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Equity importances are transferring the place for hiring more diverse faculties and professors at the institutions.

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All of the faculty and professor has initial syllabi about the essays and specifies in the principles what the students want to study or learn. University libraries can request for citations about the Research Board Institute from the students.

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Wonderful ChatGPT, improved response university's assessments regarded Social Emotional Learning and environmental campuses.

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The issue of copyright and references. Is Chat GPT a source?

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The issue of copyright and references. Is Chat GPT a source?

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One student presented a part of my own research without properly citing it. 

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One student presented a part of my own research without properly citing it. 

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It is an added bonus to learning

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Poor students use chat gpt to cheat, but they don't understand anything.  

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Poor students use chat gpt to cheat, but they don't understand anything.  

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I'm thinking of splitting assessment types; going back to in-class written responses AND designing assessments that allow ChatGPT.

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I'm thinking of splitting assessment types; going back to in-class written responses AND designing assessments that allow ChatGPT.

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Zach's points about equity on both sides were illuminating. Thanks Zach!

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Assignments need to ask students to reflect more on how "knowledge" on a topic has been acquired and assembled, through interaction with sources (sometimes this looks like just citations) sometimes through relfection on learning activities.

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Most insist on the syntax in the messages for the international and American students .

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... we can now turn the peer review exercise into an "improve the AI generated text" assignment. As there are no feeling involved, students might engage more critically in the revision process.

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Asked students to use it, but be aware if the information is real. 

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Asked students to use it, but be aware if the information is real. 

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We need to look at new AUP / academic integrity policies that are clear to all

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We need to look at new AUP / academic integrity policies that are clear to all

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1. Content not necessarily accurate (accuracy rate 70%-80%) 2. Data used for training is copyrighted

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1. Content not necessarily accurate (accuracy rate 70%-80%) 2. Data used for training is copyrighted

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What happens to one's natural stages of gradual learning gets thwarted with chatgpt or does it acts as catalyst? I wonder?

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What happens to one's natural stages of gradual learning gets thwarted with chatgpt or does it acts as catalyst? I wonder?

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The future is going to be radically different after 1 to 2 years of AI integration in our academic life 

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The future is going to be radically different after 1 to 2 years of AI integration in our academic life 

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This could be a good chance for faculty to humanize their content, assessments, etc. by asking/requiring students to infuse more of themselves into their class work - which AI is less likely to be able to do.

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Use the tool to increase learning efficiency 

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Use the tool to increase learning efficiency 

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Students can learn how to use ChatGPT to enhance their learning efficiency but they also need to be modeled the ethical and professional side of how to use it.

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AI will require reimagination of curricula, learning outcomes, teaching methods, and assessments.

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AI will require reimagination of curricula, learning outcomes, teaching methods, and assessments.

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Online learning institutions with fewer synchronous options particularly need to develop guidance for faculty and students around assessment

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Online learning institutions with fewer synchronous options particularly need to develop guidance for faculty and students around assessment

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Shift to oral examinations for content knowledge 

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Shift to oral examinations for content knowledge 

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... but who will provide us with the additional time support needed to orally examine 40+ students?

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Ask students to use it as a tool to support learning: gather info, write outlines or drafts. 

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Ask students to use it as a tool to support learning: gather info, write outlines or drafts. 

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What open source options are there or will emerge in the futre?

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What open source options are there or will emerge in the futre?

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I modified the assessment process in order to use practical case studies.

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I modified the assessment process in order to use practical case studies.

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I teach writing for international students. There is a huge language component of my courses. I'm concerned that students won't learn the linguistic skills they need if they can use ChapGPT.

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I teach writing for international students. There is a huge language component of my courses. I'm concerned that students won't learn the linguistic skills they need if they can use ChapGPT.

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Redefining what constitutes plagiarism  

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Redefining what constitutes plagiarism  

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Can open up students to multiple views at once

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Assessment needs to be thought through carefully more than ever before 

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Assessment needs to be thought through carefully more than ever before 

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I think we should apply Sacasas's questions concerning technology to this: https://theconvivialsociety.substack.com/p/the-questions-concerning-technology

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Audio playback is not supported on your browser. Please upgrade.

A few days ago, a handful of similar stories or anecdotes about technology came to my attention. While they came from different sectors and were of varying degrees of seriousness, they shared a common characteristic. In each case, there was either an expressed bewilderment or admission of obliviousness about the possibility that a given technology would be put to destructive or nefarious purposes. Naturally, I tweeted about it ... like one does.

I subsequently clarified that I was not subtweeting anyone in particular just everything in general. Of course, naiveté, hubris, and recklessness don't quite cover all the possibilities-nor are they mutually exclusive.

In response, someone noted that "people find it hard to 'think like an *-hole', in
@mathbabedotorg's phrase, because most aren't." That handle belongs to Cathy O'Neil, best known for her 2016 book, Weapons of Math Destruction: How Big Data Increases Inequality And Threatens Democracy.

There's something to this, of course, and, as I mentioned in my reply, I truly do appreciate the generosity of this sentiment. I suggested that the witness of history is helpful on this score, correcting and informing our own limited perspectives. But I was also reminded of a set of questions that I had put together back in 2016 in a moment of similar frustration.

The occasion then was the following observation from Om Malik:

"I can safely say that we in tech don't understand the emotional aspect of our work, just as we don't understand the moral imperative of what we do. It is not that all players are bad; it is just not part of the thinking process the way, say, 'minimum viable product' or 'growth hacking' are."

Malik went on to write that "it is time to add an emotional and moral dimension to products," by which he seems to have meant that tech companies should use data responsibly and make their terms of service more transparent. In my response at the time, I took the opportunity to suggest that we needn't add an emotional and moral dimension to tech, it was already there. The only question was as to its nature. As Langdon Winner had famously inquired "Do artifacts have politics?" and answered in the affirmative, I likewise argued that artifacts have ethics. I then went on to produce a set of 41 questions that I drafted with a view to helping us draw out the moral or ethical implications of our tools. The post proved popular at the time and I received a few notes from developers and programmers who had found the questions useful enough to print out post in their workspaces.

This was all before the subsequent boom in "tech ethics," and, frankly, while my concerns obviously overlap to some degree with the most vocal and popular representatives of that movement, I've generally come at the matter from a different place and have expressed my own reservations with the shape more recent tech ethics advocacy has taken. Nonetheless, I have defended the need to think about the moral dimensions of technology against the notion that all that matters are the underlying dynamics of political economy (e.g., here and here).

I won't cover that ground again, but I did think it might be worthwhile to repost the questions I drafted then. It's been more than six years since I first posted them, and, while some you reading this have been following along since then, most of you picked up on my work in just the last couple of years. And, recalling where we began, trying to think like a malevolent actor might yield some useful insights, but I'd say that we probably need a better way to prompt our thinking about technology's moral dimensions. Besides, worst case malevolent uses are not the only kinds of morally significant aspects of our technology worth our consideration, as I hope some of these questions will make clear.

This is not, of course, an exhaustive set of questions, nor do I claim any unique profundity for them. I do hope, however, that they are useful, wherever we happen to find ourselves in relation to technological artifacts and systems. At one point, I had considered doing something a bit more with these, possibly expanding on each briefly to explain the underlying logic and providing some concrete illustrative examples or cases. Who knows, may be that would be a good occasional series for the newsletter. Feel free to let me know what you think about that.

Anyway, without further ado, here they are:

1. What sort of person will the use of this technology make of me?

2. What habits will the use of this technology instill?

3. How will the use of this technology affect my experience of time?

4. How will the use of this technology affect my experience of place?

5. How will the use of this technology affect how I relate to other people?

6. How will the use of this technology affect how I relate to the world around me?

7. What practices will the use of this technology cultivate?

8. What practices will the use of this technology displace?

9. What will the use of this technology encourage me to notice?

10. What will the use of this technology encourage me to ignore?

11. What was required of other human beings so that I might be able to use this technology?

12. What was required of other creatures so that I might be able to use this technology?

13. What was required of the earth so that I might be able to use this technology?

14. Does the use of this technology bring me joy? [N.B. This was years before I even heard of Marie Kondo!]

15. Does the use of this technology arouse anxiety?

16. How does this technology empower me? At whose expense?

17. What feelings does the use of this technology generate in me toward others?

18. Can I imagine living without this technology? Why, or why not?

19. How does this technology encourage me to allocate my time?

20. Could the resources used to acquire and use this technology be better deployed?

21. Does this technology automate or outsource labor or responsibilities that are morally essential?

22. What desires does the use of this technology generate?

23. What desires does the use of this technology dissipate?

24. What possibilities for action does this technology present? Is it good that these actions are now possible?

25. What possibilities for action does this technology foreclose? Is it good that these actions are no longer possible?

26. How does the use of this technology shape my vision of a good life?

27. What limits does the use of this technology impose upon me?

28. What limits does my use of this technology impose upon others?

29. What does my use of this technology require of others who would (or must) interact with me?

30. What assumptions about the world does the use of this technology tacitly encourage?

31. What knowledge has the use of this technology disclosed to me about myself?

32. What knowledge has the use of this technology disclosed to me about others? Is it good to have this knowledge?

33. What are the potential harms to myself, others, or the world that might result from my use of this technology?

34. Upon what systems, technical or human, does my use of this technology depend? Are these systems just?

35. Does my use of this technology encourage me to view others as a means to an end?

36. Does using this technology require me to think more or less?

37. What would the world be like if everyone used this technology exactly as I use it?

38. What risks will my use of this technology entail for others? Have they consented?

39. Can the consequences of my use of this technology be undone? Can I live with those consequences?

40. Does my use of this technology make it easier to live as if I had no responsibilities toward my neighbor?

41. Can I be held responsible for the actions which this technology empowers? Would I feel better if I couldn't?

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Audio playback is not supported on your browser. Please upgrade. A few days ago, a handful of similar stories or anecdotes about technology came to my attention. While they came from different sectors and were of varying degrees of seriousness, they shared a common characteristic.

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Concerns about biased and discriminatory outputs

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Concerns about biased and discriminatory outputs

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Makes great starter rubrics for a a variety of uses - including teaching but also things like interview responses

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Makes great starter rubrics for a a variety of uses - including teaching but also things like interview responses

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Good challenging with a response and strong feedback and support for the students in the remote or face-to-face classes in the middle and final days of the week.

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Performance based assessment should gain more emphasis 

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Performance based assessment should gain more emphasis 

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less time spent on creating exercises/activities/quizzes

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less time spent on creating exercises/activities/quizzes

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Really thinking about ways to incorporate Chat GPT into teaching and assignments in a way that is equitable and towards learning.

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Really thinking about ways to incorporate Chat GPT into teaching and assignments in a way that is equitable and towards learning.

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develop ethical understanding by dealing with this in real time

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develop ethical understanding by dealing with this in real time

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Concerns about confidentiality and how data is used

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Concerns about confidentiality and how data is used

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Opportunities for teaching foreign languages

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Opportunities for teaching foreign languages

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for teachers, generating MCQs becomes easier... though checks need to be done

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for teachers, generating MCQs becomes easier... though checks need to be done

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This is challenging because some students make a sport out of cheating. No matter what safeguards and explanation you give them

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seems like we will need entirely new process for admissions

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seems like we will need entirely new process for admissions

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The productive struggle is important for learning. When I struggle through sentence structure and how to best share my thoughts, I grow. I'm interested in how we can encourage this in our students' learning while embracing the new technology.

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However, I don't find it ethical when it comes to course work. What's the point of paying for college and going into debt (in the US) if you use AI to write the majority of your papers? How will this transfer in the work force? How is this fair to students who are struggling?

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Interesting options for creating new exam questions/essays to test understanding 

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Interesting options for creating new exam questions/essays to test understanding 

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Pushes faculty to use authentic assessments

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re-think what skills are now important for students to have. If chat GPT can now do some kind of content creation, what do HUMANS need to be able to do with it? Then teach to that. 

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re-think what skills are now important for students to have. If chat GPT can now do some kind of content creation, what do HUMANS need to be able to do with it? Then teach to that. 

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We need to model appropriate use to students throughout our programs.

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We need to model appropriate use to students throughout our programs.

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I'm concerned that GPT 4 being paid for will lead to an accessibility issue.

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We need to re-evaluate how we assess our students

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It levels the playing field. Now everyone can "hire" a tutor.

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It levels the playing field. Now everyone can "hire" a tutor.

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Challenging to share written assignments

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Challenging to share written assignments

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People who are using AI in teaching will be replacing people who don't 

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People who are using AI in teaching will be replacing people who don't 