teaching and Learning held a brown bag discussion about ChatGPT and AI in the classroom. The recording of the session, the link to the presentation, and additional resources shared by those who participated can all be found here:
Articles
“Academic Experts Offer Advice on ChatGPT”
https://www.insidehighered.com/news/2023/01/12/academic-experts-offer-advice-chatgpt
This article poses some general questions that might help us to frame the discussion and offers a kind of step-by-step guide for approaching teaching in this new AI frontier.
“A College Student Created an App that Can Tell Whether AI Wrote an Essay” https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism This article focuses on “GPT Zero” (linked below) created by Edward Tian to catch AI plagiarism.
“Machines Can Craft Essays. How Should Writing Be Taught Now?”
https://www.insidehighered.com/news/2022/10/26/machines-can-craft-essays-how-should-writing-be-taught-now
This article, by the same author as the one above, focuses in particular on essay writing and the writing process.
“Don’t Ban ChatGPT in Schools. Teach With It.”
https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html
An opinion piece about NYC schools decision to ban Chat GPT, by the co-host of the Hard Fork podcast.
“Alarmed by AI Chat Bots, Universities Start Revamping How They Teach.”
https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html
Faculty and administrators describe how their colleges and universities are trying to respond to Chat GPT and other AI tools. Lots of interesting hyperlinks to explore.
“ChatGPT is a mind-blowing ‘game changer’ that feels like magic, says Coursera CEO”
https://www.businessinsider.com/chatgpt-game-changer-coursera-ceo-plans-integration-coursework-2023-1
Jeff Maggioncalda uses ChatGPT daily as a writing assistant and plans to incorporate it into Coursera.
“This 22-year-old is trying to save us from ChatGPT before it changes writing forever”
https://www.npr.org/sections/money/2023/01/17/1149206188/this-22-year-old-is-trying-to-save-us-from-chatgpt-before-it-changes-writing-for
Edward Tian and his college roomate have created an app called GPT Zero, which uses ChatGPT against itself to check how much AI involvement there is in creating a given text.
Media
“A Teacher Who Loves ChatGPT”
https://www.nytimes.com/2023/01/13/podcasts/hard-fork-chatgpt-teachers-gen-z-cameras-m3gan.html
The first 30 minutes of this podcast episode focus on an interview with a high school English teacher in Oregon who has started to incorporate the use of Chat GPT into her writing assignment.
“Educators Worry about Students Using Artificial Intelligence to Cheat”
https://www.pbs.org/newshour/show/educators-worry-about-students-using-artificial-intelligence-to-cheat
A philosophy professor in South Carolina caught a student using ChatGPT to write an essay and considers ways he will have to adjust his assignments to address emerging AI tools, which he fears will only get smarter.
Finally, try this interactive test to see if you can tell whether a human student or Chat GPT wrote these responses: https://www.nytimes.com/interactive/2022/12/26/upshot/chatgpt-child-essays.html
Apps
GPTZero https://gptzero.me This app looks for AI plagiarism.
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