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AI Commons Bulletin 1/6/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

💚 Try This: Create Examples for Critical Analysis
Students can use AI to create an example “in the style of” something, and then evaluate the result. For example, Dickens scholar Dan Doughtery offers: “Write a story about a young man falling in love in the style of Charles Dickens’ novel David Copperfield” (Dougherty).

Learn More: https://bowiestate.edu/academics/colleges/college-of-arts-and-sciences/departments/language-literature-and-cultural-studies/ceamag/ceamar-journal-2024.pdf#page=38

🔮 Crystal Ball: “Digital Twins”
Watch for this in the next year: virtual models of a specific object, person or system updated using real-time data. Imagine it as a tool for the ultimate personalized learning system.

Learn More: https://www.ibm.com/think/topics/digital-twin

ℹ️ Students See Feedback from a “Calibrated” AI as Helpful
In this example, instructors augmented a general AI tool with research from their discipline and works from previous students (both = 35 million words). Then instructors had the AI tool give feedback on student assignments. The students loved it.

Learn More: (Numerous theories here – skip to page 17 for results). Zapata, G. C., Saini, A., Tzirides, A. -O. (Olnacy), Cope, W., & Kalantzis, M. (2024). The Role of Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitious Learning: An International Journal, 18(2), 1-30. https://cgscholar.com/bookstore/works/the-role-of-ai-feedback-in-university-students-learning-experiences

Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

Questions for ChatGPT: "Write 5 prompts for faculty to reflect on chatGPT in higher ed"

Do you use Copilot in Power Automate? I have only had moderate success with having Copilot outline flows for me, but I have found it useful that I can have Copilot write plain language descriptions of flows I have created. This helps me with a recurring question I have when making a new flow: 'How did I do this the last time?"

Massive changes have occurred recently with regard to artificial intelligence (AI) and the ability of the public to generate novel text and images using AI tools (e.g. ChatGPT). Many in education are concerned with what this means for assessing student understanding: if a student can generate a novel, accurate essay on almost any topic, how will you assess learning from short-answer and essay assignments?

On 02/01/2023, a campus collaboration of the APUE STEM+ Ed@State, Enhanced Digital Learning Initiative (EDLI), Center for Teaching and Learning Innovation (CTLI), MSU Libraries, and MSU IT EdTech, hosted the "Symposium on AI in Education and Academic Writing". During the symposium, the basics of how AI works were shared and attendees had opportunities to play with some AI tools. The event provided opportunities to hear how faculty are addressing these challenges, discuss concerns and opportunities with colleagues, and reflect on individual teaching philosophies in the time of artificial intelligence (AI).

Interim Guidance on Data Uses and Risks of Generative AI
(source site https://tech.msu.edu/about/guidelines-policies/generative-ai/)

Generative artificial intelligence (AI) language models, including products like ChatGPT and Bard, are powerful tools that can assist with various tasks from teaching and learning, to writing support, to data analysis. No generative AI product currently has a formal agreement with Michigan State University, but users looking for a generative AI tool can find a list of IT approved software for individual use here. Note that any use of generative AI tools must adhere to this interim guidance. Users who choose to use these publicly available generative AI tools should understand the potential risks and limitations associated with publicly available versions of them. This interim guidance outlines recommendations regarding the types of data that may and may not be entered into consumer or commercial generative AI products, with specific considerations for higher education, MSU policies, and institutional needs. It also offers an overview of limitations to be aware of when using generative AI and offers some current best practices for working with these tools.

Further guidance regarding more specific needs like handling generative AI in teaching and learning activities, selecting and adopting AI tools, creating sample syllabus language, and more will follow in the coming months as MSU continues to explore how most effectively to leverage these new tools in a way that meets the university’s needs while keeping our data and users safe.

Check out more on Generative AI from Technology at MSU here https://tech.msu.edu/about/guidelines-policies/generative-ai/ link

A guide from Miami University on using ChatGPT in teaching and learning, with several resource links that lead to additional articles, including one specific to using ChatGPT in writing instruction: https://www.miamioh.edu/cte/faculty-staff/chatgpt/index.html

FREE Webinar: Publishing as a Practitioner

Are you interested in publishing but not sure where to get started? Join us for this interactive session to learn more about the research and publishing process, hear how other practitioners navigate engagement in scholarship, and engage with a community of practitioners passionate about publishing. There will be opportunities to ask questions, discuss areas of expertise, and identify available resources. We also hope that participants will use this webinar to form writing groups or find accountability partners.

Register for this FREE webinar here: https://myacpa.member365.org/public/event/details/6c58e7493279687e8398a688b6ab40615760cacc/1

ASK ME ANYTHING STARTS TODAY WITH Cheryl Caesar - Teaching Multilingual Students
Cheryl lived in Paris, Tuscany and Sligo for 25 years, earned her doctorate in comparative literature at the Sorbonne and taught literature and phonetics. She publishes poetry in the U.S., Germany, India, Bangladesh, Yemen and Zimbabwe, and last year she won third prize in the Singapore Poetry Contest for her poem on global warming. My chapbook Flatman: Poems of Protest in the Trump Era is available from Amazon.

I chose the topic of “Teaching Multilingual Students” because I have experience teaching EFL in Europe and ESL here, to first-year writing students. I am especially interested in using linguistic and cultural diversity as a pedagogical asset in the classroom

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