We found 257 results that contain "ai incorporation"
Posted on: #iteachmsu
Introducing Packback: a new student discussion portal with AI-mediated coaching & quality assessment
What is Packback?
Packback is an online discussion forum tool is designed to motivate students to explore and investigate the assigned topic, encouraging genuine curiosity and engagement. Students receive live AI-based coaching on writing quality, topic relevance, content originality, and inclusion of citations in their discussion forum posts. Their performance in each of these areas are combined into a single “Curiosity Score” provided to the instructor. Altogether, this increases the detail of feedback the student receives while still alleviating the hands-on time required of the instructor.
How it works & where it excels.
The Curiosity Score is meant to reflect student effort and is calculated based on the Legibility, Endedness, and Credibility of the student’s post. Students can still submit a post flagged by the AI as having a low Curiosity Score. If a flagged post is submitted, a human coach will review the post and provide private feedback to the student, who can then revise their post any number of times until the deadline set by the instructor.
Students are actively encouraged to develop (and respond to) open-ended questions that prompt discussion, relate course material to the “real world”, and may not have one “right” answer.
Packback intercepts closed-ended, off-topic, plagiarized, and poorly written posts, increasing the value of each post to the overall discussion forum. This allows instructors to spend their time assessing the content of discussion posts and answers, as opposed to the students’ writing. The assessment criteria considered by the Packbak AI can be customized by the instructor, including number of posts in each time period, minimum Curiosity Score for each post, and the discussion topic.
Packback’s AI suggests posts with particularly high scores for you to feature and promote in your class, giving students examples to emulate and learn from the feedback given to the featured posts.
Large courses utilize Packback to improve student performance and utility of assessment feedback. Courses can be broken into smaller groups by creating self-selected sub-sections.
Small courses use Packback as a platform for centralizing peer discussion and communication as students to deep-dive into a given topic.
Packback limitations.
The AI assessment can feel like a “black box” to instructors since a single, comprehensive Curiosity Score is given to each post. Scores can be modified manually in cases where the instructor disagrees with the assigned score.
The Packback-D2L Integration is effectively a direct link to the Packback community for your course, as opposed to embedding the Packback experience directly into your D2L course.
Grades are not included in the Packback D2L integration. Packback’s Curiosity Scores are not sent to the D2L course gradebook, scores must be downloaded from Packback and uploaded to the D2L gradebook.
Where to learn more.
The Packback home page is a great starting point for exploring Packback features, design, user satisfaction data, and testimonials from both students and instructors.
Packback has a curated, consolidated Educator Support page.
The Packback blog includes numerous articles, interviews, and lecture webinars on pedagogy, user testimonials, and news/updates.
This recorded Packback training webinar from the August 2020 Online Readiness Webinar Series at MSU
This webinar on Tips, Tricks, and Practical Approaches for Getting the Most Value out of Packback
Packback is an online discussion forum tool is designed to motivate students to explore and investigate the assigned topic, encouraging genuine curiosity and engagement. Students receive live AI-based coaching on writing quality, topic relevance, content originality, and inclusion of citations in their discussion forum posts. Their performance in each of these areas are combined into a single “Curiosity Score” provided to the instructor. Altogether, this increases the detail of feedback the student receives while still alleviating the hands-on time required of the instructor.
How it works & where it excels.
The Curiosity Score is meant to reflect student effort and is calculated based on the Legibility, Endedness, and Credibility of the student’s post. Students can still submit a post flagged by the AI as having a low Curiosity Score. If a flagged post is submitted, a human coach will review the post and provide private feedback to the student, who can then revise their post any number of times until the deadline set by the instructor.
Students are actively encouraged to develop (and respond to) open-ended questions that prompt discussion, relate course material to the “real world”, and may not have one “right” answer.
Packback intercepts closed-ended, off-topic, plagiarized, and poorly written posts, increasing the value of each post to the overall discussion forum. This allows instructors to spend their time assessing the content of discussion posts and answers, as opposed to the students’ writing. The assessment criteria considered by the Packbak AI can be customized by the instructor, including number of posts in each time period, minimum Curiosity Score for each post, and the discussion topic.
Packback’s AI suggests posts with particularly high scores for you to feature and promote in your class, giving students examples to emulate and learn from the feedback given to the featured posts.
Large courses utilize Packback to improve student performance and utility of assessment feedback. Courses can be broken into smaller groups by creating self-selected sub-sections.
Small courses use Packback as a platform for centralizing peer discussion and communication as students to deep-dive into a given topic.
Packback limitations.
The AI assessment can feel like a “black box” to instructors since a single, comprehensive Curiosity Score is given to each post. Scores can be modified manually in cases where the instructor disagrees with the assigned score.
The Packback-D2L Integration is effectively a direct link to the Packback community for your course, as opposed to embedding the Packback experience directly into your D2L course.
Grades are not included in the Packback D2L integration. Packback’s Curiosity Scores are not sent to the D2L course gradebook, scores must be downloaded from Packback and uploaded to the D2L gradebook.
Where to learn more.
The Packback home page is a great starting point for exploring Packback features, design, user satisfaction data, and testimonials from both students and instructors.
Packback has a curated, consolidated Educator Support page.
The Packback blog includes numerous articles, interviews, and lecture webinars on pedagogy, user testimonials, and news/updates.
This recorded Packback training webinar from the August 2020 Online Readiness Webinar Series at MSU
This webinar on Tips, Tricks, and Practical Approaches for Getting the Most Value out of Packback
Authored by:
Natalie Vandepol
Posted on: GenAI & Education
November 2023 Update - MSU's generative a.i. statements and guidance
In the higher ed community, generative A.I. is driving a large amount of discussion, and participation in A.I. sessions at conferences and on campuses is high. We are hearing directly from business and professional communities that there's a growing expectation that college graduates will be informed about and have facility with A.I. tools. Generative A.I. is a complex topic, and a moving target, but MSU has worked to have timely student- and educator-facing guidance concerning these tools. We are trying to be intentional about encouraging MSU educators to incorporate instruction about and use of A.I. tools into their courses where appropriate. Here is where things that speak directly or tangentially to teaching and learning stand currently (as of November 2023) at MSU:
The faculty-facing guidance
The student-facing guidance
University-wide guidance on data security and generative a.i.
Educator-facing generative a.i. FAQ
Academic integrity and generative a.i.
Community-facing generative a.i. guidance at a glance
Syllabus Language for generative a.i.
It is likely that the guidance statements above will evolve over time, which is reflective of the rapidly changing nature of these technologies and the university's responses to them. We have a number of ongoing initiatives in this area, including a robust learning community, an A.I. ethics initiative, and numerous college-level supports. Additionally the MSU a.i. club , which is a student-run initiative. It is quite active and is one of the fastest-growing clubs at MSU. Generative A.I. represents a significant change in society. As educators we are going to need to be informed about it, and nimble in our responses to it. The Center for Teaching and Learning Innovation will continue to be active in this area, and will strive to stay abreast of develoments that affect MSU's teaching and learning communty.
The faculty-facing guidance
The student-facing guidance
University-wide guidance on data security and generative a.i.
Educator-facing generative a.i. FAQ
Academic integrity and generative a.i.
Community-facing generative a.i. guidance at a glance
Syllabus Language for generative a.i.
It is likely that the guidance statements above will evolve over time, which is reflective of the rapidly changing nature of these technologies and the university's responses to them. We have a number of ongoing initiatives in this area, including a robust learning community, an A.I. ethics initiative, and numerous college-level supports. Additionally the MSU a.i. club , which is a student-run initiative. It is quite active and is one of the fastest-growing clubs at MSU. Generative A.I. represents a significant change in society. As educators we are going to need to be informed about it, and nimble in our responses to it. The Center for Teaching and Learning Innovation will continue to be active in this area, and will strive to stay abreast of develoments that affect MSU's teaching and learning communty.
Authored by:
Jeremy Van Hof
Posted on: GenAI & Education
ChatGPT Effective Use (Spring 2023)
ChatGPT is a tool developed by OpenAI that can be utilized in academic and research settings. As we navigate the landscape of artificial intelligence, understanding the tools available to us and how to use them effectively is important. This document introduces ChatGPT, describing the basics of what it is, how it works, and some of its limits. It also discusses potential usage in academic contexts, focusing on areas such as writing support, text synthesis, and research assistance. The overarching theme of this document is to encourage use of AI as a partner to thinking, not to replace human thought with AI. Like other educational technologies, we aim to strategically enhance our capabilities.
The following questions frame the content in this document:
What is ChatGPT?
What are some effective practices for using ChatGPT?
What are some academic use cases for ChatGPT?
Full Document -- ChatGPT Effective Use (Spring2023) (Gerlach)
The following questions frame the content in this document:
What is ChatGPT?
What are some effective practices for using ChatGPT?
What are some academic use cases for ChatGPT?
Full Document -- ChatGPT Effective Use (Spring2023) (Gerlach)
Authored by:
Jeff Gerlach
Posted on: GenAI & Education
ChatGPT Effective Use (Spring 2023)
ChatGPT is a tool developed by OpenAI that can be utilized in acade...
Authored by:
Wednesday, Jul 12, 2023
Posted on: GenAI & Education
Artificial Intelligence in Higher Education (and Learning)
The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications.
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input).
Deconstructing ChatGPT on the Future of Continuing Education
The future has arrived in continuing education—however, many have yet to realize the arrival.
[URL] Abstract: "The rise of AI technology and advancements in language models, such as ChatGPT, are poised to change the face of continuing education. The technology offers the potential for personalized and interactive learning experiences, making education more accessible and convenient for students. However, there are concerns about the potential job displacement and ethical implications of relying heavily on AI-powered learning systems. The article explores the potential benefits and drawbacks of ChatGPT and other AI systems in continuing education, and the need for careful consideration of these implications as the technology continues to evolve."
[text] Abstract: The recently released ChatGPT and GPT-3.5 from OpenAI have the potential to revolutionize the field of education. The advancements in AI technology will support heutagogy, which emphasizes student-centered, self-determined learning. AI will serve as a learning assistant, providing personalized and adaptive paths for learners. The technology promises universal access to education and a brighter future for lifelong learning. OpenAI has also taken steps to protect the system from providing harmful content, using a combination of a special prompt and Reinforcement Learning from Human Feedback (RLHF). Early user responses have been positive, with some stating that ChatGPT could potentially replace human-written essays.
ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
[URL] Abstract: "The rise of AI language models like ChatGPT is having a significant impact on writing and journalism, and higher education must respond. As AI technology continues to improve and become more prevalent, it is likely to impact the skills and knowledge required of future writers and journalists. Higher education institutions must consider how to adapt and prepare students for a future where AI-generated writing is increasingly common. The article argues that higher education institutions must play a role in preparing students for the ethical and practical implications of working with AI systems and in shaping the future of writing and journalism in an age of AI."
[text] Abstract: The article discusses the latest developments in deep machine learning, specifically the highly sophisticated AI chatbot ChatGPT developed by OpenAI. The author notes that the new interface has attracted over a million users in just five days and that ChatGPT is free and can generate text in various structured languages. The author also acknowledges potential concerns, such as the accuracy and bias of AI-generated text, but argues that these are dynamic and improving. The author argues that higher education institutions need to embrace the use of AI-generated text, but also need to reassess their pedagogical and assessment practices to incorporate AI-generated text in a way that aligns with the goals of equity, inclusion, and access. The author suggests that assessment should focus on process rather than outcome and gives a sample class activity that encourages students to compare assigned readings with AI-generated content.
Chatgpt And Its Effects On Higher Education (Full article written by ChatGPT)
[URL] Abstract: The use of ChatGPT in higher education has both benefits and drawbacks. ChatGPT is a natural language processing model that can generate human-like text responses to input text, and is trained on large amounts of text data to learn the patterns and structures of human language. This makes it useful for enhancing language understanding, improving writing skills, and increasing accessibility for students with disabilities. However, NLP models can also reproduce and amplify biases and discrimination in the data they are trained on, have limited flexibility, and create a dependence on technology. Cheating on exams with NLP models is also possible and difficult to prevent, but strict monitoring and oversight can help mitigate this risk.
How ChatGPT Could Transform Higher Education
[URL] abstract: This article discusses the potential impact of OpenAI's language model, ChatGPT, on higher education. It highlights the ability of ChatGPT to provide personalized and automated answers to students' questions, allowing for more efficient and accessible education. The article also touches on the potential ethical considerations and the need for proper implementation and regulation in order to maximize the benefits and minimize potential negative consequences.
[text] abstract: ChatGPT is a large language model developed by OpenAI that excels in various text-based tasks, such as writing and composing. In the field of higher education, ChatGPT has the potential to revolutionize the way students and educators approach learning by providing personalized real-time responses to questions and needs. However, there are also significant dangers associated with the use of ChatGPT in higher education, including the potential for the model to reproduce biases and stereotypes and to reduce human interaction and personalized feedback in the learning process.
Freaking Out About ChatGPT—Part I
Artificial intelligence can crank out passable student essays in seconds. What are we going to do?
[text] article: The OpenAI ChatGPT interface has raised concerns in the academic community due to its ability to produce high-quality writing in seconds. The author, who has been monitoring the technology, finds the progress of GPT3 remarkable but also sees it as an opportunity to re-examine teaching practices and align them with pedagogical values. ChatGPT, however, has no understanding of content and cannot synthesize or evaluate information accurately. The author fed ChatGPT sample questions from past AP exams and was surprised by the quality of the responses. The author argues that the prevalence of standardized assessments and templates like the five-paragraph essay has corrupted the learning process and affected student writing abilities and attitudes towards writing and school. To address this, the author suggests providing students with learning experiences of intrinsic interest, utilizing methods of assessment that consider the learning process, and requiring students to demonstrate understanding in different ways.
[URL] abstract: The article "Freaking Out About ChatGPT- Part I" discusses the potential ethical and societal implications of OpenAI's language model, ChatGPT. The author highlights the concerns of chatbots being used for malicious purposes and the consequences of having AI models with advanced language capabilities. The article suggests that as AI technology continues to advance, it is crucial to consider the ethical implications and take steps to mitigate potential negative consequences.
Using Artificial Intelligence in the Classroom
[URL] abstract: This guide provides an overview of using artificial intelligence (AI) in the classroom. It discusses the benefits and challenges of incorporating AI technologies, such as chatbots and machine learning algorithms, into education. It also explores various examples of AI applications in education, such as personalized learning and language tutoring. The guide also provides recommendations for educators and institutions looking to integrate AI into their teaching practices.
[text] Abstract: ChatGPT, a new conversational artificial intelligence (AI) program, has sparked discussions on its potential impact on higher education and the workforce. While some fear its threat, instructors can use it as an opportunity to educate students on AI by incorporating it in their teaching methods. This approach can encourage student participation in a larger societal discussion, help them develop ethical grounding and understanding of academic integrity related to AI. To prepare, instructors should reflect on the potential threats and benefits, test AI themselves, revise assignments, consider data and privacy policies, and identify and communicate opportunities in their course.
4 Ways Universities Can Use AI to Streamline Operations
[URL] Abstract: Artificial intelligence (AI) is increasingly being adopted by universities to streamline their operations and improve the student experience. AI can help universities save time and resources by automating repetitive tasks, such as scheduling, student services, and administrative functions. There are several ways that universities can use AI to streamline operations and improve efficiency.
Personalized Student Services: AI can be used to provide students with personalized support and information, including admission and enrollment guidance, financial aid, and course scheduling.
Improved Admissions Process: AI can automate the time-consuming and repetitive task of reviewing and sorting through large numbers of applications, enabling universities to process applications faster and more efficiently.
Streamlined Administrative Functions: AI can automate routine tasks, such as student registration, grade reporting, and course scheduling, freeing up staff time and resources for more important tasks.
Enhance Student Learning: AI can be integrated into the curriculum, providing students with customized and interactive learning experiences that can improve their comprehension and retention of course material.
In conclusion, AI has the potential to revolutionize the way universities operate, improving efficiency and the student experience. Universities can use AI to streamline operations, save time and resources, and improve the overall educational experience.
[text] Abstract: This article explains the benefits of using AI chatbots in higher education institutions. AI chatbots can help reduce call and email volume, streamline the application process, increase availability and accessibility for students, and improve operational efficiency for staff. For example, chatbots can answer routine questions from students 24/7 and remind students about unfinished applications. This can increase the likelihood of students enrolling, leading to better margins for the institution. By improving operational efficiency, staff can focus on more complex interactions with students. Chatbots have already been successful in reducing costs for universities and colleges.
ChatGPT: A Must-See Before the Semester Begins
[URL] Abstract: The article "ChatGPT: A Must-See Before the Semester Begins" focuses on the application of advanced language model technology in the classroom. It highlights the potential benefits of using OpenAI's ChatGPT for educational purposes, including improved student engagement and increased efficiency in answering frequently asked questions. The article also provides tips for integrating ChatGPT into teaching practices, such as using it for language translation and enhancing discussion forums. Overall, the article emphasizes the importance of utilizing cutting-edge technology in education and presents ChatGPT as a valuable tool for educators.
[text] Abstract: This article discusses the potential impact of AI in education, specifically in the realm of writing. The author highlights the capabilities of a language model called ChatGPT, which is capable of generating various forms of writing including movie scripts, sonnets, grant proposals, and more. The author argues that the advent of AI writing technology could potentially lead to a shift in the way education is approached, moving away from traditional rote learning and towards a model that emphasizes student-driven learning and collaboration with AI. The author also raises questions about the ethical implications of AI writing, and encourages educators to consider the possibilities for creating more meaningful and purposeful learning experiences for students.
How Emotion AI will change the online learning landscape
[URL] Abstract: Emotion AI is a rapidly developing field that uses artificial intelligence to recognize and respond to human emotions. This technology has the potential to revolutionize the online learning landscape by creating a more personalized and engaging learning experience. By using Emotion AI, online learning platforms can track and respond to the emotional state of students, making the learning process more adaptive and effective. This article explores the benefits of Emotion AI in online learning and how it will shape the future of education.
[text] Abstract: Emotion AI, a branch of affective computing, is gaining mainstream attention for its ability to recognize and respond to human emotions. With the growth of technology, understanding both the cognitive and affective channels of human connection is crucial. As such, industries such as automotive, retail, and education are investing in making their technology more human-like using computer vision and speech recognition. In the education sector, Emotion AI is expected to transform online learning by providing a more personalized and engaging experience for learners. By monitoring the emotions of students and providing feedback to instructors, Emotion AI can improve the learning process and tailor the curriculum to each student's needs. The technology has the potential to play an increasingly important role in the online learning landscape and is likely to transform the way we learn in the future.
ChatGPT Advice Academics Can Use Now
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.
[URL] Abstract: This article reports on advice offered by academic experts on how to use AI language models like ChatGPT in academia. The experts discuss the benefits and limitations of using AI language models, and offer suggestions on how to effectively integrate them into research and teaching. They also emphasize the importance of being aware of ethical considerations, such as ensuring the appropriate use of data and avoiding the spread of misinformation. The article provides valuable insights for academic institutions looking to utilize AI language models in their work.
[text] Abstract: With the advent of ChatGPT, a language model released by OpenAI, the academic community is grappling with the potential and risks posed by this game-changing technology. The bot writes essays, poems, and debates on a wide range of topics and has even earned passing scores on the bar exam. While some see opportunities for accelerating discussions about teaching and learning, others worry about widespread cheating. Experts in higher education suggest a deliberate and flexible approach to ChatGPT. Faculty members should familiarize themselves with AI writing aids and consider their implications for different courses. Administrators should support faculty training and provide clear instructions to students on the use of AI aids. The focus should be on how these tools can achieve learning outcomes and promote equity and access. By thinking a few years ahead and asking the right questions, academic integrity concerns can be minimized while promoting learning outcomes.
Thoughts about the impact of AI text on assessment
[URL] Abstract: The article "Thoughts About the Impact of AI on Text Assessment" explores the potential consequences of the widespread adoption of artificial intelligence in the field of text assessment. The author discusses the various advantages and disadvantages of relying on AI algorithms, including the ability to analyze large amounts of data quickly, the potential for unbiased scoring, and the possibility of oversimplifying complex linguistic phenomena. They also examine the ethical considerations involved in using AI for text assessment, such as accountability, privacy, and the potential for AI to perpetuate existing biases. Overall, the article provides a comprehensive overview of the impact of AI on text assessment and encourages readers to consider both the benefits and challenges of this technology.
[text] Abstract: The use of Large Language Models (LLMs) like ChatGPT has raised concerns in the education community regarding their impact on assessment. The author highlights that AI-generated text is not a new problem, as similar issues exist with the use of search engines and essay-writing services. The truthfulness and trustworthiness of AI-generated text are not exclusive to AI, as people can also write untruthful information. The author suggests that the solution to assessment is not to rely on large texts or quizzes, but to focus on long-term engagement for building reputation. The education system needs to be restructured to keep small class sizes and emphasize 1:1 engagement for quality learning. The author also points out that AIs will play a significant role in our lives and need to be educated to be friendly and not competition.
ADDITIONAL RESOURCES
How to Productively Address AI-Generated Text in Your Classroom
What are ChatGPT and AI-generated text?
How can you most productively address Chat-GPT and other AI text tools?
Why might students use AI-generated text?
How can you identify AI-generated text?
How can you address AI-generated content in your syllabus and course design?
How can you adjust assignments to make them more AI-resistant?
How can you embrace the AI tools for improving student learning?
ChatGPT and AI in Higher Education: Opportunities and Challenges
Presenters: Vivek Astvansh, Paul Cook, Jeanette Heidewald, Rebecca Itow, Kevin Jones
Moderator: Adam Maksl
Recorded Wednesday, January 18, 2023 3 - 4 p.m. EST
A panel of faculty and experts across IU campuses explores the potential uses and challenges of ChatGPT and other AI technologies in teaching and learning. We've seen many media reports in recent weeks about the technology. Discussions have included not only concerns about students using the tool to cheat but also opportunities to use such tech in automating administrative tasks or proactively introducing students to technology likely to shape the future of work.
In this webinar, we provided a brief overview of the technology and explored these topics and more, identifying both challenges and opportunities for teaching and learning. Our panelists provided diverse, cross-disciplinary perspectives. This panel was the first in a series of programs offered across IU campuses on AI and its role in teaching and learning.
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input).
Deconstructing ChatGPT on the Future of Continuing Education
The future has arrived in continuing education—however, many have yet to realize the arrival.
[URL] Abstract: "The rise of AI technology and advancements in language models, such as ChatGPT, are poised to change the face of continuing education. The technology offers the potential for personalized and interactive learning experiences, making education more accessible and convenient for students. However, there are concerns about the potential job displacement and ethical implications of relying heavily on AI-powered learning systems. The article explores the potential benefits and drawbacks of ChatGPT and other AI systems in continuing education, and the need for careful consideration of these implications as the technology continues to evolve."
[text] Abstract: The recently released ChatGPT and GPT-3.5 from OpenAI have the potential to revolutionize the field of education. The advancements in AI technology will support heutagogy, which emphasizes student-centered, self-determined learning. AI will serve as a learning assistant, providing personalized and adaptive paths for learners. The technology promises universal access to education and a brighter future for lifelong learning. OpenAI has also taken steps to protect the system from providing harmful content, using a combination of a special prompt and Reinforcement Learning from Human Feedback (RLHF). Early user responses have been positive, with some stating that ChatGPT could potentially replace human-written essays.
ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
[URL] Abstract: "The rise of AI language models like ChatGPT is having a significant impact on writing and journalism, and higher education must respond. As AI technology continues to improve and become more prevalent, it is likely to impact the skills and knowledge required of future writers and journalists. Higher education institutions must consider how to adapt and prepare students for a future where AI-generated writing is increasingly common. The article argues that higher education institutions must play a role in preparing students for the ethical and practical implications of working with AI systems and in shaping the future of writing and journalism in an age of AI."
[text] Abstract: The article discusses the latest developments in deep machine learning, specifically the highly sophisticated AI chatbot ChatGPT developed by OpenAI. The author notes that the new interface has attracted over a million users in just five days and that ChatGPT is free and can generate text in various structured languages. The author also acknowledges potential concerns, such as the accuracy and bias of AI-generated text, but argues that these are dynamic and improving. The author argues that higher education institutions need to embrace the use of AI-generated text, but also need to reassess their pedagogical and assessment practices to incorporate AI-generated text in a way that aligns with the goals of equity, inclusion, and access. The author suggests that assessment should focus on process rather than outcome and gives a sample class activity that encourages students to compare assigned readings with AI-generated content.
Chatgpt And Its Effects On Higher Education (Full article written by ChatGPT)
[URL] Abstract: The use of ChatGPT in higher education has both benefits and drawbacks. ChatGPT is a natural language processing model that can generate human-like text responses to input text, and is trained on large amounts of text data to learn the patterns and structures of human language. This makes it useful for enhancing language understanding, improving writing skills, and increasing accessibility for students with disabilities. However, NLP models can also reproduce and amplify biases and discrimination in the data they are trained on, have limited flexibility, and create a dependence on technology. Cheating on exams with NLP models is also possible and difficult to prevent, but strict monitoring and oversight can help mitigate this risk.
How ChatGPT Could Transform Higher Education
[URL] abstract: This article discusses the potential impact of OpenAI's language model, ChatGPT, on higher education. It highlights the ability of ChatGPT to provide personalized and automated answers to students' questions, allowing for more efficient and accessible education. The article also touches on the potential ethical considerations and the need for proper implementation and regulation in order to maximize the benefits and minimize potential negative consequences.
[text] abstract: ChatGPT is a large language model developed by OpenAI that excels in various text-based tasks, such as writing and composing. In the field of higher education, ChatGPT has the potential to revolutionize the way students and educators approach learning by providing personalized real-time responses to questions and needs. However, there are also significant dangers associated with the use of ChatGPT in higher education, including the potential for the model to reproduce biases and stereotypes and to reduce human interaction and personalized feedback in the learning process.
Freaking Out About ChatGPT—Part I
Artificial intelligence can crank out passable student essays in seconds. What are we going to do?
[text] article: The OpenAI ChatGPT interface has raised concerns in the academic community due to its ability to produce high-quality writing in seconds. The author, who has been monitoring the technology, finds the progress of GPT3 remarkable but also sees it as an opportunity to re-examine teaching practices and align them with pedagogical values. ChatGPT, however, has no understanding of content and cannot synthesize or evaluate information accurately. The author fed ChatGPT sample questions from past AP exams and was surprised by the quality of the responses. The author argues that the prevalence of standardized assessments and templates like the five-paragraph essay has corrupted the learning process and affected student writing abilities and attitudes towards writing and school. To address this, the author suggests providing students with learning experiences of intrinsic interest, utilizing methods of assessment that consider the learning process, and requiring students to demonstrate understanding in different ways.
[URL] abstract: The article "Freaking Out About ChatGPT- Part I" discusses the potential ethical and societal implications of OpenAI's language model, ChatGPT. The author highlights the concerns of chatbots being used for malicious purposes and the consequences of having AI models with advanced language capabilities. The article suggests that as AI technology continues to advance, it is crucial to consider the ethical implications and take steps to mitigate potential negative consequences.
Using Artificial Intelligence in the Classroom
[URL] abstract: This guide provides an overview of using artificial intelligence (AI) in the classroom. It discusses the benefits and challenges of incorporating AI technologies, such as chatbots and machine learning algorithms, into education. It also explores various examples of AI applications in education, such as personalized learning and language tutoring. The guide also provides recommendations for educators and institutions looking to integrate AI into their teaching practices.
[text] Abstract: ChatGPT, a new conversational artificial intelligence (AI) program, has sparked discussions on its potential impact on higher education and the workforce. While some fear its threat, instructors can use it as an opportunity to educate students on AI by incorporating it in their teaching methods. This approach can encourage student participation in a larger societal discussion, help them develop ethical grounding and understanding of academic integrity related to AI. To prepare, instructors should reflect on the potential threats and benefits, test AI themselves, revise assignments, consider data and privacy policies, and identify and communicate opportunities in their course.
4 Ways Universities Can Use AI to Streamline Operations
[URL] Abstract: Artificial intelligence (AI) is increasingly being adopted by universities to streamline their operations and improve the student experience. AI can help universities save time and resources by automating repetitive tasks, such as scheduling, student services, and administrative functions. There are several ways that universities can use AI to streamline operations and improve efficiency.
Personalized Student Services: AI can be used to provide students with personalized support and information, including admission and enrollment guidance, financial aid, and course scheduling.
Improved Admissions Process: AI can automate the time-consuming and repetitive task of reviewing and sorting through large numbers of applications, enabling universities to process applications faster and more efficiently.
Streamlined Administrative Functions: AI can automate routine tasks, such as student registration, grade reporting, and course scheduling, freeing up staff time and resources for more important tasks.
Enhance Student Learning: AI can be integrated into the curriculum, providing students with customized and interactive learning experiences that can improve their comprehension and retention of course material.
In conclusion, AI has the potential to revolutionize the way universities operate, improving efficiency and the student experience. Universities can use AI to streamline operations, save time and resources, and improve the overall educational experience.
[text] Abstract: This article explains the benefits of using AI chatbots in higher education institutions. AI chatbots can help reduce call and email volume, streamline the application process, increase availability and accessibility for students, and improve operational efficiency for staff. For example, chatbots can answer routine questions from students 24/7 and remind students about unfinished applications. This can increase the likelihood of students enrolling, leading to better margins for the institution. By improving operational efficiency, staff can focus on more complex interactions with students. Chatbots have already been successful in reducing costs for universities and colleges.
ChatGPT: A Must-See Before the Semester Begins
[URL] Abstract: The article "ChatGPT: A Must-See Before the Semester Begins" focuses on the application of advanced language model technology in the classroom. It highlights the potential benefits of using OpenAI's ChatGPT for educational purposes, including improved student engagement and increased efficiency in answering frequently asked questions. The article also provides tips for integrating ChatGPT into teaching practices, such as using it for language translation and enhancing discussion forums. Overall, the article emphasizes the importance of utilizing cutting-edge technology in education and presents ChatGPT as a valuable tool for educators.
[text] Abstract: This article discusses the potential impact of AI in education, specifically in the realm of writing. The author highlights the capabilities of a language model called ChatGPT, which is capable of generating various forms of writing including movie scripts, sonnets, grant proposals, and more. The author argues that the advent of AI writing technology could potentially lead to a shift in the way education is approached, moving away from traditional rote learning and towards a model that emphasizes student-driven learning and collaboration with AI. The author also raises questions about the ethical implications of AI writing, and encourages educators to consider the possibilities for creating more meaningful and purposeful learning experiences for students.
How Emotion AI will change the online learning landscape
[URL] Abstract: Emotion AI is a rapidly developing field that uses artificial intelligence to recognize and respond to human emotions. This technology has the potential to revolutionize the online learning landscape by creating a more personalized and engaging learning experience. By using Emotion AI, online learning platforms can track and respond to the emotional state of students, making the learning process more adaptive and effective. This article explores the benefits of Emotion AI in online learning and how it will shape the future of education.
[text] Abstract: Emotion AI, a branch of affective computing, is gaining mainstream attention for its ability to recognize and respond to human emotions. With the growth of technology, understanding both the cognitive and affective channels of human connection is crucial. As such, industries such as automotive, retail, and education are investing in making their technology more human-like using computer vision and speech recognition. In the education sector, Emotion AI is expected to transform online learning by providing a more personalized and engaging experience for learners. By monitoring the emotions of students and providing feedback to instructors, Emotion AI can improve the learning process and tailor the curriculum to each student's needs. The technology has the potential to play an increasingly important role in the online learning landscape and is likely to transform the way we learn in the future.
ChatGPT Advice Academics Can Use Now
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.
[URL] Abstract: This article reports on advice offered by academic experts on how to use AI language models like ChatGPT in academia. The experts discuss the benefits and limitations of using AI language models, and offer suggestions on how to effectively integrate them into research and teaching. They also emphasize the importance of being aware of ethical considerations, such as ensuring the appropriate use of data and avoiding the spread of misinformation. The article provides valuable insights for academic institutions looking to utilize AI language models in their work.
[text] Abstract: With the advent of ChatGPT, a language model released by OpenAI, the academic community is grappling with the potential and risks posed by this game-changing technology. The bot writes essays, poems, and debates on a wide range of topics and has even earned passing scores on the bar exam. While some see opportunities for accelerating discussions about teaching and learning, others worry about widespread cheating. Experts in higher education suggest a deliberate and flexible approach to ChatGPT. Faculty members should familiarize themselves with AI writing aids and consider their implications for different courses. Administrators should support faculty training and provide clear instructions to students on the use of AI aids. The focus should be on how these tools can achieve learning outcomes and promote equity and access. By thinking a few years ahead and asking the right questions, academic integrity concerns can be minimized while promoting learning outcomes.
Thoughts about the impact of AI text on assessment
[URL] Abstract: The article "Thoughts About the Impact of AI on Text Assessment" explores the potential consequences of the widespread adoption of artificial intelligence in the field of text assessment. The author discusses the various advantages and disadvantages of relying on AI algorithms, including the ability to analyze large amounts of data quickly, the potential for unbiased scoring, and the possibility of oversimplifying complex linguistic phenomena. They also examine the ethical considerations involved in using AI for text assessment, such as accountability, privacy, and the potential for AI to perpetuate existing biases. Overall, the article provides a comprehensive overview of the impact of AI on text assessment and encourages readers to consider both the benefits and challenges of this technology.
[text] Abstract: The use of Large Language Models (LLMs) like ChatGPT has raised concerns in the education community regarding their impact on assessment. The author highlights that AI-generated text is not a new problem, as similar issues exist with the use of search engines and essay-writing services. The truthfulness and trustworthiness of AI-generated text are not exclusive to AI, as people can also write untruthful information. The author suggests that the solution to assessment is not to rely on large texts or quizzes, but to focus on long-term engagement for building reputation. The education system needs to be restructured to keep small class sizes and emphasize 1:1 engagement for quality learning. The author also points out that AIs will play a significant role in our lives and need to be educated to be friendly and not competition.
ADDITIONAL RESOURCES
How to Productively Address AI-Generated Text in Your Classroom
What are ChatGPT and AI-generated text?
How can you most productively address Chat-GPT and other AI text tools?
Why might students use AI-generated text?
How can you identify AI-generated text?
How can you address AI-generated content in your syllabus and course design?
How can you adjust assignments to make them more AI-resistant?
How can you embrace the AI tools for improving student learning?
ChatGPT and AI in Higher Education: Opportunities and Challenges
Presenters: Vivek Astvansh, Paul Cook, Jeanette Heidewald, Rebecca Itow, Kevin Jones
Moderator: Adam Maksl
Recorded Wednesday, January 18, 2023 3 - 4 p.m. EST
A panel of faculty and experts across IU campuses explores the potential uses and challenges of ChatGPT and other AI technologies in teaching and learning. We've seen many media reports in recent weeks about the technology. Discussions have included not only concerns about students using the tool to cheat but also opportunities to use such tech in automating administrative tasks or proactively introducing students to technology likely to shape the future of work.
In this webinar, we provided a brief overview of the technology and explored these topics and more, identifying both challenges and opportunities for teaching and learning. Our panelists provided diverse, cross-disciplinary perspectives. This panel was the first in a series of programs offered across IU campuses on AI and its role in teaching and learning.
Authored by:
Makena Neal & Chat GPT
Posted on: #iteachmsu
ASSESSING LEARNING
Feedback Fun
Feedback Fun
April is national poetry month (https://poets.org/national-poetry-month), and you want to have some fun with AI. Consider the written feedback that you often provide your students. At times it can seem very sterile and institutional. Even when you offer valuable insights and points, it often gets overlooked because it does not seem genuine or sincere. Enter AI – You could take your typical feedback text and see if AI can make it more ‘memorable’. Here is an example based on a suggestion from Chrissi Nerantzi from the University of Leeds (As presented in: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.)
Original Feedback Text
Below is an example of feedback given to a student found on the internet:
I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.
(Feedback example retrieved from - https://blogs.commons.georgetown.edu/jco34/sample-assignments/examples-of-feedback-on-student-writing/).
Using the above text with a generative AI tool (perplexity.ai) the following prompts were given, and the resultant outputs were received:
AI Prompt: Compose the above feedback in the form of a poem.
Feedback Poem
Your concision impresses, a skill so refined,Not just the task fulfilled, but more you did find.An intro that's lengthy, yet focused throughout,No excess, just arguments, that's what it's about. For an assignment like this, that's exactly what's needed,Your understanding shines, your ideas are well-seeded.But some arguments lack the development they need,Eliminating one could make the others succeed. As noted before, your grasp of each thinker is clear,The ideas you present, they're certainly sincere.Yet honing those points, refining with care,Could elevate this work, make it beyond compare. So take this feedback, let it guide your next steps,Refine and expand, reach new intellectual depths.Your potential is evident, your skills are so strong,Keep pushing forward, and you can't go wrong.
AI Prompt: Compose the above feedback in the form of a limerick
Limerick Feedback
There once was a writer so clever,Whose arguments were quite the endeavor.They built in objections, then hit 'em back strong,But clarity sometimes went wrong.With the writing center's help, they'd do even better. The opening needed more clarity upfront,Revealing the main point, no need to be coy.And Sen's comments on comparing without an ideal,Were points that the writer should not have concealed.Overall the ideas were a true joy. So take this feedback, don't let it annoy,Use it to sharpen, refine, and deployAn essay that's tighter, more focused, more clear.The potential is there, have no fear!Keep working, keep growing, your skills to employ.
AI Prompt – Compose in the form of rap lyrics.
AI Prompt: Produce the feedback as rap lyrics
Rap Lyrics Feedback
Yo, listen up, I got some words for you,
Your writing's on point, but there's more to do.
You built in those objections, hit 'em back with your might,
But the clarity's lacking, gotta shine that light.
Second language, I know it ain't easy,
But hit up that writing center, make your skills feel breezy.
That opening, it needs to be more clear,
Don't hold back the main point, let it ring loud and near.
And yo, you missed Sen's comments, that's a big deal,
Comparing without an ideal, that's how you seal.
But overall, the ideas, they're a true joy to behold,
Gotta tighten it up, make that story unfold.
So take this feedback, don't let it annoy,
Use it to sharpen, refine, and deploy
An essay that's tight, focused, and oh so clear,
The potential is there, have no fear!
Keep working, keep growing, your skills to employ.
Note: The above examples do not violate privacy as there are no identifiers for the recipient and no grade associated with the feedback.
April is national poetry month (https://poets.org/national-poetry-month), and you want to have some fun with AI. Consider the written feedback that you often provide your students. At times it can seem very sterile and institutional. Even when you offer valuable insights and points, it often gets overlooked because it does not seem genuine or sincere. Enter AI – You could take your typical feedback text and see if AI can make it more ‘memorable’. Here is an example based on a suggestion from Chrissi Nerantzi from the University of Leeds (As presented in: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.)
Original Feedback Text
Below is an example of feedback given to a student found on the internet:
I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.
(Feedback example retrieved from - https://blogs.commons.georgetown.edu/jco34/sample-assignments/examples-of-feedback-on-student-writing/).
Using the above text with a generative AI tool (perplexity.ai) the following prompts were given, and the resultant outputs were received:
AI Prompt: Compose the above feedback in the form of a poem.
Feedback Poem
Your concision impresses, a skill so refined,Not just the task fulfilled, but more you did find.An intro that's lengthy, yet focused throughout,No excess, just arguments, that's what it's about. For an assignment like this, that's exactly what's needed,Your understanding shines, your ideas are well-seeded.But some arguments lack the development they need,Eliminating one could make the others succeed. As noted before, your grasp of each thinker is clear,The ideas you present, they're certainly sincere.Yet honing those points, refining with care,Could elevate this work, make it beyond compare. So take this feedback, let it guide your next steps,Refine and expand, reach new intellectual depths.Your potential is evident, your skills are so strong,Keep pushing forward, and you can't go wrong.
AI Prompt: Compose the above feedback in the form of a limerick
Limerick Feedback
There once was a writer so clever,Whose arguments were quite the endeavor.They built in objections, then hit 'em back strong,But clarity sometimes went wrong.With the writing center's help, they'd do even better. The opening needed more clarity upfront,Revealing the main point, no need to be coy.And Sen's comments on comparing without an ideal,Were points that the writer should not have concealed.Overall the ideas were a true joy. So take this feedback, don't let it annoy,Use it to sharpen, refine, and deployAn essay that's tighter, more focused, more clear.The potential is there, have no fear!Keep working, keep growing, your skills to employ.
AI Prompt – Compose in the form of rap lyrics.
AI Prompt: Produce the feedback as rap lyrics
Rap Lyrics Feedback
Yo, listen up, I got some words for you,
Your writing's on point, but there's more to do.
You built in those objections, hit 'em back with your might,
But the clarity's lacking, gotta shine that light.
Second language, I know it ain't easy,
But hit up that writing center, make your skills feel breezy.
That opening, it needs to be more clear,
Don't hold back the main point, let it ring loud and near.
And yo, you missed Sen's comments, that's a big deal,
Comparing without an ideal, that's how you seal.
But overall, the ideas, they're a true joy to behold,
Gotta tighten it up, make that story unfold.
So take this feedback, don't let it annoy,
Use it to sharpen, refine, and deploy
An essay that's tight, focused, and oh so clear,
The potential is there, have no fear!
Keep working, keep growing, your skills to employ.
Note: The above examples do not violate privacy as there are no identifiers for the recipient and no grade associated with the feedback.
Authored by:
Jay Loftus
Posted on: #iteachmsu
Feedback Fun
Feedback Fun
April is national poetry month (https://poets.org/nati...
April is national poetry month (https://poets.org/nati...
Authored by:
ASSESSING LEARNING
Friday, Apr 5, 2024
Posted on: #iteachmsu
Robots Talking to Robots
Robots Talking to Robots
5 ways to fix online discussions
We have long touted the discussion board as a way to build community in virtual classrooms: Pose a question in a thread. Two points for a post, one point for a response. These perfunctory interactions are at most an assessment of knowledge, but hardly ever the critical analysis that leads to productive conversation.
And now, with a quick copy and paste to an LLM, students can post and respond with even less effort.
In this post, I’ll give you five ways to implement human authentication to mitigate discussion posts becoming conversations between AI. Then, I'll address some general pedagogical considerations for online discussions.
Only Replies
The instructor initiates the discussion with an opening post. Students can only reply to the previous response, simulating a natural conversation. Each reply should conclude with a question or statement that encourages further dialogue.
Optional: Award points based on the engagement generated by each student's post.
Human Aspect: This approach makes it challenging to simply copy and paste responses. Students must carefully consider how their replies will stimulate ongoing discussion.
In our recent lecture on social stratification, we discussed the concept of social mobility. Consider the factors that influence upward social mobility in contemporary society. What role does higher education play in this process? You may only reply to subsequent replies. Try to end each reply with a question or a statement that others can respond to.
Source Search
The instructor provides a specific topic from class, and students must find a relevant source that meets given criteria.
Optional: Students can include a quote from their source and explain its connection to the topic.
Human Aspect: While AI tools can find sources, they often struggle with relevancy, accurate quotations, and may even hallucinate information.
Find a peer-reviewed article published in the last two years that discusses the impact of climate change on Michigan's freshwater ecosystems. Your post should include the article's title, authors, publication, and a brief summary of the findings. How do these findings relate to our recent field trip to the Red Cedar River?
Multimedia
Students post video or audio files in discussion threads instead of written responses.
Optional: Have students experiment with MSU supported tools like Flip, Mediaspace, or Camtasia.
Human Aspect: This format allows students to present their natural selves, showcasing personality and communication skills that are difficult for AI to replicate.
Create a one minute video response to today’s lecture, or post an audio response to another student’s video.
Learning Reflections
Students reflect on their progression through a concept or discuss aspects of the course they find challenging.
Human Aspect: These personal reflections on the learning process are unique to each student's experience and difficult for AI to authentically generate.
As we conclude our unit on stereochemistry, reflect on your learning journey. Discuss concepts you initially struggled with, moments of clarity, and areas where you still have questions. How has your understanding of molecular structure and its importance in organic reactions evolved?
AI Critique
The instructor posts an example provided by an LLM and asks students to critique the information.
Optional: Students use AI to critique AI-generated content, and then reflect on the patterns they observe.
Human Aspect: This exercise encourages students to analyze how generated text compares to their own work or the course material in general, fostering conversation about AI's capabilities and limitations.
“All news outlets should transition to fully AI-generated content. AI can produce articles faster and more efficiently than human journalists, covering a wider range of events without bias. This change would allow for 24/7 news coverage while significantly reducing operational costs.”
Analyze the above AI-generated statement about AI in journalism. Identify any biases, oversimplifications, or logical flaws. Then, use an AI tool of your choice to generate a critique of this statement. Compare your analysis with the AI-generated critique. What patterns or differences do you notice?
Why are We Using Discussion Posts Anyway?
At MSU, discussion forums on D2L Brightspace allow students to post and reply. This is an asynchronous discussion; an online bulletin board that simulates the same level of conversation as a Reddit post. But without a clear objective to link the activity, discussion posts just end up being public knowledge checks. Which begs the question, why not just have students submit an assignment?
It is an intimate thing to share our work, and students are more likely to turn to AI if their work is reviewed publicly. Consider then, that discussion posts do not build community, but a classroom community can use discussions to achieve collaboration-based objectives. Some examples of collaboration objectives include:
Practice giving and receiving constructive feedback.
Engage in peer-to-peer learning by responding to classmates' ideas.
Develop interpersonal communication skills through discussions.
Don’t ditch the discussion posts, just align them with a goal that will help students develop skills to engage with others. How do you run discussions in your class? Comment below or drop me a line at freyesar@msu.edu.Freyesaur out.
5 ways to fix online discussions
We have long touted the discussion board as a way to build community in virtual classrooms: Pose a question in a thread. Two points for a post, one point for a response. These perfunctory interactions are at most an assessment of knowledge, but hardly ever the critical analysis that leads to productive conversation.
And now, with a quick copy and paste to an LLM, students can post and respond with even less effort.
In this post, I’ll give you five ways to implement human authentication to mitigate discussion posts becoming conversations between AI. Then, I'll address some general pedagogical considerations for online discussions.
Only Replies
The instructor initiates the discussion with an opening post. Students can only reply to the previous response, simulating a natural conversation. Each reply should conclude with a question or statement that encourages further dialogue.
Optional: Award points based on the engagement generated by each student's post.
Human Aspect: This approach makes it challenging to simply copy and paste responses. Students must carefully consider how their replies will stimulate ongoing discussion.
In our recent lecture on social stratification, we discussed the concept of social mobility. Consider the factors that influence upward social mobility in contemporary society. What role does higher education play in this process? You may only reply to subsequent replies. Try to end each reply with a question or a statement that others can respond to.
Source Search
The instructor provides a specific topic from class, and students must find a relevant source that meets given criteria.
Optional: Students can include a quote from their source and explain its connection to the topic.
Human Aspect: While AI tools can find sources, they often struggle with relevancy, accurate quotations, and may even hallucinate information.
Find a peer-reviewed article published in the last two years that discusses the impact of climate change on Michigan's freshwater ecosystems. Your post should include the article's title, authors, publication, and a brief summary of the findings. How do these findings relate to our recent field trip to the Red Cedar River?
Multimedia
Students post video or audio files in discussion threads instead of written responses.
Optional: Have students experiment with MSU supported tools like Flip, Mediaspace, or Camtasia.
Human Aspect: This format allows students to present their natural selves, showcasing personality and communication skills that are difficult for AI to replicate.
Create a one minute video response to today’s lecture, or post an audio response to another student’s video.
Learning Reflections
Students reflect on their progression through a concept or discuss aspects of the course they find challenging.
Human Aspect: These personal reflections on the learning process are unique to each student's experience and difficult for AI to authentically generate.
As we conclude our unit on stereochemistry, reflect on your learning journey. Discuss concepts you initially struggled with, moments of clarity, and areas where you still have questions. How has your understanding of molecular structure and its importance in organic reactions evolved?
AI Critique
The instructor posts an example provided by an LLM and asks students to critique the information.
Optional: Students use AI to critique AI-generated content, and then reflect on the patterns they observe.
Human Aspect: This exercise encourages students to analyze how generated text compares to their own work or the course material in general, fostering conversation about AI's capabilities and limitations.
“All news outlets should transition to fully AI-generated content. AI can produce articles faster and more efficiently than human journalists, covering a wider range of events without bias. This change would allow for 24/7 news coverage while significantly reducing operational costs.”
Analyze the above AI-generated statement about AI in journalism. Identify any biases, oversimplifications, or logical flaws. Then, use an AI tool of your choice to generate a critique of this statement. Compare your analysis with the AI-generated critique. What patterns or differences do you notice?
Why are We Using Discussion Posts Anyway?
At MSU, discussion forums on D2L Brightspace allow students to post and reply. This is an asynchronous discussion; an online bulletin board that simulates the same level of conversation as a Reddit post. But without a clear objective to link the activity, discussion posts just end up being public knowledge checks. Which begs the question, why not just have students submit an assignment?
It is an intimate thing to share our work, and students are more likely to turn to AI if their work is reviewed publicly. Consider then, that discussion posts do not build community, but a classroom community can use discussions to achieve collaboration-based objectives. Some examples of collaboration objectives include:
Practice giving and receiving constructive feedback.
Engage in peer-to-peer learning by responding to classmates' ideas.
Develop interpersonal communication skills through discussions.
Don’t ditch the discussion posts, just align them with a goal that will help students develop skills to engage with others. How do you run discussions in your class? Comment below or drop me a line at freyesar@msu.edu.Freyesaur out.
Authored by:
Freyesaur
Posted on: #iteachmsu
Robots Talking to Robots
Robots Talking to Robots
5 ways to fix online discussions
We have l...
5 ways to fix online discussions
We have l...
Authored by:
Monday, Jul 8, 2024
Posted on: GenAI & Education
PEDAGOGICAL DESIGN
Welcome to My Classroom: Dr. Casey McArdle
The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Today, Casey shared the ways he has adapted two of his XA courses to be designed with generative AI integrated from day one!
Here are some key take-aways from Dr. McArdle:
Be open and honest with students, don't run and hide. Being open for students to bring up their concerns so they can be addressed together is critical.
Intentionality is key. Work with your units and/or curriculum committee to develop policies that work for program learning outcomes and goals. (Every decision should connect intentionally back to your learning outcomes and goals)
Inputs matter. If users aren't exact with inputs, generative AI will pull data and make a guess. "“Generative AI enables users to quickly generate new content based on a variety of inputs. Inputs and outputs to these models can include text, images, sounds, animation, 3D models, or other types of data.” - NVIDIA
Know your limits. When it comes to using these types of systems, understand their limitations. Even ChatGPT acknowledges it "may occasionally generate incorrect information", "may occasionally produce harmful instructions or biased content", and "has limited knowledge of the world and events after 2021"
MSU has LOTS of resources! Chech out MSU's generative AI resources on iteach.msu.edu! You may be intersted in Michigan State University on Generative Artificial Intelligence (AI) [playlist], Generative AI Use Codes [article], Generative AI Syllabus Guide [playlist], and ChatGPT FAQ for MSU Educators [article].
Resources for Continued Growth:
To support your ongoing professional development please consider these resources:
Slide Deck: Access Casey’s Welcome to My Classroom slide deck which has an overview of MSU’s guidance on generative AI, examples of how Casey acknowledged AI in his conversations with learners, and examples of AI-integrated activities from two courses, by logging into Google with your MSU netID.
Online Discussion: Based on the content of Casey’s presentation, you may be interested in joining the asynchronous online discussion happening in the “AI & Education” group on iteach.msu.edu. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (also embedded below).
Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Dr. Casey McArdle session on 09/14/23.
Here are some key take-aways from Dr. McArdle:
Be open and honest with students, don't run and hide. Being open for students to bring up their concerns so they can be addressed together is critical.
Intentionality is key. Work with your units and/or curriculum committee to develop policies that work for program learning outcomes and goals. (Every decision should connect intentionally back to your learning outcomes and goals)
Inputs matter. If users aren't exact with inputs, generative AI will pull data and make a guess. "“Generative AI enables users to quickly generate new content based on a variety of inputs. Inputs and outputs to these models can include text, images, sounds, animation, 3D models, or other types of data.” - NVIDIA
Know your limits. When it comes to using these types of systems, understand their limitations. Even ChatGPT acknowledges it "may occasionally generate incorrect information", "may occasionally produce harmful instructions or biased content", and "has limited knowledge of the world and events after 2021"
MSU has LOTS of resources! Chech out MSU's generative AI resources on iteach.msu.edu! You may be intersted in Michigan State University on Generative Artificial Intelligence (AI) [playlist], Generative AI Use Codes [article], Generative AI Syllabus Guide [playlist], and ChatGPT FAQ for MSU Educators [article].
Resources for Continued Growth:
To support your ongoing professional development please consider these resources:
Slide Deck: Access Casey’s Welcome to My Classroom slide deck which has an overview of MSU’s guidance on generative AI, examples of how Casey acknowledged AI in his conversations with learners, and examples of AI-integrated activities from two courses, by logging into Google with your MSU netID.
Online Discussion: Based on the content of Casey’s presentation, you may be interested in joining the asynchronous online discussion happening in the “AI & Education” group on iteach.msu.edu. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (also embedded below).
Center for Teaching and Learning Innovation’s (CTLI) Welcome to My Classroom with Dr. Casey McArdle session on 09/14/23.
Posted by:
Makena Neal
Posted on: GenAI & Education
Welcome to My Classroom: Dr. Casey McArdle
The "Welcome to My Classroom" series functions like a pedagogy and ...
Posted by:
PEDAGOGICAL DESIGN
Thursday, Oct 12, 2023
Posted on: #iteachmsu
Is Microsoft Copilot Worth Your Time? A Review for MSU Users
A few weeks ago, Microsoft renamed its AI powered search engine, Bing Copilot to just Copilot, which can now be accessed by all MSU accounts on the Microsoft 365 browser.
“To improve the user experience and streamline our tools that empower creativity, Bing Image Creator is now Designer and Bing Chat is now Copilot. Create wow-worthy images with your words and AI with Designer, and try Copilot, your AI-powered search assistant for the web.”
Besides making fun of the constant nomenclature issues that generative AI applications seem to face, I want to walk through how our access to Copilot works, what it can be used for, and how it holds up to other AI tools.
MSU Access to Copilot
Instructors, staff, and students can access Copilot by signing on to Microsoft 365 on the browser. Once logged in using your single sign on credentials, you can select “more apps” to find the Copilot app, or visit https://copilot.cloud.microsoft/
As of today, we do not have access to Copilot features in other Microsoft applications, like Word or Excel.
We are limited to the use of (Bing) Copilot, which, as I’ll explain shortly, is not as advanced as other AI tools.
In terms of security and data privacy, Copilot is covered under the same enterprise data protection as the rest of our Microsoft subscription. And while the university advises against putting sensitive data into AI tools, Copilot falls under Microsoft’s FERPA compliance, so it can handle student data.
Copilot is not “training” on any of your data, because it’s not an LLM, however Microsoft can use anonymized data for product design and improvements, so it’s a grey area when AI tools say they are not using your data for training. Copilot even asked me if I wanted to give it feedback:
Using Copilot
Copilot functions much like other generative AI chats: You can prompt it for information, ask it to solve problems, and get feedback on your work. At the end of each response, the app includes footnotes with links to websites where it sourced the information from, and suggested follow up prompts. There is a 30-message limit per conversation, which is probably to optimize the context window. Copilot also provides access to Designer, an image generator. I was most impressed with the image generator, which provides two options for generated images to use from your prompt.
Copilot Vs Other AI Tools
I find Copilot to be less robust than a Large Language Model like ChatGPT or Claude. One of the main issues is that Copilot is actually Microsoft’s integration of its search engine, Bing, with an API connection to an LLM.*
When you use Copilot, you are receiving responses that combine real-time search results from Bing with text generation from an LLM. This layering of search and AI-generated content provides a mix of up-to-date web data and language model outputs. There are also layers of guardrails that actively work to prevent what Microsoft might deem as misuse. And those guardrails don’t always work the way we expect.
Moreover, Bing itself has only 5% of US Search traffic, making its results worse than other engines, like Google. And the converse is true: when you ask ChatGPT 4.o to search the web, it uses an API of Bing to do so. I've noticed that ChatGPT is especially bad at providing relevant search results, because Bing is bad at providing relevant search results. So, when you use Copilot, you’re getting a watered-down version of an old LLM, plus the mediocre search results of Bing, and a layer of undisclosed guardrails that majorly limit usage.
So, how does Copilot fair against other AI tools?
Badly. On the one hand, if you are looking to introduce students to AI tools, they already have access to Copilot, so it is less of a barrier. But on the other hand, an LLM tool like ChatGPT or Claude can provide a broader range of capabilities, including complex problem-solving, deeper contextual understanding, and the ability to engage in more nuanced conversations.
If you’ve been using Copilot, or have other insights to share, as always, I’d love to hear from you.
Freyesaur out.
* While it’s generally understood that OpenAI’s GPT-4 architecture powers the system, the exact LLM and the parameters governing its use are not always transparent. In the past, Microsoft advertised that Copilot in “Creative Mode” used ChatGPT 4.0. However, the new Copilot does not have the “Creative Mode” option, and I couldn’t find any documentation that it still indeed uses ChatGPT 4.0.
“To improve the user experience and streamline our tools that empower creativity, Bing Image Creator is now Designer and Bing Chat is now Copilot. Create wow-worthy images with your words and AI with Designer, and try Copilot, your AI-powered search assistant for the web.”
Besides making fun of the constant nomenclature issues that generative AI applications seem to face, I want to walk through how our access to Copilot works, what it can be used for, and how it holds up to other AI tools.
MSU Access to Copilot
Instructors, staff, and students can access Copilot by signing on to Microsoft 365 on the browser. Once logged in using your single sign on credentials, you can select “more apps” to find the Copilot app, or visit https://copilot.cloud.microsoft/
As of today, we do not have access to Copilot features in other Microsoft applications, like Word or Excel.
We are limited to the use of (Bing) Copilot, which, as I’ll explain shortly, is not as advanced as other AI tools.
In terms of security and data privacy, Copilot is covered under the same enterprise data protection as the rest of our Microsoft subscription. And while the university advises against putting sensitive data into AI tools, Copilot falls under Microsoft’s FERPA compliance, so it can handle student data.
Copilot is not “training” on any of your data, because it’s not an LLM, however Microsoft can use anonymized data for product design and improvements, so it’s a grey area when AI tools say they are not using your data for training. Copilot even asked me if I wanted to give it feedback:
Using Copilot
Copilot functions much like other generative AI chats: You can prompt it for information, ask it to solve problems, and get feedback on your work. At the end of each response, the app includes footnotes with links to websites where it sourced the information from, and suggested follow up prompts. There is a 30-message limit per conversation, which is probably to optimize the context window. Copilot also provides access to Designer, an image generator. I was most impressed with the image generator, which provides two options for generated images to use from your prompt.
Copilot Vs Other AI Tools
I find Copilot to be less robust than a Large Language Model like ChatGPT or Claude. One of the main issues is that Copilot is actually Microsoft’s integration of its search engine, Bing, with an API connection to an LLM.*
When you use Copilot, you are receiving responses that combine real-time search results from Bing with text generation from an LLM. This layering of search and AI-generated content provides a mix of up-to-date web data and language model outputs. There are also layers of guardrails that actively work to prevent what Microsoft might deem as misuse. And those guardrails don’t always work the way we expect.
Moreover, Bing itself has only 5% of US Search traffic, making its results worse than other engines, like Google. And the converse is true: when you ask ChatGPT 4.o to search the web, it uses an API of Bing to do so. I've noticed that ChatGPT is especially bad at providing relevant search results, because Bing is bad at providing relevant search results. So, when you use Copilot, you’re getting a watered-down version of an old LLM, plus the mediocre search results of Bing, and a layer of undisclosed guardrails that majorly limit usage.
So, how does Copilot fair against other AI tools?
Badly. On the one hand, if you are looking to introduce students to AI tools, they already have access to Copilot, so it is less of a barrier. But on the other hand, an LLM tool like ChatGPT or Claude can provide a broader range of capabilities, including complex problem-solving, deeper contextual understanding, and the ability to engage in more nuanced conversations.
If you’ve been using Copilot, or have other insights to share, as always, I’d love to hear from you.
Freyesaur out.
* While it’s generally understood that OpenAI’s GPT-4 architecture powers the system, the exact LLM and the parameters governing its use are not always transparent. In the past, Microsoft advertised that Copilot in “Creative Mode” used ChatGPT 4.0. However, the new Copilot does not have the “Creative Mode” option, and I couldn’t find any documentation that it still indeed uses ChatGPT 4.0.
Authored by:
Freyesaur
Posted on: #iteachmsu
Is Microsoft Copilot Worth Your Time? A Review for MSU Users
A few weeks ago, Microsoft renamed its AI powered search engine, Bi...
Authored by:
Wednesday, Oct 23, 2024