# data[].attributes.body
Five Key Skills Students Need to Harness Generative AI

# data[].attributes.attachment_link.readable_text
Generative AI technologies like ChatGPT are revolutionizing the world, and education is no exception. Some educational institutions have opted for a defensive stance, banning or restricting these tools due to worries about academic dishonesty, inaccuracies, bias, and the proliferation of harmful content. But is this cautious approach the best way to address the rise of generative AI?

Instead of prohibiting generative AI tools from our classrooms, we should empower students to harness them. The rationale is simple: Generative AI will disrupt many aspects of work and life, and students need to prepare for that. A recent study found that ChatGPT and similar models could affect more than 80 percent of US jobs and change most tasks for nearly 20 percent of workers. Thankfully, this doesn't necessarily mean that AI will totally take over these jobs. But it does underscore the increasingly pervasive role AI will play in our future. As educators, we must ask ourselves: What skills do our students need to effectively wield this evolving technology, and how can we foster these skills?

Based on my research around the psychology of AI and student learning, I have defined five key skills I believe students need to effectively use generative AI. To help you target and teach these skills, I'm also sharing a framework I developed and a corresponding sample assignment that you can use to incorporate this learning into your own classroom. In my experience, building into the syllabus activities that help students develop these skills has not only enhanced student engagement and learning, but has also led to a noticeable improvement in their work.

Five Key Skills Students Need to Harness Generative AI

Here are five pivotal skills I've identified-based on AI research, firsthand observations of student interactions with AI, and my own hands-on experiences with AI-that students need to develop to successfully use these tools.

1. Problem formulation, which is the ability to identify, analyze, and define problems. Students need to successfully translate what they hope to get from a generative AI tool into a well-defined problem that the large language models (LLMs) can understand. Problem formulation is the thinking you do before you attempt to prompt the AI; it's outlining the focus, scope, and boundaries of a problem. Simply put, without a deep understanding of the problem to be solved, your prompts won't be effective-no matter how well they're phrased for AI. (To learn more about problem formulation, read my HBR article, " AI Prompt Engineering Isn't the Future.")

2. Exploration. With so many new AI products emerging every week, it is increasingly important and difficult to identify the most suitable tool for the task at hand. To be able to do this, students must be familiar with major generative AI tools such as ChatGPT and Stable Diffusion, excel in using generative AI-enhanced search engines such as Microsoft Bing and Google Bard, and remain motivated and curious to keep up with whatever generative AI tools and enhancements are coming next.

3. Experimentation. Given the ever-evolving nature of these tools, one effective way to keep up is to just continue experimenting with them. Experimentation involves a hands-on interaction with the AI, a process of trial and error, and an assessment of the outcomes.

4. Critical thinking. Generative AI tools sometimes produce inaccurate or biased content-arguably their greatest limitation. Critical thinking helps identify and mitigate this limitation. It's about applying a disciplined, objective lens to evaluate the information or arguments generated, which also deepens students' learning.

5. Willingness to reflect. Engaging with generative AI systems can sometimes stir emotions, particularly when the tools are used for tasks closely tied to one's identity or self-worth. For example, if a student identifies as a great writer or creative designer, they may perceive assistance from AI on related tasks as a threat to their identity or worth. Adopting a reflective practice can help students understand these emotional reactions. Although it shares certain elements with critical thinking, reflection focuses on examining one's personal thoughts, feelings, beliefs, and actions, as opposed to the AI's output.

A Framework to Develop These Key Generative AI Skills

To target and improve the above skills in students, I developed the PAIR (problem, AI, interaction, reflection) framework to incorporate into relevant assignments.

PAIR consists of four steps (see Figure 1):

1. Problem formulation: Students define the problem or challenge they want to solve.

2. AI tool selection: Students choose the best generative AI tools to help them with their problem. They learn how to explore, compare, and evaluate different generative AI tools and their features.

3. Interaction: Students use the generative AI tools to solve their problem. They experiment with different inputs and outputs and see how the generative AI tools affect their problem-solving process and outcome.

4. Reflection: Students assess and report their experiences with the generative AI tools.

A Sample Assignment Using Generative AI and PAIR

To help my students become skilled generative AI users, I've developed an assignment for my class's Marketing Strategy and Planning module. I've outlined the assignment below; you'll see how I use PAIR's four components to pinpoint the key generative AI skills I'm seeking to develop in my students.

Educators can use the PAIR framework regardless of which discipline they teach. You'll simply want to modify the instructions to fit your course's context and the specific problem you'd like students to tackle.

Assignment

Your task is to develop a marketing campaign for a product or service using AI-assisted tools. The assignment is divided into four equally important components.

Component One: Problem Formulation
Identify a product or service for which you will create a marketing campaign. Conduct secondary research to better understand the relevant marketing environment. Based on this research, clearly delineate the objectives and target segment of your campaign.
Here, I'm building on the open inquiry approach from inquiry-based learning in which students act as independent researchers, defining the focus, scope, components, and parameters of their problems. This step is about inspiring students to skillfully spot, scrutinize, and articulate their problems, and in doing so, communicate their expectations for a generative AI tool with greater precision.

Start by encouraging students to consider the root cause of an issue (e.g., the Five Whys) and then to clearly define its boundaries-its context, target audience, and budgetary constraints, for example.
Component Two: AI Tool Selection
Research AI tools relevant to marketing (e.g., market research, content creation, visual design) and your specific objectives. Evaluate and select the most suitable AI tools for your problem, taking into account their features, functions, potential benefits, and limitations. As part of your exploration, record your findings in a table, documenting the tools you've explored and chosen or discarded, accompanied by brief justifications for your choices.

Here, I'm encouraging exploration. Students are asked to compare and assess the features of diverse generative AI tools and, through this process, isolate the best tools for their particular problem. Encouraging students to document their overall search process, detailing not just the chosen options but also the ones left behind, fuels a broader exploration of potential tools.

Component Three: Interaction
Engage actively with your chosen AI tools to generate content that can assist in developing your campaign. Provide feedback and guidance to the AI, experiment with different prompts, and critically assess the AI output. Refine your marketing campaign based on the AI's contributions. Keep a record of prompts that were successful and those that missed the target.
Here, I'm encouraging experimentation and critical thinking. Students are invited to engage with the tool in a variety of ways and evaluate the ensuing results. A helpful approach is asking students to compile an appendix, in which they can document both successful and unsuccessful prompts they have tried. Students are encouraged to place the AI's outputs under a microscope, differentiating what is beneficial and accurate from what is not and letting their critical thinking guide the way. I have found that my students are often startled to witness AI's capacity for convincingly presenting inaccurate information, such as fabrication of citations, statistics, or case studies.

Component Four: Reflection

Compose a reflective report in which you ponder over the lessons learned from your problem-solving process with the AI tools, how you can improve your skills and future application of AI in marketing, and your emotional reactions while using these tools.

Here, students are asked to introspect, evaluate, and document their experiences with generative AI tools. In the reflective report they're asked to ponder the lessons learned from working with generative AI tools, including how they can improve their AI skills and better understand their emotional reactions while using the tools.

There's a risk that students may not take this seriously. To overcome this, I recommend requesting a formal reflective report (without the aid of generative AI) that accounts for a small part of their grade.

To further promote reflection, students could be asked questions like the following:

What challenges did you encounter when using the AI tools and how did you overcome them?

In what ways did the AI tools enhance or hinder your problem-solving process?

How can you improve your skills for using AI tools in future marketing tasks?

What emotions did you experience while interacting with the AI tools?

What surprised you the most about your interactions with the AI tools?

Expanding Students' Understanding of AI's Potential-and Limitations

Generative AI tools offer more than just a novel interaction; they are catalysts for profound learning. In my classes, structured activities built upon the PAIR framework have been instrumental in promoting learning and expanding students' understanding of both AI's potential and its limitations.

Students who embraced my AI guidelines have produced great outcomes, outperforming those who chose not to. What's particularly striking is the notable surge in quality compared to similar activities in prior years-a time before generative AI tools were integrated into my courses.

With its focus on core transferable skills rather than specific algorithms, the PAIR framework is strategically designed to endure the fast-paced evolution of AI. Nevertheless, as the AI landscape continually evolves, our approach to assignments might require adjustments.

Regardless of how the future unfolds, one thing is certain: As educators, we need to get ready for this imminent disruption and prepare our students, too.

# data[].attributes.attachment_link.description
To thrive in a world that now includes generative AI tools like ChatGPT, students need to develop five essential skills, says professor Oguz A. Acar. Use this four-step framework to empower your students and equip them for success in the digital age.

# data[].attributes.body
Aprender a usar herramientas y ejercicio de cómo logear competencias de ética en el uso de la info

# data[].attributes.headline
(Cecy) utilizarlo como estrategia de aprendizaje y desarrollo de proyectos altamente innovadores. 

# data[].attributes.subject
(Cecy) utilizarlo como estrategia de aprendizaje y desarrollo de proyectos altamente innovadores. 

# data[].attributes.headline
Claudia Masek; aprender cómo enseñar a los estudiantes.

# data[].attributes.subject
Claudia Masek; aprender cómo enseñar a los estudiantes.

# data[].attributes.body
Considero que es una herramienta que puede aprovecharse para fortalecer y mejorar el desarrollo de distintas actividades, independientemente del tipo.

# data[].attributes.headline
Cynthia Castillo.  Quiero escuchar expriencias de cómo se está utilizando la IA generativa en UVG y conocer recursos interesantes.

# data[].attributes.subject
Cynthia Castillo.  Quiero escuchar expriencias de cómo se está utilizando la IA generativa en UVG y conocer recursos interesantes.

# data[].attributes.body
Incrementar mis conocimientos en IA, para luego poderlos aplicar con mis estudiantes

# data[].attributes.body
Maribel,
aprovechar mas AI en las clases que imparto y en mi día a día

# data[].attributes.body
Me interesa conocer herramientas de IA útiles para los educandos, además cómo implementarlas

# data[].attributes.headline
CECY  - Saber redactar bien el escenario y problema que la IA debe desarrollar o proponer 

# data[].attributes.subject
CECY  - Saber redactar bien el escenario y problema que la IA debe desarrollar o proponer 

# data[].attributes.headline
Aprender a utilizar nuevas herramientas que fomenten el aprendizaje. 

# data[].attributes.subject
Aprender a utilizar nuevas herramientas que fomenten el aprendizaje. 

# data[].attributes.body
Actualizar las metodologías de aprendizaje actual, fortalecer los conocimientos y aplicarlos en nuevas herramientas.

# data[].attributes.body
Aprender nuevos recurso.

# data[].attributes.body
Aprender cómo utilizar la IA sin que los estudiantes comentan actos de deshonestidad.

# data[].attributes.body
Conocer mas de este tema para aplicar estos conocimientos en mis clases

# data[].attributes.body
Mi nombre es Cecilia me interesa aprender herramientas útiles para el desarrollo de las clases y las reuniones

# data[].attributes.body
Estoy segura que en este club podré aprender muchísmo de IA y esto aportará a mi crecimiento profesional.

# data[].attributes.body
Para aprender más

# data[].attributes.body
Ampliar mis conocimientos IA, para mejorar metodología de enseñanza y aprendizaje.

# data[].attributes.body
Para compartir y aprender sobre IA

# data[].attributes.body
Considero que es una herramienta con bastante valor y quiero aprender a utilizar y aplicarla.

# data[].attributes.body
Cada día es de aprendizaje, para utilizar en mi labor docente

# data[].attributes.body
Me gustaría conocer cómo los docentes de UVG están utilizando la IA en sus cursos y la respuesta que han tenido por parte de los estudiantes.

# data[].attributes.headline
En análisis, investigación y comoarar / verificar info

# data[].attributes.subject
En análisis, investigación y comoarar / verificar info

# data[].attributes.body
Requieren de un pensamiento descriptivo, racional y creativo.

# data[].attributes.body
Enmedio del avance tan acelerado de la IA y el crecimiento de la brecha tecnológica en la población, quisiera conocer las opiniones de todos y cómo lo han aprovechado en sus cursos. :)

# data[].attributes.body
Aprender a potencializar el uso de la inteligencia artificial

# data[].attributes.headline
(Diego Guzmán) Mantenerme actualizado sobre tendencias y cómo competen a mi disciplina

# data[].attributes.subject
(Diego Guzmán) Mantenerme actualizado sobre tendencias y cómo competen a mi disciplina

# data[].attributes.body
Conocer cómo diseñar buenos prompts y aplicar el juicio crítico para discernir sobre los resultados

# data[].attributes.body
Pensamiento Crítico
Comprensión Lectora
Análisis
Plantamiento de preguntas y saber discernir las respuestas adecuadas.
Selección de herramientas confiables.
Creatividad para seleccionar soluciones.
Interpretar información

# data[].attributes.body
- Aprender más sobre AI
- Compartir mi experiencia y escuchar cuáles han sido las mejores prácticas en UVG y otros ambientes.

# data[].attributes.body
Pensamiento crítico (Para saber hacer la diferencia entre información falsa y verdadera)
Seguridad y confianza al saber qué preguntar
Reflexión
Formulación del problema (Capacidad de redactar las propias preguntas)
Curiosidad
Experimentación

# data[].attributes.body
*Juicio crítico

*Pensamiento crítico

*Desarrollo de problemas.

*Discernir la información que van a colocar en los procesos investigativos. Particularmente  para el curso de Trabajo de Graduación.

*Aprender a utilizar la inteligencia artificial y enseñar a nuestros estudiantes a usarlo.

*Herramienta para procesos de elaboración de indicar o uso de normas APA, para apoyar a los estudiantes en este proceso y facilitar.

# data[].attributes.body
Actividades reto (desafíos y análisis)
Proyectos colaborativos
Resolviendo problemas referentes al ámbito laboral
Haciendo comparaciones entre lo que haríamos y lo que propone la IA
Desarrollo de recursos de apoyo (Guías, formularios, etc)
Generación de modelos o lienzos (por ejemplo el Canvas) y hacer comparaciones

# data[].attributes.headline
Nely Can, Vannesa Granados, Luis Pedro Falla, Diego Guzmán, Erick Rodas

# data[].attributes.subject
Nely Can, Vannesa Granados, Luis Pedro Falla, Diego Guzmán, Erick Rodas

# data[].attributes.body
ética, pensamiento crítico, ortografía y redacción, comprensión lectora, investigación, formulación de problemas, selección de las aplicaciones, lógica, creatividad.

# data[].attributes.body
Ofrecer un acompañamiento y apoyo previo a la utilización de las herramientas
Ofrecer ejemplos de prompts y alentarlos a desarrollar los propios (andamiaje)
Fortalecer la prueba y error de los prompts y las respuestas
Refinando los prompts para fortalecer el aprendizaje
Para docentes (generar ideas de actividades y tareas)

# data[].attributes.headline
Sala 6 Celso, Henry, Patricia, Sonia y Luis

# data[].attributes.subject
Sala 6 Celso, Henry, Patricia, Sonia y Luis

# data[].attributes.body
Nuestra opinión como grupo es: Los estudiantes requieren de habilidades tales como:
- Pensamiento critico,
- Toma de decisiones,
- Experimentación,
- Revisión de redacción,
- Reflexión.
- Formular el problema,
- Investigación que herramienta IA se apega más para resolver el problema,
- Interactuar con la IA.

# data[].attributes.body
No solo saber usar las herramientas IA si no también conocer sus límites
Lograr personalmente la competencia digital (incluyendo la ciudadanía digital)
El uso de las herramientas IA ahorra tiempo y ofrece productos personalizados

# data[].attributes.body
*Promoción de uso de ChatGPT para el índice de temas del marco de referencias.

*Trabajar un caso basado en un ejemplo generado por ChatGPT en una disciplina específica.

# data[].attributes.headline
Sala 6 Celso, Henry, Patricia, Sonia y Luis

# data[].attributes.subject
Sala 6 Celso, Henry, Patricia, Sonia y Luis

# data[].attributes.body
- Formular el problema
- Interacción con la IA

# data[].attributes.body
Tal y como el documento indica:
1. Formulación de problemas.
2. Exploración.
3. Experimentación.
4. Pensamiento crítico.
5. Voluntad de reflexionar.
Y estoy totalmente con mis compañeros de que se deben agregar las habilides éticas.

# data[].attributes.body
Lo utilizaría en actividades de diseño y propuestas de intervención.

# data[].attributes.body
Quiero aprovechar los recursos tecnológicos para mi vida profesional y personal. Me interesa aprender con los colegas de UVG. Mi niñez estuvo llena programas y series de TV en las que se proyectaba el futuro que hoy experimentamos con la tecnología a nuestro servicio.

# data[].attributes.body
Los dilemas éticos serán un gran desafío para utilizar la IA de la forma adecuada.

# data[].attributes.attachment_caption
El uso de recursos como la IA requiere que mostremos los aprendizajes complejos que hemos desarrollado a lo largo de nuestras experiencias de formación. 

# data[].attributes.body
En el grupo de la sala de Zoom coincimos en que, hasta no probarlo, no emitimos comentario.

# data[].attributes.body
Inquietudes compartidas: probar el «PAIR (problem, AI, interaction, reflection) framework», aprender entre pares sobre los usos de IA, reflexionar sobre los dilemas éticos, priorizar el aprendizaje que guiamos fortaleciendo las competencias de pensamiento científico, pensamiento crítico y la reflexión ética.

# data[].attributes.body
Primer encuentro_19 de octubre 2023