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Using ChatGPT to support writing film scripts

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Using ChatGPT to support writing film scripts

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I use it in several ways -- probably more than space enough here: 1, to create fictional characters which interact with the author in writing a film script (creative writing) in either ChatGPT or Replika; 2, with Natural Language Processing to work with the Botnik tool online, allowing students to 'write' new poems or scripts with writers including Coleridge, Wordsworth or singers such as Beyonce; 3, to assess uncertainty and surprise in student poetry by using Shannon Text Entropy algorithm; 4, to help develop feature journalism in ENGL618, especially in data journalism or investigative journalism by asking ChatGPT to collate huge amounts of data or research to save time scraping for it; 5, students input their short story or poem onto ChatGPT and ask for feedback on themes that emerge which they may not see themselves; 6, students can work 'against the grain' with ChatGPT, by asking it to write a story and this then allows them to see the most obvious result, which they can then avoid (eg cliches etc).

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I have used Chat GPT as a tool to edit a document. I had an MSc thesis, which I felt would make a good paper but was over 12000 words. The journal I wished to submit to wanted between 6-8000 words. By going through the paper pasting sections of no more than 1000 words at a time in, and asking it to "shorten to 500 words", in two and a half hours I had got the text down to under 8000 words. It still required editing and the references had to be reinserted. It was a fair way from being ready for submission, but I don't think I could have edited that amount out of the document as quickly, and it's use as a tool dramatically sped up the process of producing a paper.

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Using ChatGPT (or a similar AI tool) to implement a flipped-classroom approach to teaching

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Using ChatGPT (or a similar AI tool) to implement a flipped-classroom approach to teaching

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This module introduces some essential but general aspects of autonomous systems. I plan to use ChatGPT (or a similar AI tool) to implement a flipped classroom dynamic during the course. Because the concepts are very general, plenty of information is available online. So, I plan to ask the students to investigate the critical aspects of a specific element of autonomous systems (e.g., microcontrollers) through a "conversation" with ChatGPT. Then, during the lecture, I would like to have a round table about the takeaways on microcontrollers and their role in autonomous systems. In my opinion, this activity is relevant because of the following:

(1) It is a way to get acquainted with AI tools. (2) The students can ask what they think it's important about the topic. So, they have the freedom to choose what to investigate. Note that the amount of available information can be overwhelming, so this possibility enables more focused research. (3) It raises awareness of the flaws of existing tools such as ChatGPT. During the round table, we can determine the reliability of the information and reference sources. (4) Some students might feel more comfortable having a "conversation" with ChatGPT than with the lecturer. Even if I encourage my students to participate, they are sometimes reluctant to ask.

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Discussing game design ideas with ChatGPT

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Discussing game design ideas with ChatGPT

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For the next academic year, I will be starting a new module for the MA Game Design Programme, called game design methods. In it, students will be prompted every week to come-up with rough game ideas that addresses the topics and methods discussed.

More precisely, students will be given a design brief, and will be required to firstly come up with their own response and, after that, feed ChatGPT with the same brief. On the next session, all responses will be discussed in class.

The use of ChatGPT is encouraged as means to understand biases, shortcomings and potentials of the tool, compared with human creativity. By having the same amount of human responses and A.I. responses, I expect students will be able to see patterns in both sources, and hopefully figure out ways to harness the potential of each.

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I have been exploring ChatGPT for both creation and editing purposes of texts to understand its limitations and benefits. I found it super clever at editing text and rewriting paragraphs to read better in English (made then concise, fix grammar, and make the language more academic or more accessible). But it failed miserably on creating critical content that required thinking skills and cross referencing. It invented references to nonexistent literature too. So we know what we can trust it to do well and what we can’t. I’m intending to teach students how to engage positively with it as a tool. Editing is a brilliant asset to have and especially non-native English writers struggle to make their work read coherently.

In addition to ChatGPT, I have been exploring some image AI software and apps as this is another important aspect of AI in knowledge production that we need to be aware of. Again, the technology isn’t clever enough to make a long storyline with images that are coherently connected and rich with meaning and depth so it is easily spottable when it is misused. But AI image creation can certainly start ideas that have to be enriched by the multiple iterations that we expect students to engage with in order to develop their work. This iterative process is only done manually at the moment and there isn’t an AI app that can do this complex process well enough without too much intervention and skill from the creator (the human, for now)!

I have also used ChatGPT to help stick to the limit of characters required for research grant application forms. This has cut my time spent on writing grants significantly down to less than a half.

On the whole I believe that educators need to learn how to use the tool and teach students how to take advantages of it!

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Creating questions and answers with ChatGPT

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Creating questions and answers with ChatGPT

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I used Chat GPT recently in two areas:

1. To create some questions and also some answers to my questions in a recent quiz with the aim to tighten these questions and answers & reduce margin of error.

2. To create a back story in a case study

I was really impressed, as it worked really well

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To develop some case-studies and improve some ideas. I have also used for grant applications to improve some aspects such as originality of the proposal or translation of research into practice.

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Generating patient case scenarios with ChatGPT

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Generating patient case scenarios with ChatGPT

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I have only recently started using ChatGPT to generate patient case scenarios and example food diaries for teaching purposes. The output needs refining and editing in all cases. However, it does save time by creating a starting point and structure. I have also used to auto-generate research questions for student projects, and am currently working out how to integrate this into teaching.