ChatGPT was built by OpenAI, the San Francisco A.I. company that is also responsible for tools like GPT-3 and DALL-E 2, the breakthrough image generator that came out in 2022. Prior to the advent of ChatGPT, people were experiencing increasingly human-like support when they interacted with A.I. support chatbots on corporate websites. However, these couldn't help students with homework or assist faculty in building rubrics. In contrast, ChatGPT, Microsoft's Bing, and Google's Bard, three of the most accessible generative A.I.'s currently, will do all this and much more.
This CTT resource introduces faculty to A.I. and provides information about common questions around policies and adapting instruction. We encourage faculty at UNL to contact us at ctt@unl.edu if they would like to explore the capabilities of ChatGPT, Bard, or Bing without creating accounts.
A.I. Update
Apr 2024 | Classroom examples added to AI Exchange
Brian Wilson explains how he uses ChatGPT to help him manage lively discussions while Samantha Fairclough shows the many AI tools she is trying in her entrepreneurship courses, and Erin Bauer outlines her assignment where students collaborate with AI to critique a journal article.
Feb 2024 | AI Petting Zoo: Introduction and Hands-On Work with Artificial Intelligence
This workshop will take place on in-person on February 23, 2024, 10-11 AM. In CPEH 115. . This immersive hands-on workshop will introduce participants to what artificial intelligence is, the myriad of types of AI that exist, how to effectively engage and use them, and ethical uses for both professional and student use.
Jan 2024 | AI and Information Literacy Canvas Module
A new module, “AI and Information Literacy” is now available in the Canvas Commons. This module is written for students to help them learn about AI tools such as ChatGPT, Bing AI, and DALL-E and strategies for evaluating and citing the outputs created by them. Insert this module into your course and use it as-is or modify it to suit your teaching and learning goals and course policies. Content includes short videos, reading, completing short quizzes, and activities.
Once completed, students will be able to evaluate how to use AI-based tools responsibly in their academic work. Learning outcomes include:
- Explain generally how AI-based tools work as well as their benefits and risks
- Recognize when AI gives inaccurate or misleading answers, and fact-check AI output
- Cite AI-generated work
- Begin exploring creative ways to use these tools
This CC-licensed module was adapted by the UNL Libraries and the CTT and originally created by the University of Maryland.
To add the module to your course, search the Commons for “AI and information literacy” and select “Import/Download”.
Questions?
Contact Melissa Gomis (melissa.gomis@unl.edu) or an instructional designer assigned to your college.
Oct 2023 | CTT launches AI Exchange
AI Exchange is a blog aiming to support discussion at UNL about the use of AI in teaching and learning. It will contain articles, essays, tutorials, as well as article summaries and reviews.
This month we’re kicking off the blog with “Questions Around the Ethical Use of AI in the Classroom,” an article by Rachel Azima and Amy Ort. Additionally, Nate Pindell shares the process and prompts he used with ChatGPT to generate a rubric. He also outlines how he used ChatGPT to quickly create a useful resource that he was unable to find online, and which would have taken a fair amount of time to create from scratch.
Aug 2023 | Increasing access and improving user interfaces
August kicks off with significant updates and announcements in A.I. Most notable are OpenAI’s prompt assist tools that will help faculty and students make more effective use of ChatGPT by guiding queries, suggesting follow-up questions, and offering keyboard shortcuts for power users. Additionally, OpenAI has made ChatGPT4 the default for paid users and suspended its A.I. detection tool used to detect ChatGPT generated content for being unreliable. The company plans to revise and re-release.
Other developments include the rapid release of new A.I.s and their widening availability. LLAMA 2, a chatbot for simple requests and conversations, has been released by Meta AI, is available for research, and commercial use. Other companies' embrace of A.I., such as Adobe and Autodesk, point to further specialization and integration with the applications students and faculty use daily. Faculty may begin to see more news of discipline specific A.I.’s in coming months.
Quick Start Resources
- Developing Course Policies
-
- Three types of policies and several examples
- Miron et al. (2023). Supporting Academic Integrity: Ethical Uses of Artificial Intelligence in Higher Education Information Sheet (PDF). This resource provides guidance on how to communicate assessment expectations to students and what aspects should be considered when "cognitive offloading tools" are employed or available.
- Specific Examples of using A.I. as part of teaching
-
- Hendriksen, C. (2023). ChatGPT and Bing: A practical guide for social science and management studies. Google Docs.
- Nirantzi et al. (2023) 100+ Creative Ideas to use AI in Education. Creative Commons. Each slide in this presentation gives an example of how instructors or students are using AI to teach and learn.
- Alby, C. (n.d)ChatGPT: Understanding the new landscape and short-term solutions.Google Docs. This resource uses "problem/suggestions" format that may help address many initial questions.
- D’Agostino, S. (2023, January 12). ChatGPT Advice Academics Can Use Now. Inside Higher Ed.
- A more extensive article in which 11 academics propose ideas for “harnessing the potential and averting the risks” of AI technology in the classroom.
- Mills, A. (n.d.). AI Text Generators: Sources to Stimulate Discussion among Teachers. Google Docs.
- A large collection of resources and articles sorted into several categories among which are “Sample Academic Integrity Statements about Text Generators” and “Student Perspectives and Marketing to Students” along with “Understanding AI Text Generators/Large Language Models.”