AI Pedagogy Workshop: Aiding Professors in the Classroom

THURSDAY, MARCH 28, 2024 

3:00 - 4:30 p.m. 

Information Literacy Corner, Porter Henderson Library First Floor

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EVENT CONTACT

Dr. Michael Shane Powers�Director, Faculty Learning Commons�michael.powers@angelo.edu �325-942-2203

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HOSTED BY

The Faculty Learning Commons and The Center for Digital Learning & Instruction

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Mini-Grant Proposals

• Up to $2,500
• Any full-time faculty, including Instructors, with at least a 9-month appointment
• Instructional Innovation
• Scholarship of Teaching and Learning
• Center for Digital Learning and Instruction Partnerships
• Deadline: April 5^th, 2024

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C.R.A.S.H. Core Values

• Professional development opportunity that aids the creation of:
• Collaborative learning environments
• Increased student engagement
• Culturally responsive classes that meet students where they are
• Open to faculty, instructors, adjuncts, and administrators
• August 19 – 21
• $500 stipend
• Apply via Faculty Learning Commons website

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Best Frenemies: AI and Us

“If AI is the wild west, who’s the sheriff around here?”

Yeah, but everyone’s doing it…

Readily and easily available AI: Google Converse, Google Gemini, ChatGPT (free version), Microsoft Bing AI, You.com, and 35 AI Content Generators to Explore in 2023

AI is in just about every industry:

• What are the ADA requirements for concrete ramps in commercial buildings?
• Help me plan a 3-hour itinerary for my first time in Washington DC.
• Can you provide 5 vegetarian supper recipes?
• Design a presentation discussing Ann Petry’s novel The Street
• Help me find a 300-500 hundred thousand dollar house in Charlotte (Zillow)
• Skill Leap AI: AI courses

AI and the workforce our students will enter: World Economic Forum Jobs Report predicts AI will cost 85 million jobs by 2025, but AI will produce 97 million jobs.

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If all your friends jumped off a bridge…

• BlackBerry, a cybersecurity software company: “75% of organizations worldwide are currently implementing or considering bans on ChatGPT and other Generative AI applications within the workplace” (PR Newswire, Aug. 2023).

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• As of February 2024, the following companies have banned ChatGPT from the workplace: Accenture, Amazon, Goldman Sachs Group, Verizon Communications, Apple, Bank of America, Samsung Citigroup, Commonwealth Bank of Australia, Deutsche Bank, iHeartRadio, JPMorgan Chase, Chase Wells Fargo, World Economic Forum, Italian Data Protection Authority, Calix, Northrop Grumman Corporation, Spotify, PWCCNET, Mishcon de Reya (Originalityai.com)
• Add General Motors Financial to the list, according to my son

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Professor’s are from Mars. Students aren’t.

• Open AI
• ChatGPT
• BingAI
• Gemini
• You.com
• Research Rabbit
• Grammarly (free and plus), Quillbot, Wordtune, Writesonic (and the list goes on)
• Skill Leap AI: Some of the Top 100 AI Tools

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Paraphrase generators are AI

Paraphrase generators are online tools that use artificial intelligence (AI) algorithms to rephrase or rewrite text

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• Text Analysis and Language Models: Paraphrase generators work by analyzing the input text and identifying the key concepts, phrases, and sentence structures. They use advanced language models, such as neural networks, to understand the context and meaning of the text.
• Synonym Replacement and Sentence Restructuring: Paraphrase generators use a combination of techniques to generate alternative versions. One common technique is synonym replacement, where words in the original text are replaced with their synonyms or similar words. This helps to create variation in the paraphrased output. The generator may also restructure sentences or change the sentence order to provide a different perspective or improve readability.
• Grammar and Language Rules: Paraphrase generators also take into account grammar and language rules to ensure that the generated output is grammatically correct and coherent. They consider factors such as subject-verb agreement, tense consistency, and sentence coherence to produce high-quality paraphrases.

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Limitations and Issues with AI in General

1. Privacy and data collection: AI works by collecting data. Remember that if a technology is free, the user’s data is the payment. Note that the data and privacy collection is similar to social media or regular search engines.
2. Bias: AI systems reflect the data they are programmed to collect and they reflect those biases. Those biases will include not just information but also the language with which AI presents the information.
3. Hallucinations and errors: If the dataset is incomplete, the answers will be skewed or incorrect. The system is trained to deliver an answer, not trained to deliver the correct answer.
4. No understanding of context: AI systems don’t know anything and can not determine nuance or context.
5. Plagiarism: AI pulls data and language from sources without documenting or citing the source.
6. Environmental Impact: Servers must stay cool. Microsoft’s global water consumption spiked 34% in 2021. Every 5-50 prompts equals a 16 oz bottle of water.
7. Penchant for World Domination: See 2001: A Space Odyssey, Terminator, Wall-E, Ex-Machina, The Matrix, etc.
8. Useless for Real World Help: No winning lottery numbers and terrible at Fantasy Football.

Teach Effective and Ethical Use of AI (but keep them honest)

• Understand AI & Limitations, including requiring that students create more of a digital foot print;
• Practice Ethical Use
• Generate Ideas
• Outline and Organization
• Clear and concise prose
• Grammar, Mechanics, and Spelling Checks
• Transparency: MLA/CCC Guidance on AI Usage
• Note: Consider requiring at least 2-3 blogs/short reflective essays/emails to collect student writing samples.
• Radar Guns Vs. Radar Detectors: The Undetectable AI or Paraphrase Generator
• Keep them honest (with some caution).

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Acceptable vs. Unacceptable

AI Assisted:

• Use AI-assisted writing to brainstorm
• Explore new topics/ideas with AI-assisted writing
• Use AI-assisted writing to explore potential counterarguments/ opposing points of view
• Re-see your writing by taking suggestions from your AI assistant to make improvements

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AI Generated:

• Offload the majority of the writing & research process to AI
• Generate large chunks of text with little or no input from you as an author
• Trust something the AI has generated at face value
• Use AI-generated text as a substitute for research or critical thinking

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Post-Plagiarism World

ARTIFICIAL INTELLIGENCE IN INSTRUCTIONAL PRACTICE:

Building on Best Practice in Instruction

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Twyla Tasker, Ph. D.

Associate Professor

Department of Curriculum and Instruction

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ARTIFICIAL INTELLIGENCE IN INSTRUCTIONAL PRACTICE:

How Could We Possibly Use It?

(the possibilities are endless!)

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Searching

Generating

Revising

Formatting

· research sources,

activity ideas,

ice breaker ideas,

collaboration ideas

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· questions from content, summaries from video, ideas for assessments, rubrics from instructions, feedback suggestions, outlines for lessons, emails or difficult communications, step-by-step instructions

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· mechanics,

tone (more empathetic, more professional, etc.),

style (casual, graduate-level, etc.)

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· specific content into specific parameters (i.e. APA, SMART goals)

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BUILDING ON BEST PRACTICE IN INSTRUCTION

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• Clearly stated objectives
• Opportunities to engage
• Content in chunked segments
• Accessible text, graphics, video
• Variety of engaging learning activities
• Assessments with clear instructions and rubrics

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Foundation: Quality teaching matters

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BUILDING ON BEST PRACTICE IN INSTRUCTION

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Review the limitations and restrictions associated with specific AI tools

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Use AI to enhance productivity and time management (may take time & practice)

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Build relationships with students by connecting through engaging activities, synchronous video chats, or other opportunities; don’t rely on AI for the connections

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As you build new courses and revise old courses with AI

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Check and double-check for accuracy (and potential biases)

·Consider AI-generated material as a beginning, a brainstorm, and not an end, not a final product

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BUILDING ON BEST PRACTICE IN INSTRUCTION

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Just a thought, don’t try to rebuild

Rome in a day!

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One update, one assignment, one class

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• Consider an activity for you or your students
• Consider just one activity - searching, generating, revising, formatting
• Just try it...
• ChatGPT (chat.openai.com)
• OpenAI (platform.openai.com)
• Magic School (magicschool.ai)

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ARTIFICIAL INTELLIGENCE IN INSTRUCTIONAL PRACTICE

Let‘s Try...

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Before I Hand You Over to Learn about AI Power Tools

THANK YOU

Scan for references and other resources

Crafting AI Guide Rails �for Students

Mellisa Huffman, Associate Professor in English and Modern Languages

Recent Edited Collection

“This open-access and peer-reviewed collection features 34 undergraduate-level assignments that can help writing teachers [across disciplines] integrate text generation technologies into their courses and respond to this crucial moment.”

“TextGenEd enables teachers to integrate text generation technologies into their courses.”

Recent Edited Collection

Table of Contents

Recent Edited Collection

Scan to visit website

AI Literacy

“The AI literacy grouping helps students to develop a crucial suite of critical thinking skills needed to work with emerging technologies: functional awareness, skepticism about claims, and critical evaluation of outputs.”

“LLMs can automate writing tasks but not critical thinking tasks, a message that is not always clear in the over-hyped language now circulating. LLMs produce text, but without a user to prompt them with the right questions, and without a user to assess their output, they are deceptively worthless.”

“Assignments from this group tend to focus on concepts that will help students understand how the machines work. Some of them require instructors to have some technical skills or familiarity with concepts from natural language processing” (Laquintano et al).

Ethical Considerations

“In the ethical considerations category, assignments are split between two primary foci:

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• the first engages students in the institutional ethics of using LLMs in undergraduate classrooms and

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• the second attends to the ethical implications of LLMs and their outputs.”

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(Laquintano et al).

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Rhetorical Engagements

“The assignments we have grouped under rhetorical engagements ask students to consider how computational machines have already and will become enmeshed in communicative acts and how we work with them to produce symbolic meaning.

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Many of these assignments have comparative dimensions and/or ask students to analyze and work with the output of large language models” (Laquintano et al).

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Check it out!

Using AI Text as Prompts for Critical Analysis

Juan Pablo Pardo-Guerra�UC San Diego

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In this assignment, students are provided with a 500-word computer-generated essay that responds to a prompt (for example, “Is economic inequality inevitable?”). They are then asked to use word processing software, such as Word or Google Docs, to make comments and edits on the AI-generated document.

Specifically, students are asked to:

1. Identify and correct factual and theoretical mistakes in the provided text.
2. Add contextual information to the claims made in the text, referencing readings from the course.
3. Develop the themes of the essay through original cases and personal experience.
4. In one additional paragraph, describe how assumptions about class, gender, race and ability were propagated in the original text.
5. Students should use “track changes” and “comments” features to allow for the readers to see what was changed.

The result of this exercise is not an essay but corrections on an essay. This assessment exercises the critical abilities of students to evaluate and contextualize claims in relation to the themes of the course. This is harder to simulate with LLMs, given that it asks for a better understanding of contextual information (course readings and themes as well as personal experience) and novel empirical data (such as cases that illustrate the claims in the essay).

Instead of reducing critical thinking to the production of (relatively predictable) texts, this exercise invites students to use their critical thinking skills to curate materials, connect topics, and propose changes—a skill that better represents the type of cognitive tasks that they will confront in the future.

Faculty Utilization of AI Tools 

What are these items?

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Learning Tools & Processes

Have students ethically demonstrate their knowledge and learning - emphasize learning as a process not a product

Examples of Tools:

• Dictionaries
• Calculators
• Web Searches
• AI Apps (Chat GPT, Gemini)

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AI in Higher Education

• Will not replace educators – humans still need to be in control
• AI is a tool to augment educators experience, not replace it
• The jury is out – AI and learning
• Foster innovation through creative ideation
• Empower your learners with digital literacy

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Academic Integrity

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Purpose of Higher Education

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Preparing Graduates For The Future

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“Intelligence is more than just being smart. It’s being able to put the data together and come up with some conclusions” 

• Michio Kaku

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AI Tools – Student Feedback

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Class Discussions Around AI Usage

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New Angelo State Syllabus Statement

Generative AI tools such as ChatGPT, Gemini, and others, are now being widely used in business and industry to assist with the development of written content within seconds. Some faculty members may choose to provide expert guidance to their students on how to use such tools in an ethical and responsible manner when completing their course assignments. However, unless the instructor explicitly states in the course syllabus that students may use generative AI tools to develop content that is submitted as part of an assignment for a course, their use in that course is prohibited. For more information, please see OP 10.26 Use of Generative AI Tools by Students.

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Syllabus statement if AI Use is encouraged and allowed in your course:

You are welcome to use generative artificial intelligence (AI) tools (add examples of tools that best fit your course, e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with our course learning goals (consider adding your course goals here). You are responsible for the information you submit based on an AI query and for assuring that it does not contain misinformation or unethical content and that it does not violate intellectual property laws. Your use of AI tools must be properly documented and cited for academic integrity. For this course, we will use [Insert citation style for your discipline and perhaps an example of an AI citation according to this style.]

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Syllabus statement if AI Use is allowed with disclosure and citation in your course:

You are permitted to use ChatGPT and other artificial intelligence (AI) tools to assist you in gathering information and brainstorming ideas but you may not copy and paste information Required Academic Integrity Statement Academic integrity is taking responsibility for one's own class and/or course work, being individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and independent thought are essential for the highest level of academic achievement, which then must be measured. Academic achievement includes scholarship, teaching, and learning, all of which are shared endeavors. Grades are a device used to quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity ensures grades are earned honestly. Academic integrity is the foundation upon which students, faculty, and staff build their educational and professional careers. [Texas Tech University (“University”) Quality Enhancement Plan, Academic Integrity Task Force, 2010]. directly from the AI tool and present it as your own without citation (consider revising this statement if there are specific steps in which AI use is allowed or not allowed and/or insert expectations for revision from AI-generated language to the final draft). You are responsible for the information you submit based on an AI query and for assuring that it does not contain misinformation or unethical content and that it does not violate intellectual property laws. You are expected to include a disclosure statement at the end of your assignment describing which AI tool you used and how you used it. For example, "ChatGPT was used to draft about 50 percent of this paper and to provide revision assistance. AI-produced content was edited for accuracy and style. Your use of AI tools must be properly documented and cited for academic integrity. For this course, we will use [Insert citation style for your discipline and perhaps an example of an AI citation according to this style.]

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Syllabus Statement if AI use is allowed with permission or for specific assignments:

Generally speaking, you are not allowed to use artificial intelligence (AI) engines, software, or artwork generating programs to produce work for this class EXCEPT on X (consider specifying the particular assignments in which AI is allowed). I will provide more information about this 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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Syllabus Statement if AI use is prohibited in your course

The use of generative AI tools (add examples of tools that students might use based on the context of your course) are not permitted in this course; therefore, any use of AI tools for work in this class may be considered a violation of Texas Tech’s Academic Integrity policy and the Student Code of Conduct since the work is not your own. The use of unauthorized AI tools will result in referral to the Office of Student Conduct.

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AI Personalizing Learning Opportunities

• Tutoring
• Chatbots
• Feedback & Guidance
• Adaptive Learning – Adjusting Based on Skill Level
• Multimodal Learning – Personalizing Learning Materials

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AI Uses for Feedback and Learning

• Developing Grading Rubrics for Assignments
• Automated Scoring for Multiple Choice, Short Answer, and Some Essay Exams
• Some Insights on Writing – Drafting Stages – Allows for Editing and Improvements

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Instructions

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Faculty Strategies- AI Uses

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Poe.com

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Quick Questions

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Discussion Question Prompt Idea

Considering the unique challenges of leading in a virtual classroom, what are some effective leadership styles that can foster engagement, collaboration, and a positive learning experience for students? To guide the discussion, you can provide some examples of leadership styles commonly used in virtual environments, such as:

• Transformational Leadership: How can leaders inspire and motivate students in an online setting? What strategies can they use to create a sense of purpose and a shared vision?
• Servant Leadership: How can leaders prioritize the needs of students in a virtual classroom? How can they support and empower students to take ownership of their learning?
• Adaptive Leadership: How can leaders adapt their approach to meet the changing needs and dynamics of a virtual classroom? How can they encourage flexibility and resilience among students?
• Collaborative Leadership: How can leaders foster a collaborative and inclusive learning environment in a virtual setting? What strategies can they employ to promote teamwork and peer-to-peer learning?
• Authentic Leadership: How can leaders establish trust and build authentic connections with students in an online classroom? What actions can they take to demonstrate transparency, integrity, and empathy?

Provide real-life examples or personal experiences related to each leadership style. Additionally, Discuss the potential advantages and limitations of each style in the context of a virtual classroom.

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Assessment: Managing Others in a Virtual Environment

Based on the knowledge and concepts you have learned throughout the week, develop a comprehensive plan outlining how you would effectively manage and lead a team in a virtual environment. Consider the unique challenges and opportunities presented by virtual work settings, and compare and contrast these with face-to-face environments. Your plan should address the following aspects:

1. Leadership Approach:�a. Describe your preferred leadership style and explain how it aligns with leading in a virtual environment.�b. Discuss how your leadership approach would differ in a virtual setting compared to a face-to-face environment.�c. Provide specific strategies and techniques you would employ to motivate and engage team members virtually.
2. Communication and Collaboration:�a. Outline a communication plan that ensures effective and efficient information flow in a virtual team.�b. Discuss the tools and technologies you would utilize to facilitate collaboration and encourage team cohesion.�c. Explain how you would foster a sense of belonging and maintain regular contact with team members in a virtual environment.
3. Performance Management:�a. Describe your approach to setting goals, providing feedback, and evaluating performance in a virtual setting.�b. Discuss how you would address challenges related to monitoring and assessing individual and team performance remotely.�c. Explain how you would recognize and reward achievements in a virtual team.

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