chatGPT – learn more.
I feel excited about chatGPT and figuring out how to leverage it for academic, professional, instructional and personal purposes.
Think about the possibilities for personalized tutoring, grading, and feedback for online learners that are just in time. The possibilities are so exciting.
I am also excited about how it will reinforce the need for the designs of authentic online assessments, and provide a context for instructional design discussions with online faculty about aligning activities, with objectives and assessments and how to approach assessments, expectations, and instructions.
What I am not crazy about is the freak out on learners cheating, and how very damaging the subsequent rhetoric is on many levels… and how administrators, faculty, and vendors may respond.
Change is certain. We need to evolve.
Here are some resources:
chatGPT – Check it out. the newest version of OpenAI’s AI technologies.
- Chat GPT Q&A for Learning Professionals
- 10 facts about ChatGPT
- ChatGPT and Education
- Coping With ChatGPT – Tracy Mitrano
- Practical responses to ChatGPT – Montclair State University
- Artificial Intelligence Writing – UCF – Suggestions: 1. Neutralize the Software, 2. Teach Ethics, Integrity, and Career-Related Skills, 3. Lean into the Software’s Abilities
- ChatGPT Advice Academics Can Use Now – Susan D’Agostino
- A Teacher’s Prompt Guide to ChatGPT aligned with ‘What Works Best’
- How ChatGPT Could Transform Higher Education – Nancy Gleason
- Introduction to ChatGPT for Higher Education – Judith Dutill
- Chat GPT and AI Composition Tools – Georgetown University
- AI in Education Resource Directory – Daniel Stanford
- Artificial Intelligence (AI): A Discussion for Education. – Christina DiMicelli
- Our Obsession with Cheating is Ruining Our Relationship with Students
- AI Will Augment, Not Replace – Marc Watkins, in Inside Higher Ed.
- Faculty Focus: ChatGPT: A Must-See Before the Semester Begins
- AI Text Generators: Sources to Stimulate Discussion among Teachers – Anna Mills
- Freaking Out About ChatGPT—Part I – John Warner, in Inside Higher Ed.
- How About We Put Learning at the Center? – John Warner, in Inside Higher Ed.
- AI Unleashed – Steven Mintz, in Inside Higher Ed.
- Deconstructing ChatGPT on the Future of Continuing Education – Ray Schroeder, in Inside Higher Ed.
- AI Text Generators: Sources to Stimulate Discussion among Teachers – Compiled by Anna Mills.
- Resources for exploring ChatGPT and higher education – Bryan Alexander.
- Artificial Intelligence in Teaching & Learning: a partially curated bibliography and resource page – University of Toronto.
- Attributed Question Answering: Evaluation and Modeling for Attributed Large Language Models –
- Update your course syllabus for chatGPT – Ryan Watkins
- Chatting about chatGPT – Bettyjo Bouchey
- More chatting on chatGPT – Bettyjo Bouchey
- ChatGPT Is a Tipping Point for AI by Ethan Mollick in Harvard Business Review.
- Anthropic’s Claude improves on ChatGPT but still suffers from limitations– Kyle Wiggers
- How Artificial Intelligence is impacting Higher Education – Cynthia Alby
- ChatGPT & VR – Changing the Way we Learn Soft Skills
- The nail in the coffin: How AI could be the impetus to reimagine education
- Effective use of machine learning to empower your research
- What might ChatGPT mean for higher education?
Syllabus Statement adapted from Coping With ChatGPT – Tracy Mitrano
A Special Note About the Use of Artificial Intelligence for Coursework
Originality is the cornerstone to all academic endeavors. We stand on the shoulders of those who have come before us to teach and learn, research, and analyze to produce newly insightful work. The expectation of this course and its instructor is that all work produced for a grade will be the sole product of a student’s endeavors to meet those academic goals.
Students are encouraged to use artificial intelligence among many other (re)search resources, if a student finds the resources a useful tool. Students must not substitute the substance of their work with the results of such (re)search tools, however, as that act would contravene the rules academic integrity and their underlying academic values.
For undergraduates, please note that assessments, and course activities and interactions will ask you to synthesize readings, lectures, and course interactions/discussions. Course assignments are intentionally designed to stimulate and develop critical thinking and individual skills, understanding and innovation. For graduate students, please take careful note that your contributions and written course work must respond to the particularized learning within this course. Course activities, assignments, and interactions are designed to hone your academic skills and abilities to interpret course content, activities, interactions and materials in the context of particularized queries, thought, and research.
References
Office of Teaching, Learning, and Technology. (2023). Artificial Intelligence Tools and Teaching. Iowa University. https://teach.its.uiowa.edu/artificial-intelligence-tools-and-teaching
Center for New Designs in Learning and Scholarship (2023). Chat GPT and Artificial Intelligence Tools. Georgetown University. https://cndls.georgetown.edu/ai-composition-tools/#privacy-and-data-collection
Office for Faculty Excellence (2023). Practical Responses to ChatGPT. Montclair State University. https://www.montclair.edu/faculty-excellence/practical-responses-to-chat-gpt/
Center for Teaching and Learning (2023). University of Massachusetts Amherst. How Do I Consider the Impact of AI Tools like ChatGPT in My Courses https://www.umass.edu/ctl/how-do-i-consider-impact-ai-tools-chatgpt-my-courses
Tags: ai, artificial intelligence, chatGPT, freaking out, pedagogy, tech, technology
