Designing Assignments with ChatGPT & Generative AI in Mind

Kerri Brown Parker

DELTA, Instructional Technology & Training Team

Slides → go.ncsu.edu/ai-assignments

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Designing Assignments with ChatGPT & Generative AI in Mind

Kerri Brown Parker

DELTA, Instructional Technology & Training Team

Slides → go.ncsu.edu/ai-assignments

Agenda

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AI Overview

Tools, Usage, Detection

Syllabi & Conversations

Making it tough for AI

Working with AI

Where to do what?

Getting Started with Students

Assignment Structure

Flipping & In-Person

What is generative AI?

Tools that can mimic human intelligence and perform tasks including creating text, images, audio, code, and data.

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Continues to develop and learn based on input, training, and feedback

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Does not necessarily connect to live sources → ChatGPT = Generative Pretrained Transformer vs. Google Bard = language generation & Google search

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AI is not new - where have we been using it?

See how AI models learn!

Pros & Cons

• Can generate incorrect information
• May produce harmful instructions or biased content
• Limited knowledge post 2021
• Creativity stifling?
• Job replacement concerns

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• Drafting - getting started
• Tutoring/Thought Partner - always available
• Automating tasks
• Work efficiencies
• Improving writing & coding
• Summarizing
• Generating Ideas
• Writing questions

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Tools

3.5 vs. 4 (Bing)

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Freemium

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Generating content, writing emails, creating outlines, can get creative

Personal Google account

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Will continue to integrate with Google

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Real-time information (troubleshooting)

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• Grammarly Go
• Claude
• PhotoMath/ Solvers
• Murf - Voice Generation
• Adobe - Video editing
• Dall-E - image generation
• GitHub Copilot (coding)

ChatGPT

Google Bard

Other

AI in Education & Teaching

A Firehose of Articles, Posts and Resources

No Best Practices - Practitioner advice

Expect Continuous Change - We are at the “Commodore 64” stage

Cheating was common and easy before ChatGPT

• How we define “cheating” based on tool development
• Homework connects to student success
• The internet - how do we define cheating?
• By 2017 15% of students had paid someone to do an assignment

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True detection is not possible

Use through Moodle Assignments

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AI Text Classifier by OpenAI

GPTZero

AI Content Detector Writer

AI Writing CheckWriter's AI Content Detector

Biased and Flawed

Student Relationships

Students who want to cheat… video 1, video 2

Turnitin

Free Detectors

Issues

“At some point as an instructor there’s the question of how far students are going to go [to cheat]. If they’re willing to go that far, we don’t think nor believe we should try to spend time getting these students to do their assignments.”

Sam Lau, Teaching Faculty quoted in “Instructors rush to do assignment makeovers to respond to chatgpt”

Classroom Discussions and Policy

Example syllabi statements/policies (Google Doc version)

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Group work AI Use

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Transparency - Do your students know the “why?”

Get to know your students & recognize red flags

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Be upfront about the potential of AI, its use in your field, and their ethical decisions

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Designing Assignments to Limit AI Usage

Based on specific assignments and including details/evidence

Incorporating Trial and Error

Student Discussion

Reflection

Student Motivation

Interesting, unusual, useful

Revise, fix errors, talk to others, get feedback

Real-World Connections

Group Work in Google Apps

Best Practices for Group Work Evaluation

Perusall

YellowDig (AI Response Article)

Designing Assignments to Limit AI Usage

Topics AI Doesn’t Like

Multi-Step with a Creative Component

Brain Dump: What do you remember from class yesterday?

Demonstrate learning - take what you’ve learned, organize it, make something with it

Retrieval Practice

Make it local and recent

Just ask it…

Ideas to Limit AI Use in Assignments from Google Bard

What method are you most interested in trying?

• Student Discussion
• Reflection
• Real-World Connections
• Incorporating Trial and Error
• Finding Topics AI Doesn’t Like
• Multi-Step Projects with a Creative Component
• Retrieval Practice

Process-Oriented with Critical Thinking, Ethical Thinking, Multiple Perspectives

• Compare your answers to your team’s answers, discuss any differences.
• Explain the process you followed to arrive at your conclusion.
• Explain the emotional impact of the process on the individuals involved."
• Analyze the ethical implications of each step in the process and propose alternatives if necessary.
• Discuss the cultural or societal factors that may influence how the process is perceived or executed.
• Describe the iterative nature of the process and how feedback loops contribute to its refinement.
• Identify potential biases or assumptions that could arise during the process and suggest methods to mitigate them.
• Explain the long-term consequences of implementing this process and how they might evolve over time.
• Discuss the interpersonal communication challenges that could arise when collaborating on this process.
• Explain the trade-offs between speed and accuracy in executing the steps of the process.
• Analyze the impact of external factors, such as economic changes or environmental factors, on the success of the process.
• Discuss the role of creativity and innovation in improving or reimagining the process.

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“Am I going to teach students to write or to write with AI tools like ChatGPT?”

Derek Bruff

Assignment Makeover Questions

• Why does this assignment make sense for this course?
• What are specific learning objectives for this assignment?
• How might students use AI tools while working on this assignment?
• How might AI undercut the goals of this assignment? How could you mitigate this?
• How might AI enhance the assignment? Where would students need help figuring that out?
• Focus on the process. How could you make the assignment more meaningful for students or support them more in the work?

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~Derek Bruff: Assignment Makeovers in the AI Age

Designing Assignments with Intentional AI Use

Require an AI review and reflection before submission

Predict

Generate Multiple Explanations

Feedback

Classmates and AI

What response will you get from AI?

Think-Pair-Share

Students critique AI generated explanations of concepts

Designing Assignments with Intentional AI Use

Encourage students to get help with content and an activity. Ask peers to generate questions

Find Evidence

Unify or Transform Responses

Peer Teaching

Students on one side and AI on the other

Find evidence for an AI created “main points” of an article

Debate ChatGPT

Take several responses and make a better or different product (i.e. create a mindmap from a narrative)

What method are you most interested in trying?

• Students critiquing AI-generated work
• Requiring an AI review before final submission
• Think-Pair-Share
• Predicting an AI response
• Unifying or transforming AI-generated work
• Peer teaching using AI content
• Debating AI
• Finding evidence of what AI created

Pen & Paper to Limit AI Use

Blending & Flipping to Limit AI Use

Class Discussion, Think-Pair-Share

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Group Project Work

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Presentations

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Case Study Work

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Reflection

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Assessment

Interactive Lectures and Readings

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Quizzes for Learning

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Practice Activities

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Preparation for Class Discussions & Presentations

In-Class

Outside of Class

What to do next?

ChatGPT

Bard

Bing

Discussions, Problem Sets, Writing Prompt, Quizzes

What assignments are necessary?

Try out AI

Test course questions

Would students be able to critique the responses?

“Should” anything be replaced by AI?

What can it handle or not handle?

For each question, discussion, writing assignment

Keep pushing it

How did it do?

What are your learning goals?

What “part two” to this workshop would you be interested in?

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What is a title of an AI themed workshop that you’d like to take?

Upcoming Workshop:

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Navigating A.I. with the Blended/Flipped Classroom

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9/28 at 1:00

Resources

AI Writing Detection: Red Flags

Ethan & Lilach Mollick -- Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

Ethan Mollick -- Assigning AI: Seven Ways of Using AI in Class and The Homework Apocalypse

Jeffrey Young -- EdSurge Instructors Rush to Do ‘Assignment Makeovers’ to Respond to ChatGPT”

Derek Bruff

• Assignment Makeovers in the AI Age: Essay Edition
• Assignment Makeovers in the AI Age: Reading Response Edition

Tyler Cowen & Alexander Tabarook How to Learn & Teach Economics with Large Language Models, Including GPT

Sam Lau & Philip Guo Teaching Programming in the Age of ChatGPT – O’Reilly

AI Prompts for Teaching

Impact Research: K-12 Teachers & Students ChatGPT Use

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Torrey Trust -- Essential Considerations for Addressing the Possibility of AI-Driven Cheating, Part 1 | Faculty Focus

Ideas to Limit AI Use in Assignments from Google Bard

Educause Review: Artificial Intelligence

An introduction to prompting generative AI like ChatGPT for teaching and learning

ChatGPT, Chatbots and Artificial Intelligence in Education - Ditch That Textbook

Artificial Intelligence and the Future of Teaching and Learning (PDF)

Rethinking your Problem Sets in the World of Generative AI - MIT

Hybrid Teaching: Best Practices

Blended Learning | Columbia CTL

How We Use AI to Enhance Your Writing | Grammarly

30 AI tools for the classroom - Ditch That Textbook

College of Education ChatGPT Resources

Questions

learntech@ncsu.edu

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