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Teaching and Learning in the Era of Generative AI

Ying-Hsiu Liu�Missouri Online�University of Missouri System�Oct 11th, 2023

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A Series of Generative AI Workshop

2. Teaching and Learning in the Era of Generative AI

4. Academic Integrity in the Age of AI, 11/2 at 10 a.m. and 11/16 at 1 p.m.

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3. Authentic Pedagogy in the Age of AI with faculty Amy Simons: 10/12 at 10 a.m.

1. Types and Uses of Generative AI

5. Authentic Pedagogy in the Age of AI with faculty Christina Carney: 11/9 at 10 a.m.

6. AI Plagiarism and Cheating: 11/8 at 9 a.m.

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About This workshop

  • An overview
  • Teaching and Learning with AI is a new area!
  • Questions
  • Recording and resources

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What Has Happened?

November 30, 2022

ChatGPT

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What is Generative AI

Artificial intelligence systems that are powered by large language models (LLM) which are trained based on large amount of data. �

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What is Generative AI

  • Generative AI cannot think like human
  • Generative AI is all about prediction.

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What is Generative AI

We can use text prompts to communicate with/instruct generative AI tools to create content such as text content, images, and video, etc.

  • Prompt (text conversation)

Text, essay

Multimedia: Images, audio, video

Codes, Models…

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Question

What is your experience with generative AI tools, such as ChatGPT and Bing AI?

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What is the Current Status?

Students are far ahead of faculty members

  • 33% of students use ChatGPT regularly, but only 10% of faculty members regularly use ChatGPT

Blake, J. (June 21, 2023). Student and faculty perspectives on digital learning differ. Inside Higher Ed.

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What Learners Are Saying…

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What Learners Have Said

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What Learners Have Said

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What Is the Current Status?

Students are far ahead of faculty members

  • 33% of students use ChatGPT regularly, but only 10% of faculty members regularly use ChatGPT
  • 50% of students will continue to use AI even if their instructor or institution (as a whole) prohibits it.

Blake, J. (June 21, 2023). Student and faculty perspectives on digital learning differ. Inside Higher Ed.

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Challenges and Opportunities

  • AI work is very difficult to detect
  • Revisit your definition of cheating
    • Brainstorming
    • Outlines
    • Proofreading and editing (English as 2nd language learners)
    • Co-pilot
  • How students use AI tools appropriately vs whack a mole model

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Teaching and Learning

  • If I wanted to incorporate AI into my teaching, where should I get started?

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Incorporate AI in Teaching & Learning

  • University policies
  • Course policies – syllabus (ban the use, limit the use, and require/encourage the use)
  • Student preparation
  • Redesign assignments or instructional activities
    • Know why you use AI in class, and what role AI will play
    • Select appropriate AI tools
    • Update your assignments
    • Update your grading rubrics

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University Policies and Syllabus

  • Chapter 200.010 Standard of Conduct�The term unauthorized use of artificially generated content, includes, but is not limited to �(i) use of artificial intelligence tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor; ��(ii) submitting work for evaluation as one’s own that was produced in material or substantial part through use of artificial intelligence tools or other tools that generate artificial content without permission from the instructor; ��(iii) using artificial intelligence tools or other tools that generate artificial content in a manner contrary to instructions from the instructor; or ��(iv) using artificial intelligence tools or other tools that generate artificial content in a manner that violates any other provision of these rules concerning academic dishonesty. ��Use of commonly available tools such as spelling or grammar checking software or features of software that propose anticipated words or phrases while text is being written will not be considered unauthorized use of artificially generated content unless such use is contrary to instructions from the instructor.

Source: https://www.umsystem.edu/ums/rules/collected_rules/programs/ch200/200.010_standard_of_conduct

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Course Policies - Syllabus

  • Any work written, developed, created, or inspired by artificial intelligence (AI) is considered plagiarism and will not be tolerated. While the ever-changing (and exciting!) new developments with AI will find their place in our workforces and personal lives, in the realm of education and learning, this kind of technology does not belong. This is because the use of AI robs us all of the opportunity to learn from our experiences and from each other, to play with our creative freedoms, to problem-solve, and to contribute our ideas in authentic ways. In a nutshell, college is a place for learning, and this class is specifically a space for learning how to improve our writing. AI simply cannot do that learning for us.

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Prohibitive Statement

Syllabus author: Virginia Chaffee, Senior Instructor in the CSU English Department and University Writing Program �(Source: Colorado State University)

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University Policies and Syllabus

  • Generally speaking, you are not authorized to use artificial intelligence engines, software, or artwork generating programs (or similar) to produce work for this class EXCEPT on assignments that I have identified and for which you will have received significant guidance on appropriate use of such technologies. I will provide more information about the specific assignment when the time is appropriate in the course. You may not, however, construe this limited use as permission to use these technologies in any other facet of this course.

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Use with Permission Statement

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(Source: Colorado State University)

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University Policies and Syllabus

The Use-With Caution Statement

Within this class, you are welcome to use foundation models (ChatGPT, GPT, DALL-E, Stable Diffusion, Midjourney, GitHub Copilot, and anything after) in a totally unrestricted fashion, for any purpose, at no penalty. ��However, you should note that all large language models still have a tendency to make up incorrect facts and fake citations, code generation models have a tendency to produce inaccurate outputs, and image generation models can occasionally come up with highly offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a foundation model. If you use a foundation model, its contribution must be acknowledged in the handin; you will be penalized for using a foundation model without acknowledgement. Having said all these disclaimers, the use of foundation models is encouraged, as it may make it possible for you to submit assignments with higher quality, in less time.

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The university's policy on plagiarism still applies to any uncited or improperly cited use of work by other human beings, or submission of work by other human beings as your own. Ryan S. Baker

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Syllabus author: Ryan S. Baker�EDUC 6191 Core Methods in Educational Data Mining | University of Pennsylvania�Source: Classroom Policies for AI Generative Tools

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Student Preparation

Mollick E. (2023, Feb 17) My class required AI. Here’s what I’ve learned so far. Retrieve from https://www.oneusefulthing.org/p/my-class-required-ai-heres-what-ive

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What Stuff AI Can Do For Students

Role

Description

Idea generator

AI helps brainstorm, or generate various version of expressing ideas; AI helps to develop an argument

Personal tutor

AI helps individual student to �(1) learn a specific topic; �(2) develop a study plan�(3) clarify misconception by providing immediate feedback

Co-design/Co-creator/Co-pilot

AI assists individual student to to design or create an artifact/or writing

Study buddy

AI helps individual student to identify learning gap, reflect on their learning and work with individual student to explore certain topics.

Tool

AI can complete tasks to create artifacts (e.g. images, videos based on the provided prompts)

Simulator

AI can be part of role play to interact with the students

Mollick E, & Mollick L. (2023, June 21). Assigning AI: Seven approaches for students with prompts�UNESCO (2023, April 14). ChatGPT and Artificial Intelligence in higher education .

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Select an appropriate AI Tools

  • Know your goals – in the end, what you want your students to be able to do?
  • AI tools scaffolds students’ learning.
  • Know your tools – Specialized AI tools
    • Which generative AI tool(s) is appropriate for my Course?
    • Which generative AI tool(s) is popular in my field/industry?
  • Expect more from students!

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Generative AI Tools

General Tools

Specialized Tools or AI Empowered Tools

ChatGPT

Bing AI

Claude

Google Gemini

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Generate Images: midjourney, Bing image creator

Video: Runway

Music: Pixabay

Voice cloning: ElevenLabs

AI research assistant: Elicit

AI friend: Replika

Google Docs AI

Grammarly: AI Writing

Microsoft: Copilot

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Tips…

  • One bite at a time
  • Assignment redesign and structure
    • Use authentic assessment
    • Require students to use multiple prompts, which forced them to consider how to improve their output (Mollick, 2023)
    • Divide assignments into multiple mini tasks
    • Provide evidence of knowledge growth (Draft, track-change, reflection, prompt history, etc)
    • Final presentation
  • Update your grading rubrics
    • questioning skills & higher order thinking skills
  • Testing out AI as a student

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Source: Mollick, E. T. H. A. N. (2023). My class required AI. Here's what I've learned so far. One Useful Thing.

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Last Thoughts…

  • AI is here and its impact is beyond the classroom
  • Stand on the shoulders of AI - Effectiveness and Efficiency

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Prompts Govern Output

https://openai.com

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Example

  • Imagine that you are a coding tutor who specializes in teaching beginners how to code in Python and machine learning concepts.
  • Your goal is to create a personalized study plan for me (a student who wants to learn Python and machine learning but have 0 experience and knowledge), with a focus on video resources and project-based learning. I can commit 10 hours per week to studying. Please keep in mind that the student has no prior coding experience, and therefore needs a study plan that starts from the basics and gradually builds up their knowledge. ��Please provide a detailed plan that includes specific timelines and links to relevant resources.

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Example: Impact of your Public Health Issue

  • First, use an AI tool (i.e., ChatGPT, Bing AI) to assist you with identifying the breadth of the impact of your group’s selected health issue and for whom this health issue influences the most (health disparity).
  • Analyze the AI output: Using reliable sources of information, research the statements within the AI generated content to substantiate its claims and provide in-text citations and references.
    • Is the language used appropriate?
    • Consider what is missing from the statement provided based on what you know about this topic.
    • Take time to research and confirm content generated by the AI tool using reliable sources (peer-reviewed journals, reliable web-based sources).
  • Write your own response to the following questions below based on content the AI tool provided AND what you found through your own research. Your submission should be approximately 400-500 words. Use this grading rubric. Make sure to include in-text citations and references for all of the information you find out about your health issue (APA style). ��If you use AI generated content, please be transparent and provide appropriate citation. Submit a link to the AI output created from your various prompts

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Source: MU, Department of Health Science, Dr. Molly Vetter Dreier’s health promotion program course

Explore the topic

Verify and critique the AI output

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Prompt Examples

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Guidelines on Crafting Prompts

  • Have clear goals
  • Provide sufficient contextual information and step-by-step instruction
  • Embrace the “AI conversation” process to adjust and refine output
  • The power of language
  • Be a responsible, quality gate keeper
  • Practice makes perfect

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If You Are Thinking About Incorporating AI in Your Teaching…

Contact