ChatGPT Do’s and Don’ts
CTL ChatGPT Workshop | March 28, 2023
Principles of using ChatGPT in learning spaces
Do |
Notes + Thoughts + Responses |
|---|---|
| Try it | |
| Build relationship of trust between student + teacher | |
| Move toward teacher as curator of information | |
| Cite your usage | |
| Ladder instead of crutch | Use generative AI tools to support learning and extend human capabilities instead of building unhealthy dependencies. |
| Teach skills, not content | The content is out there – help students become discerning consumers of it, help them learn how to analyze, choose, differentiate, etc. |
| Learn from history | The ideas and concepts map onto previous examples of technological disruption (like the Internet!) |
| Create community guidelines, shared commitments to intellectual community | |
| Treat it as iterative | Continued interaction can refine understanding and reduce fear |
| Understand your identity as a teacher | Identity issues can help explain resistance or excitement> |
| Be part of the process with your students. Scaffold your assignments so you can see your students’ work (and get to know them as writers) along the way. Add in low-stakes assignments | If you leave them to their own devices, they’re more likely to rely on chatGPT outputs (or whatever). You won’t necessarily know if they’re relying on ChatGPT. But If you don’t know them as writers/thinkers, you *really* won’t know |
| Understand what it’s good at and what it’s not good at | It may make sense to introduce ChatGPT and its uses later in the semester or in more advanced seminars when students have acquired the basis of knowledge and skills to be effective at discernment, refinement, and querying ChatGPT results. |
| Use multiple modes of assessment – in addition to assessing their writing, assess their ability to reflect on it later, engage with concepts in the moment in class, etc. | |
| Be open to assignments that don’t ask students to replicate e.g. scholarly articles |
Don’t |
Notes + Thoughts + Responses |
|---|---|
| Don’t block it off completely | ChatGPT can be a useful tool and is not going to go away. I think we can learn to use this tool to enhance teaching/ learning. It can be limiting to discourage students from using this tool. |
| Don’t assume it’s neutral
+100000 |
It’s software, made by people, trained on the internet, with input from people–reflects creators and trainers goals and perspectives |
| Don’t stop with whatever ChatGPT produces – argue with it, improve upon it, make it better | |
| Don’t use a single large language model alone – compare several | Bing AI, Bard, etc. |
| Don’t rely on its research or “reasoning” | |
| Don’t refuse to adapt |