Please feel free to use Classroom Policies for AI Generative Tools, which is created by Lance Eaton for the purposes of sharing and helping other instructors see the range of policies available by other educators to help in the development of their own for navigating AI-Generative Tools (such as ChatGPT, MidJourney, Dall-E, etc).
Take a visual metaphor from a class reading and generate an image of it using Dall-E. Have students discuss the image and how it shifts their understanding of the text or idea. Alternatively, have students write a visual metaphor that reflects their response to any type of text or idea. Generate an image of that metaphor and discuss to see if it leads to new insights or responses.
Have ChatGPT create a series of scenarios related to your course content. Maybe the Bot plays the role of a client to a business who needs a marketing strategy and you ask it to come up with the specifics of what needs marketing. Or perhaps the Bot plays the role of a politician asking a policy expert to come up with recommendations for an upcoming vote. Think creatively and use the scenarios for assessments in your course. Try using the phrase “act as an expert” in your prompt to AI to get better results.
Use ChatGPT or other AI-tools to write questions for a gameshow related to your current class topic. Think about what format you would like the questions to be (Jeopardy? Who wants to be a millionaire? Family Feud?) You can use the resulting questions for a review at the end of the unit or as a quick warm-up.
(From Creative Ideas for using AI in Education, Slide 20)
Use AI as a conversation buddy to sharpen question-posing and critical thinking skills. Maybe each student starts with the same general prompt and then poses follow-up questions to the tool to see what happens. What type of conversation develops?
“To create opportunities for conversational learning using AI, in this case ChatGPT or similar tools, as a conversation buddy. Could this type of conversations help us develop and sharpen our socratic questioning techniques, and open up to diverse perspectives? Could it be a way to practice active listening, critical reading and deep reflection? Could it open our minds to explore new connections and possibilities through questions? Could our own questions help us question our own beliefs, positionality and challenge our own assumptions and study contradictions? Could this approach help us develop our skills in creating safe and non-judgemental spaces for conversations in the spirit of Socratic questioning (Paul & Elder, 2007)? Are responses only as good as the questions we ask? And what are the implications if this is the case?” (From Creative Ideas for using AI in Education, Slide 20)
Of course, this could also be done in a language classroom in another language.
(From Creative Ideas for Using AI in Education, Slide 39)
Similarly, you could have students hold a conversation with a simulated historical figure or a famous personality.
“Students will go to either Hello History or Character AI and chat with a historical figure. Then they will reflect on the chat. Did the AI make any factual errors? Did the AI use the same kinds of language? Did the AI hold the same opinions? If not, where can you find sources that prove your point? This will send students to all sorts of primary and secondary documents as they reflect on their experience.” (From Creative Ideas for Using AI in Education, Slide 39)
This curated list draws from the activities in the Creative Ideas for using AI in Education crowd-sourced resource.
Have students discuss what writing is. What is their personal definition of writing? Is it simply putting words on a page? Does the definition vary from context to context, from genre to genre? What is the connection between writing and thinking?
The goal is to have a discussion about the fact that writing is (critical) thinking, that the two are inseparable. Our thoughts only become our thoughts through the process of articulating them, and for that reason, ChatGPT and other AI tools are not capable of this type of writing. This could open up a broader discussion about the goals for your course/assignment and the role that AI may or may not play in it.
Put your prompt through ChatGPT and see what it produces. Tweak and play with it. Then give the sample to your students and have them critique it. What does it do well? What is missing? What doesn’t it do well? Use your grading criteria to evaluate the paper: what grade would it receive? Why?
Variations on this: you could tell the students in advance that the paper is AI-generated OR you could not tell them until after they’ve analyzed the sample. You could have students compare the AI-generated sample with a human-generated sample and identify the difference (again, with or without telling them which is which).
Have your students ask ChatGPT to proofread a sample essay. What feedback does it provide? What is useful and what is not? How do the students feel about the suggestions that ChatGPT makes? Poll the class: is ChatGPT a useful resource for proofreading? Why or why not? How might the class response affect the class policy on using AI for proofreading?
Note the data-privacy concerns inherent in this activity. We certainly do not want to require students to add their personal writing/data to ChatGPT, but this exercise could provide a useful starting point for discussion.
(from Creative Uses for Using AI in Education, Slide 36)
“Use AI-generated text to delve into the specifics of literary styles by analyzing its approximation of different authors’ writing. For example, asking the AI to generate some text in the style of Virginia Woolf, Cormac McCarthy, and David Foster Wallace. AIs such as ChatGPT aren’t “intelligent” in the way some people think. But it is (already) good at creating pastiche texts in the style of particular authors. Considering “why” the AI emulated the style (sentence formation, word selection, punctuation and grammar, etc.) as it did requires learners to undertake deeper consideration of the works of the authors in question to pinpoint style particulars, and where the parallels are found in the authors’ work. It is at least as important to consider where ChatGPT gets things wrong.”
“AI-generated builds on traditional compare/contrast/analysis by providing another layer for considering the construction and effects of writing style. There are many possibilities for building on this kind of activity, including using different genres, having students write in different styles, or even asking them to emulate what they think the AI might produce before asking it to do so.”
This curated list draws from the activities in the Creative Ideas for using AI in Education crowd-sourced resource.