The rise of misinformation is a huge concern for all of us, and GENAI adds a particularly troubling twist. How do we prepare to live in a world where we can’t accept much at face value? This “mechanization of disinformation” is yet another aspect of GENAI we need to investigate. In the activity, students have […]
Item Type: In Class Assignment
It’s not live, it’s Memorex AI
GENAI tools are increasingly being used to generate images, audio, and even video of real people (doing and saying things they’ve never actually done). As this technology improves, what does that mean for our understanding of what is real and what is not? How do we prepare ourselves to navigate a world in which the […]
It’s not art, it’s data
This activity looks specifically at AI tools for generating images. Students will learn about the possibility of bias to infiltrate the outputs of these tools. They’ll also use a GENAI image tool to build and then transform an image through prompts.
It’s not friendship, it’s programming
Explore how GENAI interacts with humans, often making us feel as though the tool has a “personality.” How does this impact our impressions of GENAI and what we expect from it? Why might we need to resist the urge to think of GENAI anthropomorphically? In the activity, students can engage with a particular GENAI tool […]
It’s not magic, it’s math
Explore the core interaction of generative AI: prompt generation. Prompt engineering is defined as “the process of structuring text that can be interpreted and understood by a generative AI model.” In this activity, students explore prompt-generation through the writing of a poem with GENAI assistance.
Using QuickDraw & Autodraw to explain AI concepts easily
Use QuickDraw and Autodraw to help students understand how AI learns (QuickDraw), has biases (see Maha Bali’ blogpost on the topic) and can then be used after trained to do something else (Autodraw). Imagine: Midjourney “Abstraction of Quick Draw”
Stylin’ and profilin’
Use AI-generated text to delve into the specifics of literary styles by analyzing its approximation of different authors’ writing. Image: Midjourney “profilin –no person”
Compare Exam Questions
Individually students write one multiple choice exam question and ask text-generating AI to write a second. In a larger group, students analyze which submitted questions are AI-written, which are human-written, and evaluate which provide a better assessment of learning. Image: Midjourney “Exam Question –no person”
Analyze AI Perspectives
The instructor asks the text-generating AI to respond to a prompt as a specific person – e.g., a historical figure. Students then critique the AI’s response, drawing on their interpretation of the person’s perspective. Image: Midjourney “Perspectives –no person”
Evaluate AI Output
The instructor uses AI to generate work, like a thesis, short analytical paper, theater dialogue, computer code, image, or even musical composition. In groups students analyze the sample work created by AI, with particular attention to evidence, sources, perceived bias, or other important elements for your course. Students can then revise it for improvement in […]
