生成人工智能时代的教学
There's been lots of talk about generative artificial intelligence (AI) tools like ChatGPT and their impact on teaching and assessment. These tools use large language models based on huge data sets to respond to user prompts or questions based on statistical predictions of a correct answer.
While the technology has transformative potential, it is still far from perfect and can be confidently incorrect, 重复的, 或者答案模糊.
If you are worried about how this will affect your teaching, 保持冷静, acknowledge this is affecting everyone, 不只是你, and take a few small steps to be proactive, 不仅仅是反应性的.
What are some examples of Generative AI?
- 人工智能软件
- 限制:与引用作斗争, 编造了很多东西, writing is only as good as the prompt used, can't include sources from real life (like lectures, 课堂经验, 个人生活)
- Continuously learning – already improved a great deal
- Basically ChatGPT but for math (AI software)
- Has been around for years, but is becoming more mainstream with ChatGPT discussions
- Limitations: Similarly, seems only as good as the prompt used. Currently costs $ to subscribe for step-by-step answers.
- Online answer sharing forum; includes Q&A与专家
- Limitations: Some answers are available to see for all so potentially catchable). 要花钱的. Will cooperate with a school for a specific instance of suspected cheating.
- 在线作业/测试/答案共享. Easier to access in that you can do so by submitting documents from your classes (and promotes its use that way)
- Limitations: Only has previous assignments/test banks from textbooks.
- Hiring another person to complete an assignment, test, or even take a class
- Limitations: Very expensive comparatively, may be harder to access or set up based on 服务s needed, not likely possible with in-person classes
What do I do if I suspect AI is being used?
If you suspect an academic violation, gather evidence:
- 查看像Course Hero和Chegg这样的网站
- Talk with the student - ask them about comprehension, or to provide additional details on work/topic.
- Be careful with AI Detectors like GPTZero or turnitin.com – they are only about 66% accurate in early tests and provide false positives, so they are not as reliable as we'd like it to be. They are also easy to defeat itself if the student simply puts the output back into the AI bot or even slightly refines it with their own voice.
- 在这里提交违规:
违反学术诚信表格
我现在该怎么处理这件事?
Either talk more about it in the beginning, or check in every so often
Can also specify that they need to cite a text used in class
Especially helpful for online assessments
Break out the blue books and #2 pencils!
How can I become more proactive rather than reactive?
让自己跟上节奏
- 熟悉这些工具
- 作弊是什么样子的?
- 它们的局限性是什么??
- How could they be used as a teaching tool in the classroom?
- Connect with your academic community or discipline's conversations about these tools
考虑你的评估
- Try in-Class exams and lower stakes quizzing, especially early on
- Use oral exams (can be part of the overall assessment) or have students explain process/thinking on written exams
- Connect assessments to class activities, field trips, lectures, and recent community events
更深
- Add more reflective activities where students consider their own learning and progress, 还有绊脚石
- Focus on higher level concepts, critical thinking, and real-world applications
- Have students critique questions/answers produced by generative AI to demonstrate knowledge