We found 180 results that contain "d2l"
Posted on: Educator Development Network (EDN)
MSUIT Staff Bio - Mark Hodgins
Mark W. Hodginshodgins@msu.eduInstructional Technology and Development TeamResponsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems. Technical knowledge in the configuration and use of Learning Management Systems (i.e. Angel, Blackboard, and D2L) as well as Cloud services like Microsoft Office 365, Google Apps, Apple iCloud. Apple University and Kultura MediaSpace. Extensive experience in relational database system design and development.
Education:
Master of Arts in Educational Systems Development - Instructional Computing
Michigan State University, East Lansing, MI
Bachelor of Arts in Telecommunications
Michigan State University, East Lansing, MI
Associates of Applied Science (Digital Electronics)
Lansing Community College, Lansing, MI
Experience:
Instructional System Designer - Michigan State University, IT Services | Instructional Technology and Development. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems. 2017 – Present
Training Program Developer III - Michigan State University, Health Information Technology. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within HIT as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems. 2003 – 2017
Training Program Developer II - Michigan State University, College of Osteopathic Medicine. Responsible for the development of video and computer-aided instructional programs. Joint-coordination with other staff members of the Learning Resource Center and Interactive Computer Lab. Technical consultant to the faculty, students and staff of COM on the design/development/delivery of all forms of mediated instruction and administrative information systems. 1991 – 2003
Television Production Engineer - Michigan State University, College of Osteopathic Medicine. Responsible for the operation of the college’s media production facility. Co-supervisor of Media Services and Learning Resource Center and in charge of Technical Services. Involved in the design and production of instructional video programs for the college's faculty. 1981-1991
Technical Production Assistant - Michigan State University, College of Osteopathic Medicine. Assisted staff engineer on television studio operations. Involved in A/V system designs and installations. Assisted program director with the production of educational videotape programs. 1978-1980
Attended Conferences
Interactive HealthCare Conference & Exposition - Washington, D.C.
Information Technology in the Health Sciences - Memphis, TN, Houston, TX, New Orleans, LA.
Society of Applied Learning and Technology (SALT) -Orlando, FL
Slice of Life Conference - Salt Lake City, UT, Chicago, IL, Philadelphia, PA, Portland, OR, Munich, Germany
Campus Technology Syllabus Conference -San Jose, CA, Boston, MA.
Apple World Wide Developers Conference – San Francisco, CA
Published Research
Lovell K, Haf J, Hodgins M. Development of neuropathology interactive videodisk instructional units. Teaching and Learning in Medicine 1991;3:156-8.
Bean P, Lovell K, Hodgins M, Parkhurst P, Sprafka S. Quantitative and Qualitative Evaluation of Interactive Videodisk Instructional Modules in Preclinical Neuropathology Education Teaching and Learning in Medicine 1993;5:3-9.
Oommen J Z, Hodgins M, Hinojosa R, et al. (June 21, 2021) Accuracy of Weight Estimation Using the Broselow Tape in a Peruvian Pediatric Population. Cureus 13(6): e15807. doi:10.7759/cureus.15807
Current Projects
Part of MSU's Institute for Global Health team working on curriculum revisions for the Armed Forces College of Medicine in Cairo Egypt.
Serving as an Instructional Technology Advisor for MSU's Global Health Studies Program.
Remediation of Medical Administrative Systems to integrate with MSU's new Student Information System.
International Travel
Travele extensively around the world to attend Instructional Technology conferences, conduct project site visits, as well as pleasure trips to visit family.
Destinations include British Columbia, Hong Kong, Singapore, Egypt, France, Germany, England, and Ireland.
Education:
Master of Arts in Educational Systems Development - Instructional Computing
Michigan State University, East Lansing, MI
Bachelor of Arts in Telecommunications
Michigan State University, East Lansing, MI
Associates of Applied Science (Digital Electronics)
Lansing Community College, Lansing, MI
Experience:
Instructional System Designer - Michigan State University, IT Services | Instructional Technology and Development. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems. 2017 – Present
Training Program Developer III - Michigan State University, Health Information Technology. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within HIT as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems. 2003 – 2017
Training Program Developer II - Michigan State University, College of Osteopathic Medicine. Responsible for the development of video and computer-aided instructional programs. Joint-coordination with other staff members of the Learning Resource Center and Interactive Computer Lab. Technical consultant to the faculty, students and staff of COM on the design/development/delivery of all forms of mediated instruction and administrative information systems. 1991 – 2003
Television Production Engineer - Michigan State University, College of Osteopathic Medicine. Responsible for the operation of the college’s media production facility. Co-supervisor of Media Services and Learning Resource Center and in charge of Technical Services. Involved in the design and production of instructional video programs for the college's faculty. 1981-1991
Technical Production Assistant - Michigan State University, College of Osteopathic Medicine. Assisted staff engineer on television studio operations. Involved in A/V system designs and installations. Assisted program director with the production of educational videotape programs. 1978-1980
Attended Conferences
Interactive HealthCare Conference & Exposition - Washington, D.C.
Information Technology in the Health Sciences - Memphis, TN, Houston, TX, New Orleans, LA.
Society of Applied Learning and Technology (SALT) -Orlando, FL
Slice of Life Conference - Salt Lake City, UT, Chicago, IL, Philadelphia, PA, Portland, OR, Munich, Germany
Campus Technology Syllabus Conference -San Jose, CA, Boston, MA.
Apple World Wide Developers Conference – San Francisco, CA
Published Research
Lovell K, Haf J, Hodgins M. Development of neuropathology interactive videodisk instructional units. Teaching and Learning in Medicine 1991;3:156-8.
Bean P, Lovell K, Hodgins M, Parkhurst P, Sprafka S. Quantitative and Qualitative Evaluation of Interactive Videodisk Instructional Modules in Preclinical Neuropathology Education Teaching and Learning in Medicine 1993;5:3-9.
Oommen J Z, Hodgins M, Hinojosa R, et al. (June 21, 2021) Accuracy of Weight Estimation Using the Broselow Tape in a Peruvian Pediatric Population. Cureus 13(6): e15807. doi:10.7759/cureus.15807
Current Projects
Part of MSU's Institute for Global Health team working on curriculum revisions for the Armed Forces College of Medicine in Cairo Egypt.
Serving as an Instructional Technology Advisor for MSU's Global Health Studies Program.
Remediation of Medical Administrative Systems to integrate with MSU's new Student Information System.
International Travel
Travele extensively around the world to attend Instructional Technology conferences, conduct project site visits, as well as pleasure trips to visit family.
Destinations include British Columbia, Hong Kong, Singapore, Egypt, France, Germany, England, and Ireland.
Posted by:
KJ Downer Shojgreen
Posted on: #iteachmsu
ASSESSING LEARNING
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.
Creating a Climate of Integrity in Your Classroom
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.
Authored by:
Casey Henley
Posted on: #iteachmsu
Introduction
Academi...
Creating a Climate of Integrity in Your Classroom
Introduction
Academi...
Authored by:
ASSESSING LEARNING
Thursday, Nov 5, 2020
Posted on: #iteachmsu
October 2020 Online Workshops from MSU IT
This two-part workshop series will cover everything you need to know to successfully set up and use Zoom meetings in accordance with pedagogical best practices and MSU security and privacy policies. Features and settings will be shown from the perspective of the meeting host. For each feature we will discuss when and how it could best be applied in an instructional setting.
In the first session, we will provide a comprehensive orientation to Zoom meetings for student instruction at MSU: scheduling a meeting, mandated security settings, how to invite participants, D2L/Zoom integration, MSU’s policy on participant camera use, local and cloud recording, captioning recordings, and generating attendance reports.
Zoom Basics
October 16th 10 a.m. to 11:15 a.m.
The second session, will delve into more advanced use of Zoom features with a focus on student interaction and engagement. We will cover enabling and using whiteboard, screen annotation, remote control, polling, and breakout rooms. Faculty interested in the tools in this second session are requested to attend the first session as well, since several of these features build on the policies and orientation to Zoom developed in the first session.
Here is the Recorded Session.
You can also view the recording on Mediaspace: Zoom Basics Recording
Advanced Zoom Tools for Student Interaction d Engagement
October 23rd (2 p.m. to 3:15 p.m.)
The second session of the month will cover Zoom’s more advanced features and cover tools like polling, screen annotation, remote control, and breakout rooms.
Here is the recording of the session:
You cna also view the recording on Mediaspace: Zoom Advanced Recording
In the first session, we will provide a comprehensive orientation to Zoom meetings for student instruction at MSU: scheduling a meeting, mandated security settings, how to invite participants, D2L/Zoom integration, MSU’s policy on participant camera use, local and cloud recording, captioning recordings, and generating attendance reports.
Zoom Basics
October 16th 10 a.m. to 11:15 a.m.
The second session, will delve into more advanced use of Zoom features with a focus on student interaction and engagement. We will cover enabling and using whiteboard, screen annotation, remote control, polling, and breakout rooms. Faculty interested in the tools in this second session are requested to attend the first session as well, since several of these features build on the policies and orientation to Zoom developed in the first session.
Here is the Recorded Session.
You can also view the recording on Mediaspace: Zoom Basics Recording
Advanced Zoom Tools for Student Interaction d Engagement
October 23rd (2 p.m. to 3:15 p.m.)
The second session of the month will cover Zoom’s more advanced features and cover tools like polling, screen annotation, remote control, and breakout rooms.
Here is the recording of the session:
You cna also view the recording on Mediaspace: Zoom Advanced Recording
Authored by:
Natalie Vandelpol
Posted on: #iteachmsu
October 2020 Online Workshops from MSU IT
This two-part workshop series will cover everything you need to kno...
Authored by:
Tuesday, Nov 3, 2020
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: MSU Online & Remote Teaching
NAVIGATING CONTEXT
Remote Communication with Students Quick Guide
Click the image above to access a PDF of the Quick Guide. Remote Communication With Your Students
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This quick guide provides an introduction to communicating with your students as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Michigan State University has shifted to remote teaching, which means your course will be moving to a digital environment. Remote teaching is a way to continue instruction when face-to-face meetings are disrupted and you are not able to meet in person. When planning for remote teaching, it’s important to develop a communication plan for helping students transition to a remote environment.
Modify
It is important that you develop a communication plan for maintaining ongoing contact with your students about the course. Consider the following:
Clarify your modified expectations and course elements:
When your class will meet. Schedule any virtual sessions during the time your course already meets. This guarantees that students have the availability.
How you will deliver content (e.g. Zoom, recorded lectures, etc.).
How students will engage with one another.
How students will be assessed moving forward.
Changes to assignments.
Tell students how they can contact you and how soon they can expect a reply from you.
Consider using the D2L announcements and discussion board tools to push out course-level communications.
Even if you have not yet finalized all the changes to your course, it is important to send a message to your students so they know how to reach you. To get started, here is a sample email you might send:
Dear [insert course name here] students,
I’m writing to let you know that the University is implementing a remote teaching strategy in response to the novel coronavirus. What this means for you is that we will not be meeting at our normal class location. Instead, we will meet online at the same time our class normally meets. However, I will be hosting the class through Zoom. We will also be using our D2L course site to deliver and collect materials for the class. To access the course, go to https://d2l.msu.edu/. Once you log in with your NetID and password, you should see our course listed under “My Courses”.
Over the next few days, I will keep you informed about how our course experience will change. Know for now that we are planning to move forward with the course, and please be patient while we get things shifted for this new mode. I will be back in touch soon with more details.
Best,
[Insert your name]
Implement
As your initial form of communication with students, it is important to inform your class often about course changes and expectations. To send emails, you have several options:
D2L email classlist function
The Instructor Systems email tool from the Registrar’s website
Spartan Mail for individual and small group communications
Additional Help
For additional help and support, please check out the other Remote Teaching articles here, or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by:
4.0 International (CC by 4.0)
Posted on: MSU Online & Remote Teaching
Remote Communication with Students Quick Guide
Click the image above to access a PDF of the Quick Guide. Remo...
Authored by:
NAVIGATING CONTEXT
Monday, Oct 18, 2021
Posted on: #iteachmsu
ASSESSING LEARNING
A Discussion Board Guide for Undergraduate Learning Assistants (Assignment Example)
The ISB202 course is asynchronous, and thus one of the main ways that the teaching team (i.e., the ULAs and instructor [Dr. Bierema]) interact with students is on the discussion board. This guide was created for ULAs, but much of it might also be helpful for instructors that are new to participating in a discussion board.
You can read more about the instructions provided to students as well!
How is Participation Different for a ULA vs. a Student?
In some ways, participation looks the same for a student or ULA, but the purpose of posting is different. As a student, the goal of participating (whether the student realizes it or not), is to engage with the material of the course in a meaningful way. As a ULA, it is to further discussion so that students engage with the material on a deeper level.
Some ULA posts may be representative of a student post. For instance, if students are posting about a specific topic and you know of a great resource for them to check out, the resource should be cited properly. This allows the students to see what a good post looks like.
Other ULA posts are different from a student post. For instance, sometimes we need to ask students to think more deeply or research an idea further. Although these posts would not count as a student participation post, they are essential for furthering that student’s engagement with the material.
Some types of posts may or may not be representative of a student post. For instance, if a discussion is moving off-track, then a student or a ULA may bring it back to the course objectives by asking a meaningful, detailed, possibly leading question. A student may do this, but they are not in charge of this. It is our responsibility as a teaching team to bring the discussion back to the course objectives.
Why Participate in the Discussion Board?
Interact with and form relationships with students.
Illustrate how to setup a meaningful and detailed post.
Move off-topic discussions back to course objectives.
Have students think more deeply about their posts.
Offer new information and new resources relevant to student posts.
Relate posts to what was covered previously in class or what will be covered in the future.
Encourage students to look up information rather than guess.
When do I Participate?
Start at the beginning of the discussion week. It can be overwhelming to start later in the week when there are so many posts.
Have the goal to participate more during the beginning than later in the semester (not vice versa). If we do a good job in our posts and feedback early on, then students should need less of our help later in the semester.
If the class is divided into multiple discussion board groups and there is more than one ULA, then self-assign yourselves to different groups and change it each week. Make a calendar to keep track.
How do I Format the Post?
Address the student and, if posting something for the entire class, also refer to the class.
Change the text color of the post. Everyone in the teaching team can use dark blue to make it clear which posts come from the teaching team.
Italicize components of a post that address the entire class. See examples throughout this document.
There may be a few students that posted something similar for which you would like to address. If so, acknowledge all of them in your post.
Example response:
Interesting point, [student], about using greenways to connect areas for nature. Although we tend to only think of paths being used by humans, there are also non-human animals that might use these paths. Class, do a little research and let us know which animals might benefit from having these paths and which ones might not benefit. Explain your reasoning and don’t forget to cite your sources.
What do I Post?
The following is a list of different types of possible posts.
Request that the student think more deeply about their post and provide additional information.
Example response to one student:
Student initial post: My family does our best to limit of carbon footprint. We recycle more than we throw away, reuse as much as we can but aim to reduce our plastic consumption, and limit our mat consumption (I consider myself a flexitarian) There are still a lot of adjustments to be made.
I really like the term "flexitarian," [student]! What are some ways that you and your family are working to reduce your plastic consumption?
Example response to the class:
Context: Students were posting generic concepts regarding ecological footprints.
[Student], you brought up an important point about how overwhelming it can be to make these steps. Some of the points brought up by others, such as remembering to turn off the lights or trying a vegan meal once a month, as [student] mentioned earlier, are things are not too drastic. Class, look back at your reflections- or if you haven't written one yet, consider this question: are the ideas that you brought up actually likely to happen? Which specific things could you start doing now that wouldn't be too costly or too life changing?
Provide a more specific question than what a student originally posted.
Example response:
Student’s question: “I wonder if in the United States they implemented more options in more places, if people would be less likely to litter.”
Great question, [student]! Class, do some research in your own area. What are the recycling capabilities in your area? Does it match what you see? Explain.
Re-route the conversation to class objectives with leading questions.
Example response:
Context: A course focus was on environmental impacts and a discussion on Covid-19 drifted off-topic.
Nice job [student] and others for relating the topics to a truly "current event." Class, how much has delivery increased during these times? How is that overall impacting the environment compared to the positives of so fewer people driving and less manufacturing? Do some research and get back to us!
Provide more information. Make the post representative of the ideal student post: cite properly and hyperlink as needed.
Example response without a citation:
Great point, [student], about avoiding plastic bags at grocery stores. This point, though, reminded me of another interesting point- Class, how have your behaviors that affect the environment been impacted by COVID 19? For instance, I have used reusable bags for years- this is why it got me thinking- but now many stores will not allow them during this pandemic. On the flip side of things, I live in Kalamazoo and used to commute to East Lansing three to five days a week, but since campus closed, I barely drive my car at all.
Example response with a citation:
Great point, [student], regarding how we also need to consider our impact on water when we are determining our ecological footprint quiz. There is actually a calculation for determining our water footprint! Class, check out the Water Footprint Calculator created by the Grace Communications Foundation (2020). What did you find out? Compare it to the ecological footprint quiz- why do you think those similarities and differences exist?
Citation: Grace Communications Foundation. (2020). Water footprint calculator [web interactive]. Retrieved from https://www.watercalculator.org/
Ask the class to think about topics in different ways.
Example response:
Context: Each student had to choose a specific stakeholder to represent, and after the first day of discussion everyone had chosen the same stakeholder.
Hi class,we've heard from a couple of "environmental scientists" now and they have opposing views. After reading through them and critiquing their explanations, what do you think? Would one area be better than another? Those that have written the posts from the perspective of an environmental scientist- what do you think? (Please note that I am not leading to one right answer- the goal is to evaluate the evidence.)
Admire and acknowledge a great post
Example response:
Interesting question, [student]- it takes the idea of our case study this week and really scales it up. I look forward to hearing students' responses!
How do I Build Relationships?
Address the specific student that you are replying to.
If more than one student posted a similar idea, then state all of their names.
Or, if it is more than a few students, use the person’s name for which you are replying and add “others” or “and other classmates.”
If posting a question to the entire class, then address the class, not just the student who you are responding to.
See the various examples in this document.
Acknowledge the good work that students do, such as participating early in the week.
Example response to a student that posted early and thoroughly:
Thanks for starting the conversation, [student]! [student] concluded that this greenway "would help all of the public in many ways."Class, which stakeholders are part of the "public" and which ones benefit from this greenway being between 2 and 5 (besides City Bicycling Club, as [student] thoroughly described)?
Example response to a student that posted a detailed question:
Great questions, [student]!Class, I look forward to your thoughts!
Example response to a student that posted a useful resource:
Thanks for sharing the infographic, [student]! I'm going to post it in the announcements so that students in all of the DB sections are aware of it!
Encourage students to bring in information specific to their discipline.
Example response:
Very interesting question, Sean! Any engineers in the class (or engineer enthusiasts)? How could Houston approach this problem? Feel free to bring in ideas learned from other classes!
If a student seems to be struggling with developing thorough posts, then send the student an email with the included post. Do not wait until grading the following week.
Example Email:
Thank you, [name], for participating in the discussion board. Although I noticed that you have already done a few posts, they are not quite yet demonstrating critical thinking. For instance, rather than posting that someone should look into a topic, do the investigation on your own. What did you find and where did you find it? Post a reply with your findings and citations and explain how it relates to what your peer posted. Please see the rubric on D2L for details on what we look for in posts and contact us if you have any questions. We are here to help!
You can read more about the instructions provided to students as well!
How is Participation Different for a ULA vs. a Student?
In some ways, participation looks the same for a student or ULA, but the purpose of posting is different. As a student, the goal of participating (whether the student realizes it or not), is to engage with the material of the course in a meaningful way. As a ULA, it is to further discussion so that students engage with the material on a deeper level.
Some ULA posts may be representative of a student post. For instance, if students are posting about a specific topic and you know of a great resource for them to check out, the resource should be cited properly. This allows the students to see what a good post looks like.
Other ULA posts are different from a student post. For instance, sometimes we need to ask students to think more deeply or research an idea further. Although these posts would not count as a student participation post, they are essential for furthering that student’s engagement with the material.
Some types of posts may or may not be representative of a student post. For instance, if a discussion is moving off-track, then a student or a ULA may bring it back to the course objectives by asking a meaningful, detailed, possibly leading question. A student may do this, but they are not in charge of this. It is our responsibility as a teaching team to bring the discussion back to the course objectives.
Why Participate in the Discussion Board?
Interact with and form relationships with students.
Illustrate how to setup a meaningful and detailed post.
Move off-topic discussions back to course objectives.
Have students think more deeply about their posts.
Offer new information and new resources relevant to student posts.
Relate posts to what was covered previously in class or what will be covered in the future.
Encourage students to look up information rather than guess.
When do I Participate?
Start at the beginning of the discussion week. It can be overwhelming to start later in the week when there are so many posts.
Have the goal to participate more during the beginning than later in the semester (not vice versa). If we do a good job in our posts and feedback early on, then students should need less of our help later in the semester.
If the class is divided into multiple discussion board groups and there is more than one ULA, then self-assign yourselves to different groups and change it each week. Make a calendar to keep track.
How do I Format the Post?
Address the student and, if posting something for the entire class, also refer to the class.
Change the text color of the post. Everyone in the teaching team can use dark blue to make it clear which posts come from the teaching team.
Italicize components of a post that address the entire class. See examples throughout this document.
There may be a few students that posted something similar for which you would like to address. If so, acknowledge all of them in your post.
Example response:
Interesting point, [student], about using greenways to connect areas for nature. Although we tend to only think of paths being used by humans, there are also non-human animals that might use these paths. Class, do a little research and let us know which animals might benefit from having these paths and which ones might not benefit. Explain your reasoning and don’t forget to cite your sources.
What do I Post?
The following is a list of different types of possible posts.
Request that the student think more deeply about their post and provide additional information.
Example response to one student:
Student initial post: My family does our best to limit of carbon footprint. We recycle more than we throw away, reuse as much as we can but aim to reduce our plastic consumption, and limit our mat consumption (I consider myself a flexitarian) There are still a lot of adjustments to be made.
I really like the term "flexitarian," [student]! What are some ways that you and your family are working to reduce your plastic consumption?
Example response to the class:
Context: Students were posting generic concepts regarding ecological footprints.
[Student], you brought up an important point about how overwhelming it can be to make these steps. Some of the points brought up by others, such as remembering to turn off the lights or trying a vegan meal once a month, as [student] mentioned earlier, are things are not too drastic. Class, look back at your reflections- or if you haven't written one yet, consider this question: are the ideas that you brought up actually likely to happen? Which specific things could you start doing now that wouldn't be too costly or too life changing?
Provide a more specific question than what a student originally posted.
Example response:
Student’s question: “I wonder if in the United States they implemented more options in more places, if people would be less likely to litter.”
Great question, [student]! Class, do some research in your own area. What are the recycling capabilities in your area? Does it match what you see? Explain.
Re-route the conversation to class objectives with leading questions.
Example response:
Context: A course focus was on environmental impacts and a discussion on Covid-19 drifted off-topic.
Nice job [student] and others for relating the topics to a truly "current event." Class, how much has delivery increased during these times? How is that overall impacting the environment compared to the positives of so fewer people driving and less manufacturing? Do some research and get back to us!
Provide more information. Make the post representative of the ideal student post: cite properly and hyperlink as needed.
Example response without a citation:
Great point, [student], about avoiding plastic bags at grocery stores. This point, though, reminded me of another interesting point- Class, how have your behaviors that affect the environment been impacted by COVID 19? For instance, I have used reusable bags for years- this is why it got me thinking- but now many stores will not allow them during this pandemic. On the flip side of things, I live in Kalamazoo and used to commute to East Lansing three to five days a week, but since campus closed, I barely drive my car at all.
Example response with a citation:
Great point, [student], regarding how we also need to consider our impact on water when we are determining our ecological footprint quiz. There is actually a calculation for determining our water footprint! Class, check out the Water Footprint Calculator created by the Grace Communications Foundation (2020). What did you find out? Compare it to the ecological footprint quiz- why do you think those similarities and differences exist?
Citation: Grace Communications Foundation. (2020). Water footprint calculator [web interactive]. Retrieved from https://www.watercalculator.org/
Ask the class to think about topics in different ways.
Example response:
Context: Each student had to choose a specific stakeholder to represent, and after the first day of discussion everyone had chosen the same stakeholder.
Hi class,we've heard from a couple of "environmental scientists" now and they have opposing views. After reading through them and critiquing their explanations, what do you think? Would one area be better than another? Those that have written the posts from the perspective of an environmental scientist- what do you think? (Please note that I am not leading to one right answer- the goal is to evaluate the evidence.)
Admire and acknowledge a great post
Example response:
Interesting question, [student]- it takes the idea of our case study this week and really scales it up. I look forward to hearing students' responses!
How do I Build Relationships?
Address the specific student that you are replying to.
If more than one student posted a similar idea, then state all of their names.
Or, if it is more than a few students, use the person’s name for which you are replying and add “others” or “and other classmates.”
If posting a question to the entire class, then address the class, not just the student who you are responding to.
See the various examples in this document.
Acknowledge the good work that students do, such as participating early in the week.
Example response to a student that posted early and thoroughly:
Thanks for starting the conversation, [student]! [student] concluded that this greenway "would help all of the public in many ways."Class, which stakeholders are part of the "public" and which ones benefit from this greenway being between 2 and 5 (besides City Bicycling Club, as [student] thoroughly described)?
Example response to a student that posted a detailed question:
Great questions, [student]!Class, I look forward to your thoughts!
Example response to a student that posted a useful resource:
Thanks for sharing the infographic, [student]! I'm going to post it in the announcements so that students in all of the DB sections are aware of it!
Encourage students to bring in information specific to their discipline.
Example response:
Very interesting question, Sean! Any engineers in the class (or engineer enthusiasts)? How could Houston approach this problem? Feel free to bring in ideas learned from other classes!
If a student seems to be struggling with developing thorough posts, then send the student an email with the included post. Do not wait until grading the following week.
Example Email:
Thank you, [name], for participating in the discussion board. Although I noticed that you have already done a few posts, they are not quite yet demonstrating critical thinking. For instance, rather than posting that someone should look into a topic, do the investigation on your own. What did you find and where did you find it? Post a reply with your findings and citations and explain how it relates to what your peer posted. Please see the rubric on D2L for details on what we look for in posts and contact us if you have any questions. We are here to help!
Authored by:
Andrea Bierema
Posted on: #iteachmsu
A Discussion Board Guide for Undergraduate Learning Assistants (Assignment Example)
The ISB202 course is asynchronous, and thus one of the main ways th...
Authored by:
ASSESSING LEARNING
Monday, Oct 12, 2020
Posted on: MSU Online & Remote Teaching
NAVIGATING CONTEXT
Helping Students Get Online
How to Connect Online
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.
The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.
If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus
MSU IT Service Desk: 517-432-6200 or 1-844-678-6200
Lansing/East Lansing area
Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:
AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi
2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:
Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:
Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point
Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:
Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:
D2L Zoom
Spartan 365 (Microsoft) Suite
OneDrive
Outlook
Word
Excel
PowerPoint
Teams
Google Suite
Qualtrics
EBS
All MSU sites, including:
Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)
VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.
Access to high-speed internet is critical for remote instruction and online classes. Because of varied locations of learners- some students may be on-campus and in the East Lansing area where others might be at their primary residences where internet capabilities are outside of the university’s control- it is important that educators understand how to get connected to the internet. If you or any of your students are unable to access the internet at any time, refer to the information below.
Last Modified: March 27, 2020
Accessing Internet On-Campus or in the Surrounding Area
There are two locations on campus open to students to use for internet access.
The MSU Union located at 49 Abbot Road from 8 a.m. to 8 p.m. daily
Brody Square is open from 8 a.m. to 8 p.m.
If you are staying on-campus or in the Lansing/East Lansing area and have any internet problems, contact:
MSU campus
MSU IT Service Desk: 517-432-6200 or 1-844-678-6200
Lansing/East Lansing area
Spartan-Net: 1-866-386-7778
Xfinity: 1-800-934-6489
AT&T: 1-833-732-2243
Accessing Internet Away from Campus
If you don't have access to internet at your primary residence, consider these tips:
1) Use Your Internet Service Provider's Hotspots
One simple way to find Wi-Fi away from home is to use your home provider. For example, if you’re a Comcast user, you will have access to Xfinity Wi-Fi networks when traveling. For most ISP networks, check their Wi-Fi page on the main site or download their hotspot app. Find a hotspot by entering an address or form of location. Then connect to your ISP’s available hotspots.
Helpful ISP hotspot pages:
AT&T
Xfinity
T-Mobile
Spectrum
Frontier WiFi
2) Use Your Phone as a Hotspot
This is also known as tethering. Some carriers have restrictions on how much data can be used for tethering or charged for using the feature, so be sure to check with your provider.
Common wireless service providers:
Verizon: 1-800-922-0204
AT&T: 1-800-288-2020
Sprint: 1-844-764-8359
T-Mobile: 1-800-937-8997
Discounted Internet Packages
Below are resources for learning more about discounted internet packages from some of the major providers. These links are provided for informational use when deciding on an appropriate solution for you.
EveryoneOn: EveryoneOn is a national nonprofit that creates social and economic opportunities by connecting everyone to the internet. Visit their website to learn more.
Comcast: Comcast runs programs that bring the cost of the Internet down for students depending on their eligibility. Learn more by visitng the Comcast/Xfinity student page and their Internet Essentials website.
Charter/Spectrum: Spectrum provides free Internet access to qualifying homes with students. Learn more about their programs and find out if Spectrum is available in your area. Visit their website to learn more.
AT&T: Through their Access program, AT&T makes Internet access available to qualifying homes. Learn more about this program on their website.
WOW: WOW is one of the providers participating in Lifeline, an income or government assistance based program that provides low-cost Internet service. Learn how to apply.
Public Wi-Fi: How to Stay Safe
If you choose to use public Wi-Fi, consider taking these appropriate steps to protect yourself:
Keep antivirus installed and up to date
Use a VPN
Be skeptical if it’s too easy to connect (ex. no agreement page)
Only browse on HTTPS websites
Refrain from accessing confidential data (ex. bank account)
Avoid performing online transactions
Verify popular Wi-Fi networks are correct (ex. Starbucks WiFi vs. Free Starbucks WiFi)
Always make sure paid Wi-Fi is legitimate and use a third-party payment system
Cover your keyboard when entering any passwords or credentials
If the connection is slow, it could be due to the device rerouting to the hacker’s access point
Eduroam
If you are near a college campus that is not MSU, you may be able to use your MSU credentials to access Wi-Fi via eduroam, which is a world-wide roaming access service developed for the international research and education community. Visit https://www.eduroam.org/where/ to find a map of global locations and learn how to use this resource. If you choose to use this resource and visit a location where eduroam may be available to you, it is important that you ensure that this location is safe and you are able to maintain social distancing.
Eduroam is a wireless network access service that allows global Wi-Fi compatibility between academic institutions and organizations. Students, researchers, staff, and faculty from a participating institution can access the wireless networks of any other participating institution by using their home institution’s credentials.
This means that visitors to MSU have easy access to Wi-Fi while on campus, and the MSU community has easy access when visiting other institutions across the world!
The process for connecting to Eduroam varies between devices. See below to learn how to connect yours:
Connecting to Eduroam for Windows: https://go.msu.edu/EduWin
Connecting to Eduroam for Mac: https://go.msu.edu/EduMac
Connecting to Eduroam for Android: https://go.msu.edu/EduAnd
Connection to Eduroam for iOS: https://go.msu.edu/EduiOS
Campus VPN
A virtual private network allows remote devices to connect to MSU's network as if they were located on campus. MSU's VPN is called F5 BIG-IP Edge. Most students will not need to use the VPN to access the MSU network and systems.
Here are some popular sites and applications that do not require the VPN:
D2L Zoom
Spartan 365 (Microsoft) Suite
OneDrive
Outlook
Word
Excel
PowerPoint
Teams
Google Suite
Qualtrics
EBS
All MSU sites, including:
Student Info (stuinfo.msu.edu)
Office of the Registrar (reg.msu.edu)
VPN Access for Students
If you use an application that requires the Campus VPN, also known as F5 BIG-IP Edge, log into new.vpn.msu.edu using your MSU NetID. Some colleges may have their own VPN for specific applications (e.g. Engineering).
If you need help, refer to the these instructions or contact the IT Service Desk at ithelp@msu.edu, 517-432-6200, or chat.
Note: Some internet service providers, personal networks, and countries may restrict or block VPN access. If you are located outside of the US, please be sure your government permits VPN use.
Posted by:
Makena Neal
Posted on: MSU Online & Remote Teaching
Helping Students Get Online
How to Connect Online
Access to high-speed internet is criti...
Access to high-speed internet is criti...
Posted by:
NAVIGATING CONTEXT
Tuesday, Jul 7, 2020
Posted on: GenAI & Education
ChatGPT FAQ for MSU Educators
ChatGPT FAQ for MSU Educators
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
This Q&A is for educators who are interested in learning more about using ChatGPT in higher education. Use this list to learn the basics on how this technology can enhance teaching and learning experiences while also addressing concerns related to its potential misuse.
There are other chatbot platforms that existed before ChatGPT, such as Jasper.ai for marketing and creative content. There are also competing platforms that quickly entered the market following ChatGPT, such as Google Bard and Bing Chat. Many of the answers below also apply to these other AI platforms.
We are focusing on ChatGPT because of how often educators around the world are discussing its potential for disrupting current teaching and learning practices.
What is ChatGPT?
What can ChatGPT do and not do?
Can I trust ChatGPT?
How can I access ChatGPT to try it out?
What is ChatGPT Plus?
Are there tools that detect ChatGPT writing?
Does Turnitin detect AI generated text?
Are there other MSU supported tools that use AI?
What other tools can I use to compare AI detection results?
Is there a university policy on the use of AI tools like ChatGPT?
Is there a recommendation for how to address the use of AI tools in my class?
How can I improve the output from ChatGPT?
Could AI chatbots potentially create issues of digital equity for students?
What are the privacy concerns associated with using AI in education?
What is MSU doing and how can I stay connected with future developments?
Q1: What is ChatGPT?
A: ChatGPT is an AI chatbot that was launched by OpenAI in November 2022. GPT stands for Generative Pre-trained Transformer. It is based on a Large Language Model (LLM) that checks for the probability of what words are likely to come next in a sequence. It is not the same as a search engine because it generates responses on the fly from a vast data source. The model is trained to sound like natural language and is optimized for dialogue.
Q2: What can ChatGPT do and not do?
A: What ChatGPT can do:
ChatGPT can generate text related to natural language processing, including, but not limited to, answering questions, translating text from one language to another, providing writing assistance by proofreading, editing, and offering suggestions, generating content (e.g., writing an essay, creating a story or poem, summarizing a long article, brainstorming ideas), and engaging in conversations. The tool can also be used to generate and edit code.
In the context of higher education instruction, some educators have already started experimenting with ChatGPT for developing curriculum plans, learning activities, various types of assessments, and rubrics, as well as providing feedback on students’ writing. Students might use ChatGPT to explore different learning topics, get editing suggestions on their written work, brainstorm ideas for projects, and even generate responses to quizzes, exams, and essays, some of which would raise academic integrity issues.
What ChatGPT cannot do:
ChatGPT does not access current websites for information, and according to its statement of limitations, ChatGPT has “limited knowledge of world events after 2021,” and “may occasionally generate incorrect information” and “harmful instructions or biased content.” It is not very accurate at listing citations/references and all output should be checked, as it often makes things up. However, processes are improved with GPT-4 and results may change significantly with new versions over time.
While ChatGPT can create new content based on the data it has been trained on, it still lacks the ability to generate truly original ideas or solve complex problems that require higher-order thinking and creativity. Even though ChatGPT can assist with providing feedback on student work, it is important to note that OpenAI recommends against educators relying on ChatGPT, as giving student feedback involves possible decision making and complex, context-based considerations. See Educator Considerations for ChatGPT for more details of OpenAI’s discussion on the use of ChatGPT in education.
ChatGPT can be used as an assistant for designing, developing, and teaching courses, but it is not a substitute for educators’ teaching expertise. The best way to learn about its capabilities and limitations is to experiment with ChatGPT within your specific teaching context.
Q3: Can I trust ChatGPT?
A: Ensuring that AI-driven data is accurate and unbiased is very important. The model’s output can sound convincing, but it doesn’t “know” what it is saying and will at times make things up. It is not a substitute for human expertise, judgement, and responsibility. Educators and students need to critically evaluate the information generated by ChatGPT. In practice, assume there are inaccuracies and possible biases (see OpenAI’s FAQ and the given limitations statement).
Ensuring that the collected data is secure and used ethically is also a major challenge. Avoid entering sensitive information. Do not provide any student information or student grades to ChatGPT, as it may be a FERPA violation for disclosing educational records to a third party without the student’s written consent.
Q4: How can I access ChatGPT to try it out?
A: The free version, GPT-3.5, is available at chat.openai.com. Sign up with an email address or Google account. You can create multiple sign-ins to use for work or personal use by using a different email. The sign-up process will ask for a phone number and send you a code for verification. You can use the same phone number for the verification process.
After signing up, go to chat.openai.com/chat. There is a text input field at the bottom where you will enter your prompt. Select “Regenerate response” for another version and scroll through the numbers to the left of the prompt to view each version. Continue refining your results by giving subsequent prompts or start a new chat from the menu on the left. You can edit chat labels or delete them by selecting the item in the menu. If you find an answer is incorrect, you can provide feedback by using the "Thumbs Down" button.
Q5: What is ChatGPT Plus (ChatGPT-4)?
A: ChatGPT Plus (ChatGPT-4) is available with a $20/month subscription. The upgrade provides better access during high demand, faster responses, and priority access to new features. One of the new plugins recently adds web browsing for more current data. GPT-4 surpasses ChatGPT in its advanced reasoning capabilities and can solve difficult problems with greater accuracy. You can access it from the menu options after signing up for the free version.
Q6: Are there tools that detect ChatGPT writing?
A: There are tools that claim to be able to detect AI generated text (e.g., Turnitin, CheckGPT, GPTZero). However, keep in mind that the only evidence is the presence of statistical markers about the likelihood of word patterns. It is possible for human writing to fall along similar patterns, leading to false positives, and it is also possible to produce AI-generated responses that go undetected, leading to false negatives. As of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.). Do not assume AI detectors are giving you absolute facts (see Can AI Generated Text be Reliably Detected by Sadasivan et al.), rather let them guide you in addressing concerns with students.
The best approach is to have a conversation with the student about whether, how, and why they used the tool. For example, an international student may have entered their own work to polish up language structure. Some students may not know using the technology constitutes academic dishonesty, or to what extent they are allowed to get AI assistance if it hasn’t been mentioned explicitly.Be careful how you approach students and consider refraining from mentioning the use of AI detectors as a threat. “The use of these tools to evaluate student text can increase students’ anxiety and stress (both of which have been found to inhibit learning), while also creating an atmosphere of distrust.” [source: Evaluating Student Text with AI Text Detectors]
Bottom line, dedicate some classroom time to educating students about AI and what you consider to be misuse in your class. Have open discussions about its benefits and limitations. Help students understand the downsides of relying on it and emphasize the importance of developing their own writing abilities.
Q7: Does Turnitin detect AI generated text?
A: Turnitin has its own AI writing detection tool, however, it was removed from within the tool on our D2L instance due to concerns over bias and unreliability. Turnitin acknowledges that false positives and false negatives are possible. Again, as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Turnitin Disclaimer:
“Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.”
See the following for more Turnitin resources.
Turnitin’s AI Writing Detection FAQ
Academic integrity in the age of AI
AI conversations: Handling false positives for educators
Return to the Turnitin AI writing resource center for educators periodically to find current articles on this rapidly evolving topic.
Q8: Are there other MSU supported tools that detect AI?
A: Packback is an MSU supported AI tool that monitors student work. When using the Packback discussion tool, students are notified when AI generated text is detected, and guidance is provided on how to use AI tools with integrity. See the article, "Post may have been generated by AI" Reason for Moderation.
Packback also has a free AI detection tool called CheckGPT that can be used even if you don’t use the discussion feature, Packback Questions. CheckGPT will analyze a piece of text and suggest using what you learn to help create teaching moments with your students about ethical use and the importance of academic honesty. The tool author intentionally tuned CheckGPT towards a low false positive.Be aware that as of Aug. 1, no reliable detector has been identified, and the detectors that are widely available have been shown by multiple studies to be biased against English language learners and people with disabilities (e.g., GPT detectors are biased against non-native English writers by Liang et al. and A study of implicit bias in pretrained language models against people with disabilities by Venkit et al.).
Q9: What other tools can I use to compare AI detection results?
A: Some other tools being used include GPTZero, Hive Moderation, and AI Text Classifier. Try submitting your own original work, as well as AI generated results, to get a better understanding of the differences between tools.
GPTZero is a free AI detection tool for educators that is finetuned for student writing and academic prose. You can analyze pasted text or upload files. There is also a separate product with a similar name called ZeroGPT.
Hive Moderation has an AI detection tool that will score the likelihood of generated text by segment. On top of an overall score, results include which engine created an image and which segment of text has the most probable artificial content.
If you search the internet, you will likely find many others (e.g., Top 7 Best Plagiarism Checkers For AI-Generated Content). Experiment with the different tools to get a feel for their usefulness within the context of your teaching. Use the tools as a point of discussion, rather than considering them as proof of misconduct, which may not be the case. Due to the unreliability, it is unclear whether detection has an advantage in the long-term as all have disclaimers.
Q10: Is there a university policy on the use of AI tools like ChatGPT?
A: On August 1, 2023, the Office of the Provost at MSU posted the Generative Artificial Intelligence Guidance, and Technology at MSU also shared an Interim Guidance on Data Uses and Risks of Generative AI. Check for related policies within your college or department. Consider explaining the new university guidance, existing academic integrity policies, and your approach to the use of AI tools in your course syllabus.
MSU policies and resources related to academic integrity:
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 7
MSU Campus Resources for Academic Integrity
Q11: Is there a recommendation for how to address the use of AI tools in my class?
A: Generally speaking, educators have been responding to the rise of AI tools by either resisting or adapting (see ChatGPT and AI Text Generators: Should Academia Adapt or Resist). Resistors may see more issues than benefits in using AI for teaching and assessing students. They prohibit, bypass or discourage the use of AI tools by returning to in-person pen and paper assessments or using AI detection tools to detect AI generated content. Educators who take a more adaptive approach will likely see more benefits of using AI in teaching and learning and the need of better preparing students for the challenges they will face in a post-AI world. Of course, how you address the use of AI tools in your course depends on your specific teaching context and course goals. An instructor teaching writing classes and an instructor teaching AI-related courses are likely to take different approaches.
In your course syllabus, make your expectations clear on whether students can use AI tools, what students can use them for, what students should not use them for, and whether they need to explain how they have used them. The more detailed your expectations are, the less likely students will misuse these tools.
Carefully (re)design your course activities and assessments, whether you are embracing AI tools or discouraging the use of them in your course. Consider designing activities or assessments that encourage higher-order thinking, critical thinking, and creative thinking (e.g., reflection activities or essays, activities that develop critical digital literacy, work that focuses on process over end-product, and real world, ill-structured problem-solving), which are essential for successful learning and resistant to students’ misuse of AI tools. Below are several resources for designing activities and assessments in the age of AI:
Five ways to prepare writing assignments in the age of AI by Turnitin
New modes of learning enabled by AI chatbots: Three methods and assignments by Ethan and Lilach Mollick, University of Pennsylvania - Wharton School
Q12: How can I improve the output from ChatGPT?
A: You can improve the output with targeted prompts and subsequent tasks, such as defining the structure type (essay, email, letter, blog, lesson, assignment, quiz, rubric, list, table, outline, etc.) and tone (professional, heartfelt, humorous, in the voice of a celebrity, for a fifth grader, etc.). You can give the chatbot a role and a task (prompt: “you are a college professor teaching __, write a ___ about ___). You can continue improving the output by providing more context details.
You can also train the model by providing a dataset of your own. It will not read text from a website by providing a url (try it sometime to see the model make stuff up). You will have to paste in the text with your request. For example, prompt ChatGPT to give you a summary of … “paste in article text” or ask for a list of discussion questions to give to students from the copied article text. If you want something more concise, give a subsequent prompt to “make it shorter”. If the text appears to have cutoff at the end, you can extend the length by telling ChatGPT to continue from “paste in the last sentence.” For more, see Open AI’s guide on prompt design.
Q13: Could AI chatbots potentially create issues of digital equity for students?
A: Using AI technology in the classroom may lead to unequal access for students. Those with slower internet speeds or no internet access at home may face disadvantages. Additionally, those who pay for subscriptions may have better access and results. Students at schools that prohibit the technology may also be at a disadvantage. However, AI technology can help alleviate inequity in some cases, such as assisting international students with grammar and improving communication with instructors. It can also provide academic support for students without access to private tutors.
Disclosure: The above paragraph was rewritten with the help of ChatGPT. The original is listed below.
The prompt given was simply “Rewrite: If you allow and even encourage the proper use of AI technology in your classroom, students will not all have the same level of access. Students who experience slower internet speeds or have no access to the internet at home may face a disadvantage. Additionally, during peak usage times, the free version may not be readily available. Those who pay for a subscription will have an advantage with better access and improved results. Students from schools that prohibit the use of the technology may find themselves disadvantaged relative to those who were trained to use it as a tool. The technology may help to alleviate inequity in other cases, such as helping an international student polish their grammar or improve communication with an instructor. Students without access to private tutors can potentially get assistance with their studies.”
Both versions are provided to give you an example of using ChatGPT to improve or shorten a piece of writing.
Q14: What are the privacy concerns associated with using AI in education?
A: The company collects information from you and/or your students when signing up for an account. Entering personally identifiable information related to your students in a prompt would be a FERPA violation because prompts may be reviewed by AI trainers to improve their systems. See the privacy-policy for more details. Instructors who are embracing the technology as a learning tool may be creating assignments that specifically encourage its use. However, students who are concerned about privacy issues may be reluctant to use the technology. Consider creating an alternative assignment for those cases.
Q15: What is MSU doing and how can I stay connected with future developments?
A: MSU offered a university-wide AI Symposium in February 2023, followed by on-going conversations within departments and academic programs around the topic. For example, there was an AI/IAH Workshop on April 14, 2023 (resources are posted on iTeach). Other AI coffee talks were posted on the MSU Library calendar. The MSU Spring Conference in May had sessions on the topic, as well as the EdTech Summit in June, 2023 MSU Educational Technology. Check with your department and the following areas to keep up on the latest developments.
iTeach & CTLI (Center for Teaching and Learning Innovation)
Artificial Intelligence in Higher Education (and Learning)
AI & Education Group – login to find the group and join the growing list of members.
MSU’s Spring Conference on Teaching and Learning - May 2023
Using AI in Teaching & Learning iTeach playlist
EDLI (Enhanced Digital Learning Initiative) and Broad College
Short Overview of ChatGPT for University Faculty By Jeremy Van Hof, Eli Broad College of Business, MSU
Quarterly Newsletter Apr 2023
OSSA (Office of Student Support & Accountability) and MSU Policy
When It Comes to Academic Integrity, Even ChatGPT Has the Answer By Jake Kasper, Office of Student Support & Accountability
Office of Student Support & Accountability
Spartan Code of Honor
Integrity of Scholarship and Grades
Student Rights and Responsibilities Article 4
MSU Campus Resources for Academic Integrity
Spartan Newsroom and MSU Today
Are teachers ready for the rise of Artificial Intelligence? - January 20, 2023
What if AI helped write a commencement speech? ComArtSci 2023 commencement
Additional Resources:
Educator Considerations for ChatGPT By OpenAI
ChatGPT Updates and FAQ By OpenAI
ChatGPT General FAQ By OpenAI
AI Chatbot FAQ By Western Carolina University
ChatGPT & Education By Torrey Trust, University of Massachusetts Amherst
Academic integrity in the age of AI By Turnitin
White Paper: How Academia is Adapting to Generative AI
How to Productively Address AI-Generated Text in Your Classroom By Indiana University Bloomington
Currently, there is an explosion of tools integrating Chat AI tools. For example, Quizlet has a new tool called Q-Chat, Khan Academy recently developed Khanmigo, and Grammarly introduced a ChatGPT-style AI tool. On a humorous note, there is CatGPT (not a typo). More guidance and updates are likely to follow this getting started FAQ.Originally posted: May 2023Updated: Nov 2023
Authored by:
Sue Halick and Cui Cheng
Posted on: GenAI & Education
ChatGPT FAQ for MSU Educators
ChatGPT FAQ for MSU Educators
This Q&A is for educators who are...
This Q&A is for educators who are...
Authored by:
Friday, Aug 2, 2024