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.
- Faculty Focus: ChatGPT: A Must-See Before the Semester Begins
- Introduction to ChatGPT for Higher Education – Judith Dutill
- Chat GPT and AI Composition Tools – Georgetown University
- How to prevent students from using AI to cheat – 10 Tips to stop students cheating.
- Resources for exploring ChatGPT and higher education – Bryan Alexander.
- A Teacher’s Prompt Guide to ChatGPT aligned with ‘What Works Best’
- 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
- AI Text Generators: Sources to Stimulate Discussion among Teachers – Anna Mills
- 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 –
- Effective use of machine learning to empower your research
- 10 facts about ChatGPT
- AI in Education Resource Directory – Daniel Stanford
- U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. https://www2.ed.gov/documents/ai-report/ai-report.pdf
- WCET Surveys Institutions to Determine AI Policies & Practices – July 2023
- Artificial Intelligence Campus Adoption – New Report from WCET – July 2023.
- Researchers find little evidence of cheating with online, unsupervised exams – July 2023.
- Artificial Intelligence Innovations in Online Learning
- How ChatGPT killed my discussion boards and prompted new prompts: Advice on learning and discussion prompts that require students to think beyond the remit of AI responses – July 2023
- Incorporating AI in Teaching: Practical Examples for Busy Instructors – Daniel Stanford, July 2023.
- How will AI impact online education? – The Ed Advocate, June 2023.
- Generative AI can change assessment for the better – George Bryant-Aird argues that AI literacy is not something universities can, or should, be punishing or seeking to prevent – November 2023
- Impact of AI in E-Learning Industry– April 2023.
- The Rise of Artificial Intelligence in Education: Will A.I. Disrupt eLearning? – April 2023.
- AI Will Transform Teaching and Learning. Let’s Get it Right. – Stanford, March 2023.
- AI in higher education – A tool for better learning? – University World News, February 2023
- The potential of artificial intelligence in assessment feedback– Times Higher Education, August 2022.
- Harnessing The Power Of Artificial Intelligence For Summative And Formative Assessments In Higher Education– August 2021.
- ChatGPT & Education
- ChatGPT and Education
- Coping With ChatGPT – Tracy Mitrano
- Practical responses to ChatGPT – Montclair State University
- How ChatGPT Could Transform Higher Education – Nancy Gleason
- 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.
- 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.
- 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
- Seo, K., Tang, J., Roll, I. et al. (2021) The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Education Technol ogy in Higher Education, 18, 54. https://doi.org/10.1186/s41239-021-00292-9. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00292-9
- Hwang, G., Tu, Y., & Tang, K., (February 2022) AI in Online-Learning Research: Visualizing and Interpreting the Journal Publications from 1997 to 2019. International Review of Research in Open and Distributed Learning, Volume 23, Number 1.
- Update your course syllabus for chatGPT – Ryan Watkins
Options adapted from UMass Amherst CTL: How Do I Consider the Impact of AI Tools like ChatGPT in My Courses?
- AI is not allowed: In this course all work is expected to be generated by the learners themselves, whether working individually, or in groups. Learners should not have another person, or entity do any drafting or writing of any substantive portion of assignments for them, which includes hiring a person, or a company to write assignments, and/or using artificial intelligence tools like ChatGPT.
- AI is encouraged in specific assignments with attribution: In this course learners can choose to use AI tools like ChatGPT to help brainstorm and/or draft assignments or projects, or to revise existing written work. It is expected that submitted assignments will follow the specific assignment instructions regarding the use of AI, and appropriately reference, cite, and attribute any role played, or text generated by AI tools.
- AI is encouraged/required with attribution: The use of AI tools, including ChatGPT, is encouraged/required in this course for specific assignments. To adhere to our scholarly values, learners must appropriately cite any AI-generated material that informed their work (this includes in-text citations and/or use of quotations, and in the reference list). Using an AI tool to generate content without proper attribution violates institutional academic integrity policies.
See the SUNY DLE Syllabus template AI statement.
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.
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
updated: August 4, 2023