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I share a variation of Matt Miller's AI Spectrum with each assignment, showing students what is an acceptable us of AI

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I share a variation of Matt Miller's AI Spectrum with each assignment, showing students what is an acceptable us of AI

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Actually adding a course topic and weekly outcome regarding AI in my subject domain

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Actually adding a course topic and weekly outcome regarding AI in my subject domain

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I have not tested AI yet.

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Used ChatGPT to create rubrics for assessments

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Used ChatGPT to create rubrics for assessments

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Used it to create a standardized evaluation form to decide scalability. Why not ask AI how to evaluate AI LOL

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5 watchwords for your assessment - currency, synthesis, judgment, presence, process. AI does these things poorly

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5 watchwords for your assessment - currency, synthesis, judgment, presence, process. AI does these things poorly

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I can share a paper I wrote on this - j.vernon@imperial.ac.uk

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Talking about it openly in class and experimenting with different ways of using it that are different than creating essays. 

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Talking about it openly in class and experimenting with different ways of using it that are different than creating essays. 

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Policy regarding appropriate and not allowed uses. How it can be most beneficial to students

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Policy regarding appropriate and not allowed uses. How it can be most beneficial to students

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I am here to explore how AI will fit in my class online.

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I used AI for creating different class assignments.

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I used AI for creating different class assignments.

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We're training faculty to think of new structures for assessment ... use AI for formative types of assessment from AI and from professor

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Most outcomes include personal reflection and details, and I ask students to use AI to help them plan so fulfill the outcomes. Helps them to see AI as something that can help them to write in a personal way instead of having AI write for them.

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How to reference ai when using it

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Trainings

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tutorial on how to use AI tools, and when that use is acceptable and when not (plagiarism)

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tutorial on how to use AI tools, and when that use is acceptable and when not (plagiarism)

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Uploaded my assignment with rubrics. Asked ChatGPT to create a paper. Then I asked chatGPT to grade itself. Finally, I asked, what it could do better next time.

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The Atlantic article about 170K texts used to train ChatGPT

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modeling AI strengths and weaknesses, discussion of how critical thinking is a human skill

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Multiple platforms and context matters - trying them out and playing with the Chat bot, trying them in multiple systems to see how they perform and how easy it is to give it useful context. Questioning at each level, what do I want students to do w/out AI, and why, and how can I explain that to students clearly.

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Policy & Procedure

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use it for ideation or as a template; make sure prompts are good, so you don't go down a rabbit hole.

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use it for ideation or as a template; make sure prompts are good, so you don't go down a rabbit hole.

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The entirety of higher ed pedagogy needs to change. It goes beyond looking at course level outcomes.

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The entirety of higher ed pedagogy needs to change. It goes beyond looking at course level outcomes.

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Screen-shared while running one of the weekly discussion prompts through ChatGPT (back in February), had discussion about what it got right, and what it didn't

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Screen-shared while running one of the weekly discussion prompts through ChatGPT (back in February), had discussion about what it got right, and what it didn't

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Creating assignments in real time based on class discussions then using it to create rubrics for those assignments

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Updated assignments in order to personalize them more so that they can't rely on AI to develop a complete answer- pushing students to utilize their critical thinking skills 

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Updated assignments in order to personalize them more so that they can't rely on AI to develop a complete answer- pushing students to utilize their critical thinking skills 

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Goals of using AI and how to use it ethically and professionally

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Considered the use of AI in formatives with a branch to summatives that is "human driven"

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Considered the use of AI in formatives with a branch to summatives that is "human driven"

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I concur with colleagues. Honesty about my use and theirs.

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I have entered my essay and paper prompts into ChatGPT - tweaked them!

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Plagiarism and Academic Honesty are part of the regular curriculum in my class. I talk about these topics openly with students. Most students I speak with seem skeptical or hesitant to use Gen AI in school (even in anonymous surveys). 

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Plagiarism and Academic Honesty are part of the regular curriculum in my class. I talk about these topics openly with students. Most students I speak with seem skeptical or hesitant to use Gen AI in school (even in anonymous surveys). 

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makign them more personal and contextual and client based

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'Stress test' by running through Chat GPT

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'Stress test' by running through Chat GPT

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GPT performs POORLY on my assessments -because I required elements of judgment and synthesis and 'process' that require value-added, human components

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Asking students to be transparent in use of AI so can work through issues together

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Asking students to be transparent in use of AI so can work through issues together

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Tried out ChatGPT for some assignments and critiqued the responses together in class. 

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Tried out ChatGPT for some assignments and critiqued the responses together in class. 

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Syllabus statement, and class dicussion about AI and how students are using it. How we can make it ethical. 

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Syllabus statement, and class dicussion about AI and how students are using it. How we can make it ethical. 

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Used AI to create module-level objectives

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Used AI to create module-level objectives

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Our institution went all in on AI. We are encouraging its ethical use and not allowing online instructors to take off points exclusively on the believe the writing was AI generated.

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Our institution went all in on AI. We are encouraging its ethical use and not allowing online instructors to take off points exclusively on the believe the writing was AI generated.

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using it as a helper in research not a crutch

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using it as a helper in research not a crutch

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using chatGPT detectors (Gptzero) to get likelihood.

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using chatGPT detectors (Gptzero) to get likelihood.

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Crafting

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My biggest thing has been encouraging students to be honest about using it.

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Fewer demonstrate knowledge and more toward making connections, applying knowledge.

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Asking students what they hope to gain by using AI? (tapping into learning motivation)

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Asking students what they hope to gain by using AI? (tapping into learning motivation)

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Not yet, but I plan to develop specific assessments where they use AI and then analyze how they could add to or improve it

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Not yet, but I plan to develop specific assessments where they use AI and then analyze how they could add to or improve it

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Had them rewritten for clarity

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Rethinking the purpose of class projects

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Intrigued

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We acted as students in live classes using ChatGPT as part of a research study.

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We acted as students in live classes using ChatGPT as part of a research study.

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Have run them through ChatGPT and analyzed results

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Work with students to develop an AI course policy

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Work with students to develop an AI course policy