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Collaboration and choice can help students learn the foundations of good writing without relying on AI for assistance.

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No one’s ready for this

Our basic assumptions about photos capturing reality are about to go up in smoke.

By Sarah Jeong

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The photograph is now meaningless as evidence. We are not prepared.

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Teaching and Learning - In traditional teaching and learning methods, students learn a variety of objectives and standards. Then they are assessed in a variety of methods (quiz, paper, project, etc.) to demonstrate their understanding of the topic or standard. With the introduction of generative AI, educators need to rethink how to evaluate true student learning and how that will look different from traditional assessment methods.

Data Privacy and Security - Artificial Intelligence and Machine Learning (ML) can help aggregate, analyze, and quickly suggest pathways of intervention for student learning based on data. However, much like generative AI tools, K-12 school systems must evaluate the security of the student data being used and what access these tools have to sensitive information.

Moral and Ethical Considerations - Students create outputs to demonstrate their understanding and learning. However, now with the use of AI tools, they might be tempted to take shortcuts in their learning by using these tools to produce their work. K-12 school systems need to identify best practices when using these tools for learning and student products.

MTF: Intelligent Environments (Advanced Analytics & AI)
Future Ready Framework: CIA, Data & Privacy, Robust Infrastructure & Time

Utilize AI for Personalized Student Learning: AI algorithms can analyze a student's performance, learning style, and pace and adapt the educational content accordingly: Numerous studies have shown the efficacy of personalized learning, and AI can facilitate this on a larger scale. However, it is important to validate and continuously monitor these AI systems to ensure that they are providing effective and fair personalization. AI can also analyze a range of factors like student performance. This can help address inequities and ensure that all students receive the support they need.

AI for Formative Assessment: AI-powered systems can provide real-time feedback to students, which can help them understand their mistakes immediately and improve. Studies suggest that immediate feedback can enhance learning and retention. But the implementation should be done carefully, and the feedback mechanism should be designed to be constructive and not demotivating.

Use AI to Reduce Teachers' Administrative Burden: AI can assist with administrative tasks like scheduling, and attendance tracking, giving teachers more time to focus on instruction and student interaction. Reduced administrative work for teachers can lead to better classroom instruction, which is correlated with improved student outcomes. Schools can leverage AI to streamline and enhance communication between parents and teachers. AI-powered chatbots can handle routine inquiries, while predictive analytics can provide updates about a student's academic progress or potential areas of concern.

AI to help support differentiation: AI can play a significant role in helping children with exceptionalities. Technologies like speech-to-text, text-to-speech, predictive text, and AI-driven educational games can provide inclusive learning opportunities for students with disabilities. Additionally, AI-powered tutoring systems can provide additional support to students, ensuring they grasp concepts before moving on. However, these should supplement, not replace, human instruction and interaction, which are crucial for students' socio-emotional development.

Teaching AI Literacy: As AI becomes an integral part of our society, it is essential for students to understand how these systems work. This helps students become informed consumers and creators of AI technology. Skills around data and algorithmic literacy and understanding the limitations of AI are important for students to understand. Including AI literacy in K-12 education will also better prepare students to leverage technology in their future careers.

1.1 Understanding AI: Before incorporating AI, it is crucial that the decision-makers understand what AI is, its capabilities, potential benefits, and limitations.

1.2 Educational Objectives and Goals: The school system needs to have a clear understanding of its educational objectives and how AI can aid in achieving those goals. This could include improving student learning, teacher effectiveness, administrative efficiency, and creating a more personalized approach to the educational experience.

1.3 Infrastructure and Data Privacy: Implementing AI can require robust technical infrastructure. This includes a reliable internet connection, hardware capable of running AI software, data storage systems, and cybersecurity measures. As schools collect a lot of sensitive data about students, they need to understand how to manage this data effectively and responsibly when using AI. This is especially important when it involves understanding data privacy laws and regulations at the local, state, and federal levels.

1.4 - Responsible Use of AI: AI can inadvertently reinforce stereotypes if not responsibly managed and monitored. Schools need to understand these risks and how to mitigate them. This includes understanding how AI models are trained and how to scrutinize them for fairness and equity.

2.1 Creating an AI Policy Framework: The use of AI for learning raises concerns beyond just what may exist within the data. Much like acceptable use policies (AUP) that schools put in place with technology, an additional component around the responsible use of AI should be present in any district-wide policy or guideline.

2.2 Curriculum around AI: Learning AI literacy should not be limited to the STEM/STEAM or CTE classrooms. Critical thinking and age-appropriate discussions around the use of generative AI should be embedded in every grade level and subject area. This should include plagiarism, fair use, societal impact, and data use.

2.3 Training:
Both teachers and administrators will need training on using AI tools effectively and considering their impact on the future of teaching and learning. This might include integrating AI into lesson plans, interpreting AI-generated reports, creating prompts for various learning outcomes, and more. In addition, they will need to evaluate the use of AI in student-produced work to determine the efficacy and accuracy of what students are learning.

2.4 Evaluation Measures: Schools need to have processes in place to evaluate the effectiveness of AI tools and improve upon them. This could involve collecting and analyzing data on student performance, teacher feedback, and more.

2.5 Futureproofing: Given the rapid pace of AI development, it is important for schools to remain flexible and adaptive. This involves staying current on the latest AI trends and being ready to revise or update their AI strategies as needed. School systems need to have a process for vetting and onboarding new AI tools as they become available.

3.1 Teacher training: Teachers will need training to understand AI concepts and to be comfortable teaching them. This can be a significant undertaking, but it is crucial to ensure that teachers have the necessary knowledge and skills. Initial training should be focused on addressing privacy concerns and introducing pedagogical tools that can help teachers drive students to deeper understanding of concepts.

3.2 Communication: Effective integration of any type of new tool or technology requires consistent and transparent communication between all stakeholders. Technology leaders that monitor network and data security need to be aware of any adoption of new tools in the learning ecosystem. Raising awareness of the use of AI (both benefits and challenges) with greater school community is vital to the successful implementation of AI tools.

3.3 Follow-up Support: Beyond initial training, educators and students will need consistent support for any new AI tools or strategies implemented. This includes data security and monitoring of newly adopted tools.

3.4 Equity and Access: While AI can offer new opportunities in education, there is a risk of exacerbating existing inequalities. Not all students may have equal access to technology or be able to benefit from AI-based resources. Implementation should be done with mindfulness towards providing equitable access to AI tools and resources. They should also consider the potential for AI to widen the achievement gap if not implemented thoughtfully.

4.1 Preparing for Future AI Developments: The field of AI is rapidly evolving. Schools should have a plan for updating their AI tools and curriculum to keep up with new developments.

4.2 Ongoing Support and Evaluation: After AI is implemented, there needs to be ongoing technical support for teachers and students, and regular evaluations to assess the effectiveness of the AI implementation and make any necessary adjustments.

4.3 Responsibility and accountability: Educators must be aware of AI systems' limitations and potential impacts. They should be prepared to take responsibility for the outcomes and actions resulting from the use of AI in education. If an AI system fails or produces unintended consequences, educators should be ready to address the issue, rectify any harm caused, and learn from the experience to improve future implementations.

4.4 Use of AI for cost savings: AI-powered automation can streamline administrative tasks, such as scheduling, data entry, and report generation. By automating these processes, schools can reduce the need for manual labor and save time and resources, allowing staff to focus on more value-added activities. AI can also assist in optimizing resource allocation, such as classroom scheduling, staff assignments, and budget planning. By analyzing historical data and considering factors like student enrollment, teacher availability, and course demand, AI algorithms can suggest more efficient resource allocation strategies, reducing unnecessary expenses and maximizing resource utilization.

4.5 Partnerships: Collaborating with AI experts, researchers, and companies can provide schools with invaluable support and guidance. This includes partnerships for AI tool development, research, training, and more. K12 school systems should collaborate with tech companies, government organizations, and NGOs to promote sustainable AI. These collaborations can facilitate internships, projects, and research initiatives that help students gain practical experience in developing sustainable AI solutions.

Microsoft AI help & learning Curriculum guides for AI Writing AI policies

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Demystifying Artificial Intelligence (AI) for K-12 | All4Ed

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Artificial intelligence (AI) is not a new concept, however, the recent proliferation of generative AI tools across society has impact on teaching and learning.

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Magic School has a plethora of resources that teachers can use to make custom lessons and materials for students and to save a lot of time on planning and logistics.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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This is just one of the many resources that Toddle has assembled to help teachers with AI.

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All Teachers Science Teachers Math Teachers English Teachers Electives Teachers School Administrators Elementary Teachers Higher Education Technology Coaches Sports Coaches Counselors ESL Teachers Social Studies Teachers Special Education Teachers

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Join thousands of teachers saving 10 hours a week using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more. Free to sign up at www.magicschool.ai.

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Generative AI LLM Similar to Chat GPT. It can transcribe notes, describe photos, and think of possible recipes from photos of food!

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Talk with Claude, an AI assistant from Anthropic

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Anthropic, the AI startup co-founded by ex-OpenAI execs, has released an updated version of its faster, cheaper, text-generating model available through an API, Claude Instant.

The updated Claude Instant, Claude Instant 1.2, incorporates the strengths of Anthropic's recently announced flagship model, Claude 2, showing "significant" gains in areas such as math, coding, reasoning and safety, according to Anthropic. In internal testing, Claude Instant 1.2 scored 58.7% on a coding benchmark compared to Claude Instant 1.1, which scored 52.8%, and 86.7% on a set of math questions versus 80.9% for Claude Instant 1.1.

"Claude Instant generates longer, more structured responses and follows formatting instructions better," Anthropic writes in a blog post. "Instant 1.2 also shows improvements in quote extraction, multilingual capabilities and question answering."

Claude Instant 1.2 is also less likely to hallucinate and more resistant to jailbreaking attempts, Anthropic claims. In the context of large language models like Claude, "hallucination" is where a model generates text that's incorrect or nonsensical, while jailbreaking is a technique that uses cleverly-written prompts to bypass the safety features placed on large language models by their creators.

And Claude Instant 1.2 features a context window that's the same size of Claude 2's - 100,000 tokens. Context window refers to the text the model considers before generating additional text, while tokens represent raw text (e.g. the word "fantastic" would be split into the tokens "fan," "tas" and "tic"). Claude Instant 1.2 and Claude 2 can analyze roughly 75,000 words, about the length of "The Great Gatsby."

Generally speaking, models with large context windows are less likely to "forget" the content of recent conversations.

As we've reported previously, Anthropic's ambition is to create a "next-gen algorithm for AI self-teaching," as it describes it in a pitch deck to investors. Such an algorithm could be used to build virtual assistants that can answer emails, perform research and generate art, books and more - some of which we've already gotten a taste of with the likes of GPT-4 and other large language models.

But Claude Instant isn't this algorithm. Rather, it's intended to compete with similar entry-level offerings from OpenAI as well as startups such as Cohere and AI21 Labs, all of which are developing and productizing their own text-generating - and in some cases image-generating - AI systems.

To date, Anthropic, which launched in 2021, led by former OpenAI VP of research Dario Amodei, has raised $1.45 billion at a valuation in the single-digit billions. While that might sound like a lot, it's far short of what the company estimates it'll need - $5 billion over the next two years - to create its envisioned chatbot.

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Anthropic launches improved version of its entry-level LLM | TechCrunch

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Anthropic, the AI startup founded by ex-OpenAI employees, has released an updated version of its entry-level text-generating AI model, Claude Instant.

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Pretty good!

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Bard is gone. Here is Google's latest generative chat AI.

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‎Gemini - chat to supercharge your ideas

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Bard is now Gemini. Get help with writing, planning, learning, and more from Google AI.

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The huge advantage of Perplexity over other generators is that it links its sources!

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Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.

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Here are some tips from Dr Lynne Herr about writing effective prompts. She had Chat GPT in mind, but many of these ideas are good for other AI generators.

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We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.

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In November of 2022, OpenAI dropped ChatGPT on the world without any information about what exactly it could do, what problems it could solve or how it should be used and by whom. Its uptake has been a phenomenon. Usage is at its highest during term time and drops off in the holidays from which we can surmise that a great number of users are students (Carr, 2023). Teachers are enthusiastic too when it comes to lightening their administrative work but not in how they might get the most from it. Teachers, for instance, might use ChatGPT legitimately to generate a lesson plan but somehow there is a suspicion that when students use it, it is in some respect "cheating" (Staake, 2023 and Kevin Roose, 2023).

The reality is that if "everyone" is using ChatGPT it is because it is a very useful tool. What then is needed are guidelines as to how it should be used properly. We are specifically interested here in its use by students to do their homework/coursework, what this means for assessment and the question of ethical vs. unethical use (i.e. cheating).

With respect to the impact on assessment, the International Baccalaureate (IB) has published an insight into its emerging process and attitude toward ChatGPT which they acknowledge "will become part of everyday life" (Glanville, 2023).

The IB states that using ChatGPT is the same as getting a reference from a conventional source (like a website or a book) and that including anything it provides and passing it off as a student's original work is unethical. In their guidelines, it falls to the teacher to police proper referencing in vouching for the authenticity of coursework. Although this sounds reasonable enough, it misses the fact that while ChatGPT may at first appear like a resource similar to any other that may be referenced, it is not an authorin the sense that we conventionally understand it. No human being has ever before written the exact words in the exact order that comes from a ChatGPT response. It is not necessary to go into how the technology works; but in this sense, it is not an author. It is a probabilistic assembler of words. Therefore, a reference citation becomes problematic. It is most likely that ChatGPT has been used throughout the written piece and, rather than a reference, it is an acknowledgement that it has been used that needs to be declared.

However, the question arises that if "everyone" is using it then what purpose does the acknowledgement serve? The advice of the IB goes on to state that ChatGPT answers simple questions very well and it is in the solving of more complex problems in a creative way that students will excel. Further, they state that what constitutes "approved" use is some combination of clever prompt refinement and being on the lookout for inherent bias. Because this remains far off from describing a way of integrating ChatGPT's use into a school where a repeatable process can be defined, shared, evaluated, and improved over time, I would like to suggest that there exists a more nuanced perspective as to how it can be used in schools.
Ethics in an AI world
ChatGPT itself has no concept of cheating - which invites us, as a thought experiment, to adopt the same position for a moment and consider how our attitude might change if we abandoned the idea that ChatGPT use has any sort of ethical dimension. Appeals to ethics may fall on deaf ears. If education is viewed as a game and fellow students are seen to be "cheating" to win, then people may pay lip service to the message and then turn around and behave in a manner that represents the path of least resistance (Weinberg, 2023). Instead, we take it as a given that students will use ChatGPT, and they will either do it effectively or ineffectively. Effective use of ChatGPT is that which demonstrates intellectual engagement with the material at hand. Ineffective use is simply submitting the first answer the bot gives.
The Educational Journey
Think for a moment of the student journey through education as being like a character's "arc" in a film. What makes a film interesting is how we see the characters develop over time, what they learn, and how they grow. In other words, it's the journey not the destination. How does this relate to using ChatGPT?

To get something meaningful out of the technology, the student must engage in a conversation known as a thread, which is a series of question/responses. The entire thread can now be included in the student's submission - not simply the final answer. Up until now and prior to ChatGPT, assessment has been done solely based on the final essay submission which has two components:

1. the logic of the argument

2. the quality of the writing

Assessing a student's work solely on the quality of their writing is no longer defensible in the age of ChatGPT because one thing it certainly does well is write. However, there are tasks that it will fail either completely or subtly (Mollick, 2023). It cannot spot a logical fallacy or "think" tangentially. This is what students are invited to do and this is surely what the IB means (Weinberg, 2023) when it says students will solve problems creatively.

If we can't rely on assessing the quality of writing, we are left with assessing the logic of the argument. Given that ChatGPT makes mistakes and that no one can predict where or when, catching these errors is an important skill. Building an argument on the "hallucinations" of ChatGPT undermines the quality of the work. A student cross referencing "facts" becomes vital; and so, we begin to see how assessment will change. The objective of the task becomes not only to build the argument but to do it on the basis of verification.

Therefore, we can imagine a world where we replace the stylistic assessment with an evaluation of the work undertaken to arrive at the final submission. This can be termed "show your work," a concept very familiar in mathematics, which can now be applied to all of the humanities. The best thing about it is that the mechanism to allow teachers to do it is built right into the tool.

The makers of ChatGPT could not have made it any easier to assess the learning journey because a thread is an integral piece that exists as a raw artefact with the simple inclusion of a hyperlink. Threads cannot be altered; they cannot be tampered with; they cannot be forged. It is difficult to imagine a learning artefact more ideal. Yet there is a problem. Much as we might wish it were so, the learning journey captured in a thread is by rights a messy affair. The best of them are filled with tangents as learners disappear down rabbit holes of curiosity only to catch themselves and come back to the main question under consideration.

A teacher might not want to assess a raw thread, so in addition to the invitation to read the whole learning journey, a curated (edited) thread is included as part of the student submission. Here they can omit enquiries that have taken the student down blind alleys or edit responses that are overly verbose. The ability to reflect and edit a thread is in itself a skill worthy of assessment. Therefore, the collation of the whole submission used to arrive at the final essay can replace the assessment of writing style.
Conclusion
What has been illustrated is that there is an alternative to adopting a defensive stance against AI for fear of students cheating. Instead, we can reframe the challenge by simply removing the ethical question from the equation. Students are going to use ChatGPT - our task as educators is to model the difference between using it well or using it ineffectively. The best possible outcome is for students to produce work that demonstrates critical thinking and logical reasoning. Students need to know that ChatGPT is not to be deferred to as being the font of all knowledge. It is there as a starting point for an intellectual enquiry. It is there to be challenged - which turns out not to be a battle between the person and the machine - but rather, simply, a challenge against ourselves where the technology acts as a sounding board to motivate us to go deeper.
To note: This article was not written with ChatGPT. I asked ChatGPT to try and improve it but did not accept any of its suggestions.

Referrences

ChatGPT Starts to Bounce Back in US as School Year Resumes
David F. Carr. September 7, 2023
https://www.similarweb.com/blog/insights/ai-news/chatgpt-character-ai-2/

20 Ways Teachers Can Use ChatGPT To Make Their Lives Easier Jill Staake.Mar 13 2023
https://www.weareteachers.com/chatgpt-for-teachers/

Don't Ban ChatGPT in Schools. Teach With It.
Kevin Roose. Jan 12, 2023
https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html

Artificial intelligence in IB assessment and education: a crisis or an opportunity? Matt Glanville. February 27, 2023
https://blogs.ibo.org/2023/02/27/artificial-intelligence-ai-in-ib-assessment-and-education-a-crisis-or-an-opportunity/

"Am I the unethical one?" A Philosophy Professor & His Cheating Students
Justin Weinberg. May 25, 2023
https://dailynous.com/2023/05/25/am-i-the-unethical-one-a-philosophy-professor-his-cheating-students/

Centaurs and Cyborgs on the Jagged Frontier
Ethan Mollick. Sept. 16, 2023
https://www.oneusefulthing.org/p/centaurs-and-cyborgs-on-the-jagged

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Peter Merrick holds a doctorate in computer science and is a certified secondary teacher in the United Kingdom. With a rich background, he has lectured on ethics and artificial intelligence at the University of East Anglia. Peter brings over a decade of experience as a business analyst, having worked with government agencies and private industry giants such as the revenue service, the Department of Work and Pensions, Vodafone, and Telefonica. Upon relocating to Berlin, he dedicated his expertise to teaching English literature and sociology at various international schools, including the bilingual Nelson Mandela School. Peter's diverse journey combines academia, technology, and education, making him a valuable contributor in multiple fields including organizational psychology.

LinkedIn: peter-merrick-ph-d

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Education, Ethics, and Cheating in the Age of ChatGPT | The International Educator (TIE Online)

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We can reframe the challenge by simply removing the ethical question from the equation...

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Can generate everything from lesson plans to exit tickets. You can upload slides and it will add content, questions, engagements, etc.

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Take the Curipod course and get certified!

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Welcome to the Curipod AI Certified Educator course. This is the course site, and you register for the course in the form in the Registration page. Then you can go through the course below⬇️

Registration

Welcome to the AI Certified Curipod teacher course!🧡
The course is divided in 6 parts:

1. Introduction

2. What is generative AI and how does it change the world?

3. Create lessons with Curipod AI

4. Classroom engagement with the Curipod pedagogics

5. Assessing AI tools in education

6. AI Certification

To achieve the AI certification you need to finish all the assignments in part 1-5 before you finish the final assignment in part 6.

You can reach out to us at all time if you have any questions, and I recommend that you join our Facebook community:
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Part 1 - Intro to Curipod

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Welcome to the Curipod AI Certified Educator course. This is the course site, and you register for the course in the form in the Registration page. Then you can go through the course below⬇️

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What is Curipod? Curipod is an interactive presentation tool for making lessons. You can create your own lessons or use our AI generator to create engaging and interactive lessons and activities. Curipod makes reading, writing and drawing engaging and makes it easy to create fantastic learning experiences.

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Cornell University Guide for Generative AI for Education

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Cornell University Guide for Generative AI for Education

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CU Committee Report: Generative Artificial Intelligence for Education and Pedagogy | Center for Teaching Innovation

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Chairs: Kavita Bala, Alex Colvin
Committee members: Morten H. Christiansen, Allison Weiner Heinemann, Sarah Kreps, Lionel Levine, Christina Liang, David Mimno, Sasha Rush, Deirdre Snyder, Wendy E. Tarlow, Felix Thoemmes, Rob Vanderlan, Andrea Stevenson Won, Alan Zehnder, Malte Ziewitz

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Toddle ChatGPT and Thinking Skills Padlet

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Toddle ChatGPT and Thinking Skills Padlet

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The definitive guide to becoming an AI leader

Join Cindy Blackburn for a masterclass designed to equip school leaders like you with everything you need to meaningfully use AI. Discover practical strategies and tools that will simplify your work. Gain access to a toolkit of resources that can be seamlessly integrated into your workflow and be used to equip your teaching teams for an AI future. Take away the conviction to field questions from your school community and level-up your leadership practice using AI.

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A tool geared toward making content relevant for students.

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Join thousands of teachers saving hours of time using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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This AI Tool for Educators is a GAME CHANGER! Full MagicSchool AI Walkthrough

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Leading a school of secret cyborgs

Reports suggest that students around the world are using AI more rampantly. How can we as school leaders create a safe, ethical learning environment that opens the world up for our students? How do we ensure that we’re keeping up with the times and not shunning new tools that come our way? Join Matthew Esterman, Director of Innovation and experienced AI presenter, to explore the most recent use cases of AI in schools. Get recommendations on how to make AI a safe and accessible tool for your students and educators.

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Develop new forms of learning, teaching and assessment AI

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Generate lesson plans

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AI-powered lesson plans and teaching resources | Schemely

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Schemely is the lesson planning platform powered by teachers and AI. Find, create and generate engaging lesson plans, teaching resources and schemes of work in seconds.

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Allows students to have conversations about texts that can be uploaded.

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AI Tools focused on language - listening, speaking, reading, writing, and vocabulary, etc.

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Twee: AI-powered tools to create personalised lesson materials

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Strategic AI: A school case study

We’ve heard how AI can have powerful applications in K12 schools around the world. See how the students of the American School use AI from elementary school to high school during this case study presentation. Join Warren Apel to learn how the leadership team of the American School in Japan collaborated with students, teachers, and families to develop its guidelines for the use of AI. Take away tried-and-tested strategies to implement AI in your context!

In this session, you will learn how:

Elementary school teachers at ASIJ are using AI, despite the age restrictions of most tools

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Join the web’s most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD and 4K with no ads.

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Is Using Generative AI Plagiarism? Podcast

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Is Using Generative AI Plagiarism? Podcast

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‎The Good Life EDU Podcast: Is the Use of Generative A.I. Plagiarism? Education Attorney Justin Knight Weighs in on A.I. Policies in Schools on Apple Podcasts

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‎Show The Good Life EDU Podcast, Ep Is the Use of Generative A.I. Plagiarism? Education Attorney Justin Knight Weighs in on A.I. Policies in Schools - Aug 7, 2023

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Vanderbilt University AI Policy Statement 

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Vanderbilt University AI Policy Statement 

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In April of this year, Turnitin released an update to their product that reviewed submitted papers and presented their determination of how much of a paper was written by AI. As we outlined at that time, many people had important concerns and questions about this new tool, namely how the product exactly works and how reliable the results would be. After several months of using and testing this tool, meeting with Turnitin and other AI leaders, and talking to other universities who also have access, Vanderbilt has decided to disable Turnitin's AI detection tool for the foreseeable future. This decision was not made lightly and was made in pursuit of the best interests of our students and faculty.

When Turnitin launched its AI-detection tool, there were many concerns that we had. This feature was enabled for Turnitin customers with less than 24-hour advance notice, no option at the time to disable the feature, and, most importantly, no insight into how it works. At the time of launch, Turnitin claimed that its detection tool had a 1% false positive rate (Chechitelli, 2023). To put that into context, Vanderbilt submitted 75,000 papers to Turnitin in 2022. If this AI detection tool was available then, around 750 student papers could have been incorrectly labeled as having some of it written by AI. Instances of false accusations of AI usage being leveled against students at other universities have been widely reported over the past few months, including multiple instances that involved Turnitin (Fowler, 2023; Klee, 2023). In addition to the false positive issue, AI detectors have been found to be more likely to label text written by non-native English speakers as AI-written (Myers, 2023).

Additionally, there is a larger question of how Turnitin detects AI writing and if that is even possible. To date, Turnitin gives no detailed information as to how it determines if a piece of writing is AI-generated or not. The most they have said is that their tool looks for patterns common in AI writing, but they do not explain or define what those patterns are. Other companies that offer popular AI detectors have either begun to either pivot to other business models (Edwards, 2023) or closed down entirely (Coldewey, 2023). Even if other third-party software claimed higher accuracy than Turnitin, there are real privacy concerns about taking student data and entering it into a detector that is managed by a separate company with unknown privacy and data usage policies. Fundamentally, AI detection is already a very difficult task for technology to solve (if it is even possible) and this will only become harder as AI tools become more common and more advanced. Based on this, we do not believe that AI detection software is an effective tool that should be used.

Moving forward, with Turnitin's AI detection tool disabled, how should instructors handle concerns about students improperly using AI writing tools? First, instructors should communicate with their students early about this. Many students are open to discussion about using AI, what is allowable or not, and how this usage can/will impact their future both in college and in the workforce after they graduate. Clearly outlining expectations and guidelines will go a long way to guiding how AI can be used in your course. If AI usage is allowed in courses, disclosures and citations for its use should be used. There are already guidelines on how to cite AI and ChatGPT to meet APA (McAdoo, 2023) and MLA (2023) citation formats. Additionally, instructors can also consider reformatting assignments to mitigate any concerns about AI usage. Options like in-class writing, requiring students to write about specific topics discussed in class, or even focusing on current issues that AI tools are not trained on are all helpful steps in revising assignments. Additionally, the Center for Teaching Excellence at the University of Kansas has a great resource on " Adapting your course to artificial intelligence" (n.d.). One key aspect to remember throughout all of this is to balance the importance of mitigating inappropriate AI usage while also being mindful of AI's benefits in the teaching and learning process.

If you suspect that students are using AI inappropriately, there are things you can look at to determine if a submitted text is AI-generated. First, if you can, compare this writing to other work from the student. Does it match their style, tone, and level of previous writing? You can also look for inaccuracies in sources, arguments, facts, etc. AI text generators often have no concept of something being accurate or truthful, so they may often "hallucinate" and generate whole sources out of nothing (De Vynck, 2023; Sands, 2023). If you have concerns about students misusing AI, talk to them about it. Some students will just admit the use upfront if approached correctly.

As we move into the future, AI tools will be more and more prevalent. AI tools are already available in places like Google Drive and Bing search, and will soon be included in everyday products like Microsoft Office. For more information on how to use AI in your teaching, please refer to the links below for various resources from across campus.

References

1. (n.d.). Adapting your course to artificial intelligence. University of Kansas, Center for Teaching Excellence. Retrieved July 15, 2023, from https://cte.ku.edu/adapting-classes-artificial-intelligence-era

2. (2023, March 17). How do I cite generative AI in MLA style? MLA Style Center. Retrieved June 12, 2023, from https://style.mla.org/citing-generative-ai/

3. Chechitelli, A. (2023, May 23). AI writing detection update from Turnitin's Chief Product Officer. Retrieved June 1, 2023, from https://www.turnitin.com/blog/ai-writing-detection-update-from-turnitins-chief-product-officer

4. Coldewey, D. (2023, July 25). OpenAI scuttles AI-written text detector over 'low rate of accuracy'. Retrieved July 27, 2023, from https://techcrunch.com/2023/07/25/openai-scuttles-ai-written-text-detector-over-low-rate-of-accuracy

5. De Vynck, G. (2023, May 30). ChatGPT 'hallucinates.' Some researchers worry it isn't fixable. The Washington Post. Retrieved June 1, 2023, from https://www.washingtonpost.com/technology/2023/05/30/ai-chatbots-chatgpt-bard-trustworthy

6. Edwards, B. (2023, July 14). Why AI detectors think the US Constitution was written by AI. Retrieved July 28, 2023, from https://arstechnica.com/information-technology/2023/07/why-ai-detectors-think-the-us-constitution-was-written-by-ai/3

7. Fowler, G. A. (2023, April 3). We tested a new ChatGPT-detector for teachers. It flagged an innocent student. Retrieved April 4, 2023, from https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin

8. Klee, M. (2023, June 6). She Was Falsely Accused of Cheating With AI - And She Won't Be the Last. Retrieved June 7, 2023, from https://www.rollingstone.com/culture/culture-features/student-accused-ai-cheating-turnitin-1234747351

9. McAdoo, T. (2023, April 7). How to cite ChatGPT. APA Style Blog. Retrieved June 12, 2023, from https://apastyle.apa.org/blog/how-to-cite-chatgpt

10. Myers, A. (2023, May 15). AI-Detectors Biased Against Non-Native English Writers. Stanford University Institute for Human-Centered Artificial Intelligence. Retrieved July 18, 2023, from https://hai.stanford.edu/news/ai-detectors-biased-against-non-native-english-writers

11. Sands, L. (2023, April 6). ChatGPT falsely told voters their mayor was jailed for bribery. He may sue. Retrieved May 30, 2023, from https://www.washingtonpost.com/technology/2023/04/06/chatgpt-australia-mayor-lawsuit-lies

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Guidance on AI Detection and Why We're Disabling Turnitin's AI Detector

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In April of this year, Turnitin released an update to their product that reviewed submitted papers and presented their determination of how much of a paper was written by AI. As we outlined at that time, many people had important concerns and questions about this new tool, namely how the product exactly works and how...

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A principles-based approach in deciding if and how to incorporate artificial intelligence tools into course development, research and other work projects.

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Get the most simplified and tactical AI prompts, insights and tools to stay ahead of the curve. Read by over 80,000+ readers from Apple, Microsoft, Google, Meta and more!

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Shaping the future of AI in learning: A vision for school leaders Toddle Feb 2024

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Shaping the future of AI in learning: A vision for school leaders Toddle Feb 2024

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Six Ways a Teacher can save time with Chat GPT

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Six Ways a Teacher can save time with Chat GPT

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Teachers can use the artificial intelligence tool to effectively automate some routine tasks.

ChatGPT, an artificial intelligence (AI) chatbot trained to understand typed prompts and generate content that sounds human, is the fastest-growing web platform ever. For a couple of months, I've assessed how ChatGPT handles dozens of common teacher tasks. It's not perfect, but the chatbot can reduce the 10 hours and 40 minutes a day that the average teacher works by automating the first drafts of our most time-consuming professional writing.

In the paragraphs that follow, I've divided these tasks into the following categories: planning instruction, handouts and materials, differentiation, correspondence, assessment, and writing instruction and feedback. Welcome to the revolution.

Category 1. PLANNING INSTRUCTION

Unit outline:When you align its output with the Common Core State Standards, the AI tool is able to craft a unit outline for any grade level, subject, or timeline.

Lesson plans:Ask ChatGPT to write a lesson plan on, say, Westward Expansion. The tool composes assessments, activities, scaffolding, and objectives. Want that in the form of problem-based learning or revised for a flipped classroom? ChatGPT can adjust the lesson plan according to your instructions.

Slide shows: When directed to outline a slide show for any topic and grade level, ChatGPT creates an intuitive organization and adds formative assessment questions if requested.

X-factor instruction: When I asked ChatGPT to devise a "challenging and creative approach to teaching metaphors" to students, the tool described an activity that involved integrating student-created metaphors into original stories conveyed through visual genres (e.g., a comic strip, a storyboard).

Simplify topics:Having difficulty articulating an advanced concept? Ask ChatGPT to "explain the topic to a first grader." Here's the tool's simplified explanation of chloroplasts: "Chloroplasts are little green things inside plant leaves that help the plant make its own food. They are like tiny factories that use sunlight, air, and water to make the plant's food."

Discussion questions: Use ChatGPT to write engaging, higher-order prompts for a class discussion on any topic.

With its mighty language processing and generation capabilities, ChatGPT can streamline planning when you're developing the following assets:

Category 2. HANDOUTS AND OTHER MATERIALS

Develop instructionsthatdescribe cooperative learning roles and expectations.

Generate assignment directions with a detailed overview, grading criteria, a description of the required format, and task details.

Create solved examples of math problems, chemistry equations, etc., with explanations of each step.

Build a prereading or advance organizerby extracting critical and unfamiliar vocabulary from a chapter and listing keywords with their definitions.

Provide word problems-for example,using ratios: ChatGPT gives the problem, the formula for solving it, and a full explanation of the procedure.

Compose a syllabus (boilerplate) that includes a course schedule, late-work policies, and a description of how assignments will be graded.

Make flash cards with questions and answers.

Produce posters that list classroom rules, 10 reasons why algebra is important to the students' future, or the 20 most common writing errors of high school students, with short definitions and examples included.

Perhaps ChatGPT's biggest time feature is that it can generate text for materials and handouts that target your specific instructional needs. It can do the following:

Category 3. DIFFERENTIATION

Need a choice boardfor an art activity? Boom, done. Ask ChatGPT to create a passage, chapter, or book summary for students who need support. The tool can also function as a text compactor that analyzes readings and creates more concise and condensed versions. Furthermore, the AI will generate differentiated rubrics for an assignment so that each heuristic emphasizes customized expectations and levels of challenge.

Category 4. PROFESSIONAL CORRESPONDENCE

Using ChatGPT, teachers can streamline communication with parents, colleagues, and administrators via AI-composed welcome-to-class letters, newsletter copy, volunteer and donation requests, supply lists, grant and field trip proposals, assembly programs, and permission sheets.

Category 5. ASSESSMENT

Quizzes:AskChatGPT to create tests on specific topics using any type of question format. Paste a passage into the chatbot or identify the title and chapter of a classic piece of literature, and the AI will produce a test bank and answer key.

Rubrics: ChatGPT will compose a rubric for any type of student performance. Depending on the needs of the user, examples include analytic, holistic, and developmental rubrics, as well as rating scales.

Checklists: The tool can develop an observation checklist to document students' academic, social, emotional, and physical progress.

Cloze tests: ChatGPT can create a Cloze comprehension test, where words are removed from a passage, and the reader is asked to fill in the blanks to test their understanding of the main ideas, vocabulary, and sentence structure of the passage.

With careful oversight, teachers can use ChatGPT to quickly create a variety of assessment materials.

Category 6. Writing Instruction and Feedback

Prompt generator:The tool can compose writing prompts for any genre and include a corresponding rubric.

Essay improvement: Submit sections of student writing to ChatGPT, and it will suggest enhancements.

Grammar feedback: When kids make grammar errors, teachers can direct ChatGPT to define, describe, and identify how to improve the error and also provide examples.

With ChatGPT's assistance, teachers can improve their students' writing skills through a range of tools and features.

While ChatGPT amplifies our pedagogy and automates routine tasks, it's easy to overlook its greatest weakness: The tool always sounds authoritative, even when disseminating inaccurate content. Erroneous and polished bloviation pops up in human communication as well. Nevertheless, we must check all AI-produced information for accuracy and usefulness before it reaches students.

The chatbot's prose represents another shortcoming. Without clear directions from the user, it comes off as canned, like it was written by an algorithm, when a prerequisite for uplifting, informing, and empowering students and school stakeholders is correspondence that sounds like you, not Wikipedia. Using ChatGPT responsibly means always viewing its compositions and curricula as first drafts.

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Teachers can use the artificial intelligence tool ChatGPT to effectively automate some categories o routine tasks.

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Tips for Using Generative AI in the Classroom

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Tips for Using Generative AI in the Classroom

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Links to Magic School Training certification and resources.

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MagicSchool Resources Library - Table of Contents 

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Free easy to use AI image generation software.

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One of my favorite AI image generators. Many options for algorithms and lots of free and paid options as well.

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Edutopia Article:  Using AI Tutors to Flip Your Classroom

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Edutopia Article:  Using AI Tutors to Flip Your Classroom

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Teachers can set up AI tutors to create personalized learning experiences for students at home, freeing up time for collaboration and active learning in class.

Nick Shepherd / Ikon Images

We know something about what the classrooms of the future will look like. AI cheating will remain undetectable and widespread. AI tutoring will likely become excellent, but not a replacement for school. Classrooms provide so much more: opportunities to practice learned skills, collaborate on problem-solving, socialize, and receive support from instructors. School will continue to add value, even with excellent AI tutors. But those tutors will change education. They already have. Just a few months after the release of ChatGPT, I noticed that students were raising their hands less to ask basic questions. When I asked why, one student told me, "Why raise your hand in class when you can ask ChatGPT a question?"

The biggest change will be in how teaching actually happens. Today, that is often by an instructor lecturing a class. A good lecture can be a powerful thing, but it takes work-to be effective it needs to be well organized, include opportunities for students to interact with the teacher, and continuously relate ideas back to one another. In the near term, AI can help instructors prepare lectures that are grounded in content and take into account how students learn. We have already been finding that AI is very good at assisting instructors to prepare more engaging, organized lectures and make the traditional passive lecture far more active.

In the longer term, however, the lecture is in danger. Too many involve passive learning, where students simply listen and take notes without engaging in active problem-solving or critical thinking. Moreover, the one-size-fits-all approach of lectures doesn't account for individual differences and abilities, leading to some students falling behind while others become disengaged due to a lack of challenge.

A contrasting philosophy, active learning, reduces the importance of the lecture, asking students to participate in the learning process through activities like problem-solving, group work, and hands-on exercises. In this approach, students collaborate with one another and the instructor to apply what they've learned. Multiple studies support the growing consensus that active learning is one of the most effective approaches to education, but it can take effort to develop active learning strategies, and students still need proper initial instruction. So how can active learning and passive learning coexist?

One solution to incorporating more active learning is by "flipping" classrooms. Students would learn new concepts at home, typically through videos or other digital resources, and then apply what they've learned in the classroom through collaborative activities, discussions, or problem-solving exercises. The main idea behind flipped classrooms is to maximize classroom time for active learning and critical thinking, while using at-home learning for content delivery. The value of flipped classrooms seems to be mixed, ultimately depending on whether they encourage active learning or not.

So the problem with implementing active learning lies in the lack of quality resources, from teacher time to the difficulty of finding good "flipped" learning materials, thus maintaining a status quo where active learning remains rare. This is where AI comes in as a partner, not a replacement, since human teachers can fact-check and guide the AI in ways that will help their class. AI systems can help teachers generate customized active learning experiences to make classes more interesting, from games and activities to assessments and simulations. For example, history professor Benjamin Breen used ChatGPT to create a Black Death simulator, in which students got a more immersive sense of what it might be like to live during the time of the plague than they would from a standard textbook. His students generally loved the assignment but also did things that surprised him, taking advantage of the flexibility of the AI to lead peasant revolts or develop the first vaccines against the plague. It is hard to imagine consistently getting these sorts of educational experiences before AI.

But AI allows for more fundamental changes to how we learn, beyond providing classroom activities. Imagine introducing high-quality AI tutors into the flipped classroom model. These AI-powered systems have the potential to significantly enhance the learning experience for students and make flipped classrooms even more effective. They provide personalized learning, where AI tutors can tailor instruction to each student's unique needs while continually adjusting content based on performance. This means that students can engage with the content at home more effectively, ensuring they come to class better prepared and ready to dive into hands-on activities or discussions.

With AI tutors taking care of some of the content delivery outside of class, teachers can devote more time to fostering meaningful interactions with their students during class. They can also use insights from the AI tutors to identify areas where students might need extra support or guidance, enabling teachers to provide more personalized and effective instruction.

And with AI assistance, they can design better active learning opportunities in class to make sure that learning sticks.

This isn't a far-future pipe dream. Tools from Khan Academy (and some of our own experiments) suggest that existing AI, when properly prepared, is already an excellent tutor. Khan Academy's Khanmigo goes beyond the passive videos and quizzes that made Khan Academy famous by including AI tutoring. Students can ask the tutor to explain concepts, of course, but it is also capable of analyzing patterns of performance to guess at why a student is struggling with a topic, providing much deeper help. It can even answer that most challenging of questions, "Why should I bother learning this?" by explaining how a topic like cellular respiration relates to a student who wants to be a football player (the AI's argument: it will help them understand nutrition and therefore athletic performance).

Students are already using AI as a learning tool. Teachers are already using AI to prep for class. The change is already here, and we will all encounter it sooner or later. It may force us to change models, but it will be in a way that ultimately enhances learning and reduces busywork. And, most exciting, this change is likely to be worldwide. Education is the key to increasing incomes and even intelligence. But two-thirds of the world's youth, mostly in less developed countries, are missing basic skills because the school systems have failed them.

The benefits of educating the world are immense; one recent astudy suggests that closing the gap would be worth five times this year's global GDP! The solution has always seemed to be to use education technology (EdTech to its friends). But every EdTech solution has fallen short of the dream of providing high-end education, as we've discovered the limitations of various programs that ranged from providing kids with free laptops to creating massive video courses. Other ambitious EdTech projects have also run into similar issues deploying high-quality products at scale. Progress is being made, but it is not fast enough.

But AI has changed everything: teachers of billions of people around the world have access to a tool that can potentially act as the ultimate education technology. Once the exclusive privilege of million-dollar budgets and expert teams, education technology now rests in the hands of educators. The ability to unleash talent, and to make schooling better for everyone from students to teachers to parents, is incredibly exciting. We stand on the cusp of an era when AI changes how we educate- empowering teachers and students and reshaping the learning experience-and, hopefully, achieve that two sigma improvement for all. The only question is whether we steer this shift in a way that lives up to the ideals of expanding opportunity for everyone and nurturing human potential.

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Teachers can set up AI tutors to create personalized learning experiences for students at home, freeing up time for collaboration and active learning in class.

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Use AI to search, summarize, extract data from, and chat with over 125 million papers. Used by over 2 million researchers in academia and industry.

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Create a bot using various GPTs.

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Use this AI to help build apps. See the examples below.

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The Educator’s Guide to AI in the Classroom from Prezi.

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The Educator’s Guide to AI in the Classroom

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One Percent Better | Canva | September 2024

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Quick, grab-and-go lessons to help your students think critically about AI and its impact.

Artificial intelligence (AI) is rapidly transforming the world we live in. From using generative AI for schoolwork to dealing with misinformation and befriending AI chatbots, students have a lot to consider when it comes to this ever-evolving technology.

This collection of quick lessons (20 minutes or less!) provide an introduction to AI and help address its social and ethical impacts. Through these lessons, students will:

Understand what AI is and how it works

Consider some of its potential benefits and risks

Think critically about how we can be responsible and ethical users of AI

ChatGPT and Beyond: How to Handle AI in Schools

Here's what educators can do as artificial intelligence evolves.

Free Resources to Explore and Use ChatGPT and AI

Get an educator-focused approach to information, concerns, and uses for artificial intelligence.

Transforming Education with AI: What Educators Need to Know

Lessons and Tools for Teaching About Artificial Intelligence

Help your students understand the impacts and uses of AI.

ChatGPT: To Ban or Not to Ban?

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AI Literacy Lessons for Grades 6-12 | Common Sense Education

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Quick, grab-and-go lessons to teach your students how to be ethical and empowered users of artificial intelligence.

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How To Tutorial Videos from Elicit

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The ethical use of AI tools (including ChatGPT, PhotoMath, Grammarly, Bing, and more) is not an "all or nothing" discussion with your students. Instead, it involves navigating a continuum that spans between unrestricted usage and outright bans. As an instructor, you may find yourself at various points along this continuum, depending on the course or even a specific assignment. Emphasizing that there is no one-size-fits-all approach to ethical AI usage in your classes is essential to foster a responsible AI culture among students.

Below are some easy to implement suggestions that will help you prepare students for the ethical use of ChatGPT and other AI in the upcoming semester.

1. Accept that students will be using AI

To ensure a successful Fall term, it's crucial to acknowledge that your students will be using ChatGPT and other AI tools. In fact, encouraging their utilization can be beneficial. As their instructors, students will look to us for guidance on employing these new tools ethically and effectively. Embracing this opportunity to educate them about responsible AI usage fosters a positive learning environment and empowers students to leverage AI as a valuable tool.

2. Get Up to Speed

Since OpenAI released ChatGPT last November, it has sparked a wave of new AI development. As the Fall term approaches, it's crucial to stay informed about these AI advancements. While you don't have to become an AI expert, familiarizing yourself with the latest AI products your students will be using is essential. Use AI tools yourself, scan the Internet, talk with colleagues, and chat with your students about the newest AI technologies they are using.

3. Talk with students early and often

Similar to how the "bird and the bees" conversation should not be a one-time event, discussing the use of AI should be an ongoing dialogue throughout your course. On the first day of class, let students know that you have thoughtfully considered the advantages and disadvantages of integrating AI in the learning process. Share any class policies concerning AI usage and encourage questions from students. Routinely revisit the topic of AI to provide further guidance and clarity, such as specifying instances where AI is appropriate (e.g., you can use AI for X but not for Y). This regular engagement ensures that students are well-informed and able to navigate AI usage responsibly.

4. Don't assume that it is only about cheating

Conversations about the ethical use of AI extend far beyond addressing cheating concerns. Solely focusing on cheating when discussing AI with students may inadvertently create a stigma around all AI usage, driving it underground and hindering open dialogue. Instead, it is crucial to foster an environment where students feel comfortable discussing their use of AI openly and asking questions. Emphasizing the educational potential of AI while also addressing ethical aspects can empower students to make informed and responsible choices.

5. Learn what your students think

While you, as the instructor, will ultimately establish the boundaries for AI usage in your class, initiating the conversation with students about their perspectives on appropriate and acceptable AI use in their education can be valuable. To facilitate these conversations, I have developed an open-source survey for you and your students. The survey results can serve as an anchor for your discussions, providing insights into students' beliefs regarding the responsible use of AI in their education. The survey is a Google Form that you can copy and customize.

6. Move quickly from conceptual to concrete

Providing clear and precise guidelines regarding the permissible uses of AI in your course can greatly benefit students. Avoid relying solely on general statements, as they may not be sufficient for all students to navigate AI usage responsibly. To facilitate their understanding, offer specific examples of what is and is not allowed, enabling students to translate your academic integrity policy into actionable guidance for their everyday decisions.

7. Use AI to generate examples

Leverage ChatGPT and other AI tools to explore creative applications in the context of your course activities and assignments. Demonstrate to students how AI can amplify their learning, offering benefits such as enhanced understanding, time-saving capabilities, and support for complex problem-solving, all while maintaining academic integrity.

8. Consider course vs. assignment guidelines

While implementing a single, uniform policy on the use of AI in a course may seem straightforward, it might not provide the desired flexibility. Instead, consider if it would be beneficial to allow the use of AI to vary from one assignment to another. Embracing a dynamic approach to AI usage, where the permitted extent of AI assistance can adapt based on the assignment's nature, can enhance students' learning experiences and encourage responsible AI utilization.

9. Go green, yellow, red

Simplify the understanding of acceptable AI use in your course by employing a color-coded system for each assignment. To facilitate this process, I have designed Can I Use AI?as a free tool where you complete a short survey and it generates a table with green, yellow, and red indicators, representing your guidelines for student use of AI in a particular assignment. The table is a Google Doc that you can customize and effortlessly integrate into your course syllabus or learning management system.

10. Sell the value of learning

Step One: Clearly define the specific and valuable knowledge, skills, and abilities you want students to acquire from your class. Avoid general statements, and instead, focus on tangible outcomes they can showcase on their resumes and discuss confidently during job or graduate school interviews. For example, highlight three strategies for using counterarguments to skillfully persuade readers to reconsider long-held perspectives, rather than merely teaching how to write a quality persuasive essay.

Step Two: Consistently communicate and emphasize the significance of mastering these knowledge, skills, and abilities to your students. Demonstrate the real-world value of what they will learn, and highlight how incorporating AI into the learning process can help them develop these crucial competencies. By recognizing the practical benefits and connections between AI-assisted learning and their personal and professional growth, students will be motivated to excel, transforming from AI users to A+ achievers.

11. Encourage experimentation

As an exciting initiative, propose a competition that sparks creativity among students in exploring AI's diverse applications in education. If you can envision ten ways to utilize AI in your course, challenge your students to come up with a hundred more! By initiating this competition, you not only motivate students to think critically and imaginatively about AI but also create a platform for them to showcase their unique perspectives and contributions to the class.

12. Promote critical thinking

Place a strong emphasis on cultivating critical thinking skills when utilizing AI tools. Encourage students to thoroughly assess the reliability and accuracy of AI-generated information by cross-referencing it with credible and trustworthy sources. Additionally, empower students to challenge their own perspectives by requesting AI to provide counterarguments to their draft papers. This practice not only enhances their ability to think critically but also fosters a deeper understanding of complex issues and strengthens their arguments.

13. Share prompts

Share the prompts that you have utilized in crafting course materials, then encourage students to share the prompts they have employed to enhance their learning experience. For instance, create spaces (such as a discussion forum in your class learning management system) where students can share the prompts they have used to improve their learning, to study for exams, or work on assignments within the ethical boundaries you have established.

14. Update your course design

The integration of AI into your courses will inevitably lead to changes in your syllabus. For instance, you'll find yourself shifting the emphasis away from solely focusing on the final product and, instead, working closely with students throughout the various processes that lead to that product. This approach, involving more interactions and graded assignments, may require you to streamline the list of topics covered in the past, allowing you to delve deeper into the most relevant and impactful subjects while letting go of some others.

Here are 22 more suggestions for updating your course and syllabus.

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From AI to A+: Prepare Your Students for Using ChatGPT and other AI

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The ethical use of AI tools (including ChatGPT, PhotoMath, Grammarly, Bing, and more) is not an "all or nothing" discussion with your students. Instead, it involves navigating a continuum that spans...

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Every school year, I greet my students with optimism. While I am getting to know them, and helping them get to know each other, I also have to help them understand the academic expectations of our course. With generative AI in the mix, these conversations have changed over the past few years.

To begin with, I include a specific reference to AI in my course syllabus: "ChatGPT and other AI software have grown in prevalence and ease of use recently. Submitting content written by AI software as your own in any element of your work, big or small, is academically dishonest. I cannot assess your proficiency from a submission that is not your own work. Do not cheat yourself out of an education by using AI when you should be doing your own thinking and writing. AI can be a great tool for helping you learn. Together we will explore some of those possibilities."

I also use a multipronged approach to show my students that they should not be using generative AI in academically dishonest ways.

A proactive approach to teaching about AI

1. I show students my familiarity with AI. Early on, I begin to drop hints that I know how to use AI. I want them to know that I am familiar with the tools and that I know a little more about them than they do.

I want the students to know that I am familiar with the process and outputs of an AI chatbot. I mention the things AI has helped me with lately. I use student-facing AI tools with them like Brisk, MagicSchool, and image generators. Students will think twice about trying to pass off AI writing in my class because they know that I know what's up.

I use ChatGPT in front of my students pretty frequently. We ask it to summarize things we read recently, suggest research questions, give feedback, and answer random questions. For example, I assigned my seniors to create an FAQ doc about their future career plans. Most struggled to create the questions because they didn't know what to ask. Eventually, I opened ChatGPT and, with the help of a student's career plan, asked it, "What are some questions I should research if I want to become a chef?" It returned 20 great questions, and my student had to do the work of narrowing those down to 10 and then researching the answers.

2. I show students that generative AI can be inaccurate and unreliable. I want students to understand that if they blindly rely on an AI tool, it may not be as helpful as they were hoping for. Our interactions with ChatGPT are unhelpful almost as often as they are helpful. When we get inaccurate, incomplete, and off-base responses, I gleefully point out that sometimes the AI goes hilariously astray. I remind them not to trust the AI to get things right all the time.

My seniors were shocked when we asked ChatGPT to summarize an article we had been reading. We gave the chatbot the title and author, and it confidently spit out a summary that was completely wrong. We adjusted our prompt by adding the publication year, and the second summary was only slightly better.

3. I show students that it is pretty easy to identify AI writing. To show students that AI writing is easy to spot, I have to be patient until the day a student turns in a paragraph written by AI. I then take that AI-written paragraph, add two other original paragraphs to the page, and print out 18 copies.

I say nothing about AI and ask students to work in pairs to score the paragraphs using the rubric, a really good exercise for them in itself. After a few minutes, they want to know if their scores matched mine.

I then tell them I want them to identify which paragraph was written by AI. With their focus shifted, they all quickly narrow in on the AI-written paragraph. Conveniently, this has always included the student who turned it in. They are very proud of themselves when I congratulate them on finding the AI-generated text.

Then I pause and say, "You know, if you can tell, I can tell," and they realize that the lesson was really about how easy it is to spot unoriginal writing. Without naming anyone, I also let students know that the person who turned in that paragraph just flagged their own submission as AI. I suggest that anyone wondering if this paragraph might be theirs should speak to me after class.

Reinforcing these lessons through assignments

Once my students know that I am knowledgeable, that AI is fallible, and that AI writing is easy to spot, the temptation to use it seems to drop a lot. By then, they are usually about to start their first large piece of writing for the year, so I take one more proactive step. I give them a template doc for their assignment with the directions and any links they may need to support their writing process.

I remind them to do all their work for that assignment in that document. I include this reminder at the top: "Do all of the writing for your assignment in THIS document. It is the best way to show your writing is all authentically your own." Here I create a sense of accountability. Because the docs are shared with me, I can see early if a student is having trouble keeping pace with the development of the assignment. I know a student is more likely to resort to using generative AI if they are struggling, so being able to provide support sooner is helpful. By requiring students to do all their writing on a single document, I can see their version history and more easily look at their writing process if I have any doubts about the authenticity of their writing.

The way we use and talk about generative AI in our classrooms will have a huge impact on the way students use it. Convince your students that you know more than they do, that AI will fail them, and that you'll easily be able to tell when the writing is not their own, and you'll build a proactive foundation for academic honesty in your classroom.

Responses are generated by artificial intelligence. AI can make mistakes.

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Proactively Limiting the Use of AI in the Classroom

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By addressing AI use proactively in the classroom, teachers can model for students the benefits and shortcomings of the technology.

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"The calculator, once a revolutionary tool, is now a staple in classrooms, enhancing students' understanding in mathematics. Similarly, AI must be viewed as vital for fostering a future-ready workforce."

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Provide students with access to the latest AI tools, with built-in monitoring for admins.