Teaching, Learning, and Artificial Intelligence

Welcome to the Research Guide for Teaching, Learning, and Artificial Intelligence! This guide was created as a resource in response to the rise in Artificial Intelligence - especially ChatGPT. As this has become a relevant topic for educators, we hope to help you understand it more and learn how to work with it. Here you will find resources, videos, and tips for beginning your research on the topic. Use the tabs at the top to navigate the guide. 

• AI In Higher Education

  An informative resource about latest developments in AI and how to practically apply these resources to teaching ethically.

• ChatGPT Advice Academics Can Use Now

  To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

• What Is a Chatbot?

  Chatbot technology is becoming a bigger part of our lives as consumers, in business, and in education. Here’s how chatbots, with the influence of AI, are shaking customer service up.

• Libraries in the Age of Artificial Intelligence

  The article offers information on the use of artificial intelligence (AI) in libraries. Topics discussed include adaption of systems and services by the modern public library; advantage of AI libraries compared to the normal library with human librarian; and changes in the libraries due to AI revolution. It also mention about lack of personal privacy due to AI.

• Generative AI Glossary

  This resource is designed to provide an overview for readers to gain a solid and clear understanding of the critical concepts that drive generative AI.

• ChatGPT Statistics for 2023: Comprehensive Facts and Data

Generative Assistance AI Use Policy

Students should learn how to use AI text generators and other AI-based assistive resources (collectively, AI tools) to enhance rather than damage their developing abilities as writers, coders, communicators, and thinkers. Instructors should ensure fair grading for both those who do and do not use AI tools. The GAIA policy stresses transparency, fairness, and honoring relevant stakeholders.

ISBN: 9781789738995
Publication Date: 2019-07-29

The Institutional Research profession is currently experimenting with many strategies to assess institutional effectiveness in a manner that reflects the letter and spirit of their unique mission, vision, and values. While a "best-practices" approach to the measurement and assessment of institutional functions is prevalent in the literature, a machine learning approach that synthesizes these parts into a coherent and synergistic approach has not emerged.

ISBN: 9780262350273
Publication Date: 2019-03-29

Six essays by artificial intelligence pioneer Marvin Minsky on how education can foster inventiveness, paired with commentary by Minsky's former colleagues and students. Marvin Minsky was a pioneering researcher in artificial intelligence whose work led to both theoretical and practical advances. His work was motivated not only by technological advancement but also by the desire to understand the workings of our own minds. Minsky's insights about the mind provide fresh perspectives on education and how children learn.

ISBN: 9781421445311
Publication Date: 2022-11-15

Artificial intelligence is part of our daily lives. How can we address its limitations and guide its use for the benefit of communities worldwide? Artificial intelligence (AI) has evolved from an experimental computer algorithm used by academic researchers to a commercially reliable method of sifting through large sets of data that detect patterns not readily apparent through more rudimentary search tools.

• AI and the Future of Undergraduate Writing

  Is the college essay dead? Are hordes of students going to use artificial intelligence to cheat on their writing assignments? Has machine learning reached the point where auto-generated text looks like what a typical first-year student might produce?

• AI Text Generators and Teaching Writing: Starting Points for Inquiry

  What do teachers who assign writing need to know about AI text generators? How should we change our pedagogical practices, given the recent advances in AI Large Language Models (LLMs) such as OpenAI's ChatGPT? How should teachers participate in shaping policies around these technologies in our departments, institutions, and society?

• Artificial Intelligence: Your Questions Answered

  This collection of short papers developed by the Australian Institute for Machine Learning (AIML) at the University of Adelaide and the Australian Strategic Policy Institute (ASPI) offers a refreshing primer into the world of artificial intelligence and the opportunities and risks this technology presents to Australia.

• ChatGPT banned from New York City public schools’ devices and networks

  A spokesperson for OpenAI, which developed ChatGPT, said it is "already developing mitigations to help anyone identify text generated by that system."

• ChatGPT Worries Professors

  A chatbot that can write college-level essays is worrying professors about academic integrity violations

• A Computer Science Student Built an App That Can Detect ChatGPT-Generated Text

  Since the emergence of ChatGPT, a chatbot that can generate realistic text based on different prompts that a user enters, teachers and educators have been worried about the possibilities of cheating that machine learning helps enable.

• Designing Assignments in the ChatGPT Era

  Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

• Don't Ban ChatGPT in Schools. Teach With It.

  OpenAI's new chatbot is raising fears of cheating on homework, but its potential as an educational tool outweighs its risks.

• Generative AI and Copyright

  An Interview with Jonathan Band, counsel to the Library Copyright Alliance (LCA), which consists of ARL and the American Library Association (ALA).

• Generative Assistance AI Use Policy

  Students should learn how to use AI text generators and other AI-based assistive resources (collectively, AI tools) to enhance rather than damage their developing abilities as writers, coders, communicators, and thinkers.

• How About We Put Learning at the Center?

  This article published by Inside HigherEd explores one professor's ongoing freak-out about ChatGPT, which sent him back to considering the fundamentals.

• What Would Plato Think About ChatGPT?

  Plato mourned the invention of the alphabet, worried that the use of text would threaten traditional memory-based arts of rhetoric...If Plato were alive today, would he say similar things about ChatGPT?

• Why I'm Not Scared of ChatGPT

  The limits of technology are where the real work begins.

• Will ChatGPT Change the Way You Teach?

  This article published by the Chronicle in Higher Education will point you to resources to get you up to speed and involved in the conversation aroun

• 'Everybody is cheating': Why this teacher has adopted an open ChatGPT policy

  Ever since the chatbot ChatGPT launched in November, educators have raised concerns it could facilitate cheating. Some school districts have banned access to the bot, and not without reason.

• Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach

  With the rise of the popular new chatbot ChatGPT, colleges are restructuring some courses and taking preventive measures.

• Here’s How Art Schools Are Dealing With The Rise of AI Generators

  Automated tools like DALL-E and Stable Diffusion are changing how instructors teach their students, but many won't ban them outright.

• Updating your academic integrity policy in the age of AI

  This guide provides clear steps to reviewing and revising existing academic integrity
  policies to address the potential misuse of generative Artificial Intelligence (AI) tools.

• A Teacher's Prompt Guide to ChatGPT

  A short instructional teachers guide to using ChatGPT. This guide will teach you how to effectively incorporate ChatGPT into your teaching practice and make the most of its capabilities.

• Academic Integrity Statements

  This is a collection of academic integrity statements that can be adopted, revised, restructured and reused in courses.

• ChatGPT Guidance for the CUNY Classroom

  Graduate Center experts weigh in on how professors can reap the benefits and avoid the pitfalls of ChatGPT.

• Leveraging ChatGPT: Practical Ideas for Educators

  The new AI technology could be a boon to inquiry-based instruction if used in the right ways.

• Rules for Tools

  Example classroom policy for using AI.

• Stanford Faculty Weigh In on ChatGPT

  Faculty from the Stanford Accelerator for Learning share thoughts about how the new AI chatbot will change and contribute to learning and teaching.

• Teaching Students to Write with AI: The SPACE Framework

  If we don’t rethink writing instruction… we are in danger of writing assignments, from students' responses to teachers' grading, being untouched by human hands and unseen by human eyes.

• What Can Faculty Do?

  Before you panic and consider banning technology from your classroom in favor of handwritten essays and oral exams (not that there’s anything wrong with those methods, but they might lead to more student anxiety)…consider how this tool might help you rethink teaching and learning.

• What is ChatGPT and How Can You Teach With It? Tips & Tricks

  ChatGPT has lots of teaching potential, but there are also many ways the technology can be misused.

• Why All Our Classes Suddenly Became AI Classes

  Strategies for Teaching and Learning in a ChatGPT World

  

This depends on if you are using the artificial intelligence (like ChatGPT) as a tool or as a content creator. Think of the item created by artificial intelligence (AI) as if it were an author, in the Citation Styles - Plagiarism Guide we discuss how one needs to quote or paraphrase an author's work. If you were to take the work of the AI and use it as your own, you would be plagiarising.

Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT

The use of artificial intelligence in academia is a hot topic in the education field. The use of chatAPIs and GPT-3 in higher education has the potential to offer a range of benefits, including increased student engagement, collaboration, and accessibility.

Tools are being created to help us figure out if something was created by artificial intelligence such as ChatGPT. Please know that these tools are not without flaw, and students can use them as well. However, you may find them helpful.

GPTZero: This is a free, non-commercial, tool. Documents are scored by how much may have been written by AI. Each sentence written by AI is highlighted.

ChatGPT: You can actually use ChatGPT to check if something was generated by AI. Simply ask it "was this created by artificial intelligence?" and put in the piece of work.

Librarians have been helping both faculty and students cope with the challenges, temptations, and opportunities related to plagiarism for decades. In many ways, teaching during the age of AI and ChatGPT is simply an extension of those concerns, albeit packaged in new ways. The following tips were created by librarians across the country based on their experience in instructional design and helping faculty create effective research assignments. We hope they help you consider possibilities:

• Have explicit conversations about AI and how it works, what it can and can’t do, and what you expect from students. Students need to grapple with these questions because they’ll face real-world choices about AI outside of school, too.
• Try to get a result for your assignment from ChatGPT. How did you have to phrase your request? What kind of results did you get? What’s missing? How can you change your assignment prompt, your grading rubric, or your lessons to make ChatGPT less useful for the students?
• Do an activity (individual or in groups) where students use ChatGPT and analyze the results to identify what it gets right, what’s missing, etc. (Keep in mind, there are many unanswered questions about privacy, ethics, and regulation you may want to consider before having students use the tool.)
• Explore ChatGPT’s technology and limitations with students. For example, read ChatGPT’s privacy policy and discuss what might happen with personal data, what risks exist, etc. Talk about ideas such as algorithmic bias and what that might mean in AI tools. Find out what professionals in your own discipline are saying about AI and its impact on the field and have students join those conversations.
• Place an emphasis on incorporating sources into writing (either outside sources or your primary texts). Currently, ChatGPT struggles to integrate sources effectively, although as the technology improves this may not remain the case.
• Have students turn in work along the way instead of just a final project. Require steps such as a topic proposal, a research question, an annotated bibliography, multiple drafts, etc. This helps you check that students are doing their own work, gives you a chance to offer feedback, and helps students spread out the work of a big project.
• Include self-reflection assignments, where students explain their thinking process and/or steps. This could take the form of a post-assignment reflection paper, a weekly progress journal, etc. This encourages metacognition, helps you verify student work, and is a type of writing ChatGPT can't really replicate.
• Focus on current events. Right now, ChatGPT has "limited knowledge of world and events after 2021" (from "ChatGPT FAQ"). Undoubtedly this will change eventually, but for now current events are an excellent way to discourage the use of ChatGPT specifically.
• Use time in class to work on assignments, either to write an in-class essay or simply to work on a part of a larger project. Circulate and check out student progress, answer questions, offer guidance, etc. This way you can see student work taking shape.
• Alter your grading rubric to prioritize skills that are harder for an AI to achieve, such as creativity/originality, connecting ideas to other class work, comprehensiveness, integrating sources effectively, etc.
• Get students to respond to something from class. For instance, require an essay to respond to an in-class discussion (consider providing an alternative for students unable to attend class), a YouTube video watched as homework, an on-campus speaker event, etc. Ask students to include specific details and engage critically with the event in a way an AI/bot can't replicate.
• Incorporate more team work. Obviously, this can’t prevent a group from using a bot to write an essay, but accountability to a team can cut down on the chances of it happening.
• Go beyond text when you can. Visual displays, posters, models, demonstrations, performances, infographics, debates, videos, portfolios, etc. are engaging ways to demonstrate learning as well as discourage the use of AI. (Keep in mind, if text is involved somehow, ChatGPT can probably still write it. For example, it understands prompts like “write a play about…” or “write a podcast script about…”.)
• Follow up on sources students cite. Track down the sources and see if they exist, if they’re properly represented, if quotations are accurate, etc. (ChatGPT often lists sources that are irrelevant or ones that don’t even exist.) You can even require students to submit copies of their sources with their work.

See "10 Ideas for Helping Students Avoid Plagiarism" from the Harper Academy Newsletter for more details.

If you choose to integrate AI such as ChatGPT into your courses, you may consider asking students to cite their sources. The following guide is a helpful starting point for citation of AI-generated texts. 

How to Cite AI Tools (Examples)
1. MLA Citations: https://style.mla.org/citing-generative-ai/ 
2. APA Citations: https://apastyle.apa.org/blog/how-to-cite-chatgpt

Regarding source citations for AI-generated texts, like ChatGPT, the APA still needs to formulate a guideline. For now, the advice is to refer to software-generated texts like you would refer to software. Use OpenAI when you mention the author. In addition, include the generated text as an appendix to your report, so the reader or assessor is able to read the content directly.

OpenAI. (2023, 30 November). ChatGPT: Optimizing language models for dialogue (Version 3.5) [Web application]. Retrieved on January 2, 2024, from https://openai.com/blog/chatgpt/

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)

Indicate in your text which part is generated by ChatGPT, by using a citation or paraphrase and which orders were given to generate the text. For example:

To formulate the problem statement, we utilized ChatGPT (OpenAI, 2023) with the order “…”.

At “…” write the text/order used for the chatbot.

If you included the by chatbot generated text in the appendix of your report, you only need to refer to the appendix.

AI Citing Can Be Tricky - Here are Some Things We Know

• Citing ChatGPT: The Guide to Ethically Using AI-Generated Text

  ChatGPT, the state-of-the-art language model, has revolutionized the way we produce text. From product descriptions to social media updates, ChatGPT has the ability to generate a wide range of text types. However, as the use of AI-generated text becomes more prevalent, it's important to know how to cite ChatGPT ethically.

• ChatGPT Cites Economics Papers That Do Not Exist

  This isn’t an isolated phenomenon – we’ve asked ChatGPT different research questions, and it continually provides false and misleading references. To make matters worse, it will often provide correct references to papers that do exist and mix these in with incorrect references and references to nonexistent papers. In short, beware when using ChatGPT for research.

For what it's worth, here is ChatGPT's response when given the prompt "how do you cite an answer from ChatGPT" (on February 15, 2023):

There is no standard way to cite an answer from ChatGPT, as it is a machine learning model and not a published work. However, if you would like to reference an answer provided by ChatGPT in a research paper or academic work, you could use the following format:

According to OpenAI's ChatGPT (OpenAI, n.d.) [insert answer provided by ChatGPT here].

You can also include the date when the response was generated, since the model's knowledge cut off may change over time.

It is important to note that answers provided by ChatGPT are generated based on the information it has been trained on, and may not always be accurate or reliable. It is always a good idea to fact-check any information you receive from an AI model and consider the source when using it in any kind of publication.

• AI in the Classroom

  In this podcast, the hosts discuss a little bit about what ChatGPT might mean for education, and how we can start to think about using it in our own classrooms.

• Can Chat GPT help improve your IELTS Writing?

  Join two English educators as they discuss how ChatGPT can be used to create high quality IELTS essays.

• ChatGPT in the Classroom with Rebecca Beck

  The conversation about ChatGPT continues, this time moving from the theoretical to the practical. Tim & Brent sit down with Irvine Valley College writing professor, Academic Senate Vice President of Equity, and Academic Senate President Elect, Rebecca Beck to talk about specific ways and reasons teachers can and should incorporate ChatGPT into their classroom.

• Futuristic Conversation: Chat GPT on AI's Place in Society

  This podcast provides an insightful and eye-opening conversation with Chat GPT about how it came to be and what kind of impact AI could have on our society.

• How Preservice Teachers can use Chat GPT

  What is Chat GPT? What can it do? What impact will it have on education? What are the limitations? How can teachers use it? What's next?

• What Will ChatGPT Mean for Teaching

  A new AI chatbot can write out long-form answers to just about any question in a way that sounds eerily human. Students are already figuring out they can use it to write their essays, and educators are pondering how to adapt.

• OpenAI GPT-3 - Good At Almost Everything!

  This video provides a quick and easy-to-understand overview of GPT-3, the predecessor to ChatGPT. While it doesn't specifically cover ChatGPT, it's a great starting point for understanding the basics of the technology.

• Don’t Ban ChatGPT in Schools. Teach With It.

  OpenAI’s new chatbot is raising fears of cheating on homework, but its potential as an educational tool outweighs its risks.