We often get asked about how faculty are using generative AI in their classes. So, a few weeks ago, we posted a link in iCollege to a quick survey asking faculty to share how they use generative AI to support teaching and learning in their courses. We thought we’d share some of the contributions we enjoyed and hope you enjoy them too. Check ‘em out below!
Perry Binder - RCB
Perry Binder shared an excerpt from his award winning book, Innovative College Teaching: Tips & Insights from 14 Master Teachers:
To me, the great thing about artificial intelligence is how I can create activities quickly, sensitize students to the positive uses and limitations of AI, and develop students’ critical thinking skills by creating solutions on their own and then testing how those solutions measure up to AI’s answers.
EXAMPLE 1: I used Google’s NotebookLM to create podcasts on pivotal court cases and two of my academic papers.
EXAMPLE 2: Using AI to create modules is a work in progress. First, I needed to become proficient in writing “prompts” or targeted phrases to type in an AI platform. Then I had to determine the topics within the curriculum to experiment with. For example, last Fall I turned to AI to help me create modules for my Consumer Law class. Using GPT, I posed the following prompts:
- List each step of what to do if your identity is stolen;
- What do you do if your bank account is wrongfully garnished (frozen) by a creditor with a judgment?; and
- What steps would you take if you paid a mechanic for repairs, the car still does not work, and the mechanic wants to charge you more money?
I asked the class to break into groups of two or three for five minutes to discuss what they would do in the above situations. When we reconvened, I went around the room for their thoughts. Finally, I put the AI-generated responses on the doc cam and we compared what the students said and what GPT produced. Then I weighed in on where I think the students and AI did well and what I might suggest doing differently. The conversation was lively and demonstrated the accuracy and possible flaws of relying on AI.
EXAMPLE 3: Another example involved a class discussion on mediation (where a trained facilitator assists parties in resolving a civil dispute) in preparation for our mock mediation session. In such exercises, typically everyone is provided with a common set of facts, and separate confidential facts are given to the plaintiff and defendant.
In the past, it took me several hours to develop one fact pattern for this activity. By using AI, I generated a practice scenario in a matter of minutes. To begin, I entered a general prompt, “mediation simulation scenario," which generated a 150-word fact pattern involving a landlord-tenant disagreement. Then I typed in "fair compromise for mediation simulation" and hit the "Regenerate Response" button twice. That gave me three options for AI’s solution to choose from and share with the class. Weeks later, I determined that the scenario needed more specificity. I added a few of my own common facts and confidential facts for each side of the disagreement. My lack of foresight to do so while generating the original fact pattern taught me a lesson in making sure I did a thorough job of anticipating all of the prompts needed to make a simulation and class discussion more realistic.
With AI’s work and my minor touches, I produced a very organized set of common facts, unique positions for each side, and a fair compromise solution. After the mock session, the students and I assessed how the mediation played out and discussed fair compromises for each party. Then we compared and contrasted these thoughts with the solutions generated by AI.
Excerpt, Innovative College Teaching
© 2024 Perry Binder
April Crisp - Perimeter College
I've used generative AI in the design and creation of a series of instructional videos covering each module in the OER abnormal psychology textbook used in my PSYC 2621 Abnormal Psychology classes. ChatGPT has been used to write the narrative scripts, to create the PowerPoint slides used in the videos, and for general help with navigating video and audio editing software issues, as well as prompt-crafting for AI-image generation in other generative AI tools like DALL-E and Google's ImageFX. Synthesia.io has been used for AI-generated audio/video narration. I've used Descript.com to create SRT files for closed captions.
Anonymous
I am using it in my on-campus classes to organize class sessions. I flipped my classes so lectures are in VoiceThread and I use Perusall for readings so when students come to class they should have a basic understanding of the materials. I know what I want to go into in depth in the classroom and I use ChatGPT the free version to help me organize my 70-minute sessions with mini lectures, group and individual activities, and projects. AI helps me create engaging interactive activities for class as well. It really helps as I study a lot about pedagogy and HIPs but ChatGPT is a repository of so many ideas and experiences that I have not considered. For example, it created a human bingo game for me to use on day 1 as an icebreaker and it was the best icebreaker ever. Every student talked to at least 10 other students that day and it set the tone of my classes to be interactive from day 1.
The survey is still open, and we’d love to hear your ideas and experiences! We'll continue to post updates on what we hear from the community. In the meantime, check out more posts and content related to teaching with AI. Or, if you’d like to chat with one of our Learning Technologists about how generative AI might support your work, feel free to set up a time to meet.
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