Introduction to the Topic
A general overview including a brief video and short slideshow to introduce you to the ideas of this topic and provoke your thinking.
Resources
A selection of online readings/resources to explore and review for further understanding.
Questions
A few discussion prompts to get you thinking and talking with others.
Activities
Opportunities to dig deeper into the topic and apply it to your own teaching.
Introduction
While generative AI tools have been around for quite some time, the launch of ChatGPT in fall of 2022 brought unprecedented public attention to these technologies and how they might impact our society. Within the sphere of higher education, we continue to try to understand the implications of generative AI. Before we dive into the good, bad, and otherwise of tools like ChatGPT, let’s try to get a bit grounded in how these tools work, what they are capable of at this point, and what we might need to keep an eye on in the future.
A note about the slides accompanying this topic: This short presentation was created using various AI tools to generate text and images and locate sources and information. Wherever AI was used, we have included an explanation, and, when possible, a link to the AI tool source.
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Resources
"Required" Resources
Nothing is really “required,” but we highly recommend these to ground yourself in this topic.
Simply explained: how does GPT work?
Valentin Tolmer
The Questions to be AIsking
Lance Eaton
Annotation
If you like, you may use of Hypothes.is for group annotation of these resources. You’ll need to follow these steps to participate in DF annotation activity:
- If you don’t have a Hypothes.is account signup for one now. If you do, make sure you know your username and password.
- Join the Design Forward Hypothes.is annotation group.
- Visit each resource using the links on this page and login to the Hypothes.is panel.
- Begin annotating! Your contributions will be visible to members of the Design Forward Hypothes.is annotation group.
Additional Resources
If you’d like to dive a little further. . .
Glossary of Artificial Intelligence Terms for Educators
Pati Ruiz and Judi Fusco
Guidance for Generative AI in Education and Research
Fengchun Miao and Wayne Holmes
What Is Generative AI? Your Questions Answered*
Danico Lo
Why Humans Will Never Understand AI
David Beer
*Unfortunately, the automatic Hypothes.is link for this URL is not currently working. You should still be able annotate if you have the Chrome browser extension and have followed the “Annotation” instructions in this section, making sure you’re working in the DF Hypothes.is group.
Questions
Join in on conversations with other module participants.
- Question submitted on
- by Martha
- 18 Comments
- Question submitted on
- by Martha
- 19 Comments
Activities
Consider completing one or both of the topic activities. If you like, share your work on the linked Padlets.
Reflect on an AI Tool
Choose one of the GENAI tools that was introduced in the slideshow or in one of the readings for this topic. Take some time and explore the tool. When you’re done, summarize what you learned by answering the following questions:
- What is the most interesting thing that this GENAI tool is capable of doing?
- What is one potential opportunity you see for using this tool for teaching and learning?
- What is one potential problem/challenge that this tool presents to educators?
"Pitch" a New AI Tool
Imagine a new GENAI tool for teaching and learning and design a “pitch” for it.
Deveop your pitch as a short written press release (1-2 paragraphs), a (small) graphic advertisement, or a brief (less than 1 minute) informational video. You can decide if you want to imagine a tool that you think would be valuable (and convince others of this value) or if you want to imagine a dystopian tool (and subversively highlight its flaws in your pitch).
