Disclaimers
- No endorsement is implied
- We are not AI experts
- We are departing from the point of expecting students to use this in your courses
- It is impossible to detect the usage of generative AI accurately
- Don’t use confidential or proprietary info
- Don’t use copyrighted material
- ALWAYS use human review!
Photo by Sanket Mishra
What Is Generative AI?
We recommend this five-part YouTube series by Drs. Ethan and Lilach Mollick from The Wharton School at the University of Pennsylvania as a starting point for learning about generative AI:
Part 1: Introduction to AI for Teachers and Students (10:17)
In this introduction, Wharton Interactive's Faculty Director Ethan Mollick and Director of Pedagogy Lilach Mollick provide an overview of how large language models (LLMs) work and explain how this latest generation of models has impacted how we work and how we learn. They also discuss the different types of large language models referenced in their five-part crash course: OpenAI’s ChatGPT4, Microsoft’s Copilot in Creative Mode, and Gemini.
Part 2: Large Language Models (12:41)
In this video, Ethan Mollick and Lilach Mollick do a deep dive into a variety of large language models (LLMs) and discuss how to work effectively with each model – with examples, prompts, and guidelines.
Part 3: Prompting AI (11:42)
In this video, Ethan Mollick and Lilach Mollick discuss how to effectively prompt AI like Midjourney, ChatGPT, Microsoft’s Copilot, as well as how to take the lead, weaving your own expertise into the interaction.
Part 4: AI for Teachers (12:37)
In this video, Ethan Mollick and Lilach Mollick discuss how to use AI to make your teaching easier and more effective, and we show how to use specific prompts to develop personalized examples, explanations, and low-stakes tests and create a pedagogically sound syllabus.
Part 5: AI for Students (9:40)
In this video, Ethan Mollick and Lilach Mollick discuss how students can use AI to improve their learning and include guidelines and tips for getting the most out of the interactions. We provide example prompts, tips, and guidelines to help teachers communicate with students about the use of this tool.
Image from makeuseof.com
There are numerous generative AI tools available, including
Microsoft Copilot
- By using Microsoft Copilot you can access ChatGPT 4 in Creative mode, for free.
- An Image Creator that allows you to create images.
ChatGPT by OpenAI
OpenAI’s Educator FAQ
ChatGPT 3.5
- OpenAI's original Large Language Model (LLM)
- Currently free to users
- The data it was trained on goes up until 2021
ChatGPT 4
- OpenAI's more advanced LLM
- Paid service
- This version can have access to the internet via plug-ins and therefore can have real-time access to the most up to date information openly available
- ChatGPT can use the Microsoft Copilot API (Application Programming Interface) to search for information
Gemini
- Relies on PaLM2 (another LLM) at the time of this writing
- Considered to lag behind ChatGPT and Microsoft Copilot at the time of this writing
- Free and fast
Open-Source Models
Photo by Fernando Arcos
Caveats about Generative AI
The Unpleasant Realities of Generative AI
- Bias
- Equity & Access
- Data & Privacy Issues
- Ethical impact
- Hallucinations
- Inconsistent Output
The DOMS™️ AI-Ed Tools Rubric: A Practical Checklist for Evaluating the Efficacy & Safety of AI Education Tools
Photo by Katerina Holmes
Harnessing Generative AI to Cut Instructor Workload
Watch this video to learn how to use generative AI to assist with these tasks:
- Writing quiz questions
- Assistance creating rubrics for equitable assessment
- Creating assignment exemplars
- Generating discussion prompts
- Updating lesson plans and syllabi
- Automating “one-off boring tasks”
Photo by Google DeepMind
Teaching in the Age of Generative AI
Sample Classroom Policies for AI Generative Tools from instructors at other institutions
Watch this video to learn how to use generative AI as a teaching assistant to help with the following task, and to see examples of generative-AI-assisted assignments/assessments:
- Help summarize research and create outlines
- Analyze and summarize long text
- Refresh your teaching techniques
- Create fictitious businesses, patients, government agencies, or other stakeholders to use in case studies
- Increase the difficulty level of your course
- Generative-AI assisted assignments/assessments:
- Collaborative assignment updating
- Reflect and Improve
- Coding
Leveraging Social Annotation in the Age of AI
- If assignments are designed to evaluate what a student can produce, rather than account for the process in achieving the product, it is easier for students to leverage generative AI to create that product. We should then reflect on how we can incorporate the process into our grading.
- The Hypothesis social annotation tool allows us to emphasize process over product, encourages continued engagement from students, and cultivates student voice. Watch this video for more information.
Use TurnItIn’s AI Detection Tool with Caution
In response to the emergence of AI tools, Turnitin has released an AI detection tool. However, it is important to keep in mind that currently no software can detect AI-generated text with 100% certainty. Instructors should not use AI detection tools as a definitive way to gauge misconduct. Turnitin states: “[W]e must emphasize that the percentage on the AI writing indicator should not be used as the sole basis for action or a definitive grading measure by instructors.”
Image by Tara Winstead
How Your Students Can Leverage Generative AI
Watch this video to learn how students can leverage generative AI by
- Using generative AI as a learning partner
- Sharing work with generative AI to get supportive feedback
- Preparing for exams by quizzing themselves with generative AI
- Describing their time commitments to create a balanced study plan
University of Sydney’s AI in Education Canvas course for students
Resources from the Stevens Community
Photo by Leeloo The first
Questions?
Knowledge base article created by:
Jeniffer Obando, WebCampus
Valerie Dumova and Wei Li, Office of Learning Technology
Special thanks to Jen Obando