{"id":67326,"date":"2023-03-01T01:33:41","date_gmt":"2023-03-01T06:33:41","guid":{"rendered":"https:\/\/world.edu\/?p=67326"},"modified":"2023-03-01T01:33:41","modified_gmt":"2023-03-01T06:33:41","slug":"as-uni-goes-back-heres-how-teachers-and-students-can-use-chatgpt-to-save-time-and-improve-learning","status":"publish","type":"post","link":"https:\/\/world.edu\/as-uni-goes-back-heres-how-teachers-and-students-can-use-chatgpt-to-save-time-and-improve-learning\/","title":{"rendered":"As uni goes back, here\u2019s how teachers and students can use ChatGPT to save time and improve learning"},"content":{"rendered":"

\"\"<\/p>\n

Universities around Australia are starting the academic year under yet another cloud of uncertainty.<\/p>\n

After surviving the disruptions of COVID, teachers and students begin this semester under the apparent\u00a0threat of ChatGPT<\/a>, which can generate human-like text.<\/p>\n

Some fear this powerful new technology will\u00a0increase student cheating<\/a>\u00a0and\u00a0undermine academic integrity<\/a>. The Universities Accord\u00a0discussion paper<\/a>\u00a0released last week specifically asks \u201cwhat settings are needed to ensure academic integrity\u201d in the wake of \u201cgenerative AI software\u201d.<\/p>\n

We are academics who research education, educational technologies and writing. Amid the speculation about what this might mean, how could ChatGPT be used by teachers and students to improve teaching, learning, and assessment in 2023?<\/p>\n

It can save teachers time<\/strong><\/h4>\n

ChatGPT can help teachers save time preparing lessons and resources.<\/p>\n

For example, practice tests\u00a0can help students learn<\/a>, but many teachers don\u2019t have time to create banks of questions. But if you provide a topic, ChatGPT can generate multiple-choice or short-answer questions. It can also pre-generate sample responses and feedback (you will need to fact check these, however).<\/p>\n

ChatGPT could also be used to provide examples of writing when setting assessments. We know\u00a0these can help<\/a>\u00a0students understand what is expected of them, and improve their performance. But making these examples is very time-consuming. Again, ChatGPT can help produce different ones at different levels. Teachers can then show students a response at a \u201cpass\u201d, \u201ccredit\u201d and \u201cdistinction\u201d level.<\/p>\n

ChatGPT can also generate creative discussion starters. For example, ask it to \u201cgenerate ten prompts to kick-start class discussion on the merits of a Voice to Parliament\u201d and provide each group with a different one.<\/p>\n

There is also no need to hide what you are doing. A discussion of how you are using AI, and\u00a0ChatGPT\u2019s biases<\/a>\u00a0can help students learn about misinformation and prejudices online.<\/p>\n

It can help students learn<\/strong><\/h4>\n

Much of the current panic focuses on ChatGPT\u2019s ability to\u00a0produce a finished essay<\/a>. But it can be used to create new opportunities for learning.<\/p>\n

It could be used to overcome writer\u2019s block by generating topic sentences or ideas for structure. You can ask, for example, \u201cSuggest a structure for a paper critiquing the use of technology in schools and provide examples of topic sentences.\u201d Or, students could provide ChatGPT with an unfinished paragraph and ask it to suggest what might come next. If you\u2019re a student, check with your teacher about what is appropriate and allowed.<\/p>\n

If writing is already underway, ChatGPT can provide feedback. If permitted, ask it to improve a sample of your writing based on specific criteria, such as clarity and directness. Asking ChatGPT to explain why it provided certain suggestions can also help you improve how you write, analyse and argue.<\/p>\n

ChatGPT can also simplify complex explanations. You can ask, for example, \u201cgive me a simpler explanation for the following \u2026\u201d or \u201csummarise the steps involved in this process \u2026\u201d Its explanations might\u00a0help you identify gaps<\/a>\u00a0in your own knowledge.<\/p>\n

To practise addressing\u00a0common misconceptions<\/a>, you can ask ChatGPT to intentionally make mistakes in its explanations. If it refuses, encourage it, for example: \u201cIt would help me to learn if you provide an explanation that purposely has mistakes\u201d.<\/p>\n

Because of its capacity to explain and provide suggestions, ChatGPT also has great potential to help\u00a0students living with disabilities<\/a>, those who have trouble with spelling and writing and for students struggling to learn in a second or subsequent language.<\/p>\n

What do we do about assessment?<\/strong><\/h4>\n

One way to understand AI\u2019s\u00a0impact on traditional assessment<\/a>\u00a0is to put assessment questions into ChatGPT. With a bit of prompting, its output could likely score a passing grade. So how might assessment change because of this?<\/p>\n

Designing assessments that require\u00a0higher-level critical thinking skills<\/a>\u00a0is important. ChatGPT can struggle \u2013 for now \u2013 with connecting ideas across paragraphs, evaluating sources, or creating complex overall arguments.<\/p>\n

So, instead of using straight essays or reports, assessments could ask students to include core readings, a perspective from their experience, or references to recent news in their analysis. Similarly, students could produce a video, podcast, or website instead of purely written text.<\/p>\n

Students could still generate drafts with AI and then inject contemporary references. But they will need to edit the AI-generated text in order to meaningfully connect it with their context. This process of refining and contextualising AI-generated content is likely to be a core skill for graduates now and in the future.<\/p>\n

Another option is staged assessments, involving drafts and feedback from teachers, which reduce the risk that students will just rely on ChatGPT. The\u00a0learning process<\/a>\u00a0can be assessed by grading hypotheses, highlighting improvements based on prior feedback, tracking changes between drafts, or asking students to reflect on how they have changed their approach based on feedback.<\/p>\n

Short \u201cwriting sprints\u201d in class time can help develop writing skills and provide opportunities for live feedback. Students might summarise class discussions, connect learning goals to their lives, or draft upcoming assignments.<\/p>\n

For examinations, oral assessments are\u00a0more secure<\/a>\u00a0and can allow students to demonstrate deeper understanding. Written exams might incorporate the impact of AI, such as asking students to critique and edit AI-generated content \u2013 as they may have to do in\u00a0future workplaces<\/a>.<\/p>\n

Teachers and students need to work together<\/strong><\/h4>\n

From talking to our students ahead of this academic year, we know most do not want to bypass learning. They are concerned about the integrity of their degrees and what AI means for their careers.<\/p>\n

Teachers and students need to work together to shift from the view of uni as just getting a certificate to prove you \u201cknow something\u201d. This huge growth in technology is an\u00a0opportunity to improve learning and teaching<\/a>, especially if teachers and students have open conversations about how AI might be used.<\/p>\n

Author Bios:<\/strong> Danny Liu is Associate Professor in Academic Development and Leadership, Adam Bridgeman is Pro Vice-Chancellor, Educational Innovation and Benjamin Miller is a Lecturer in English and Writing all at the University of Sydney<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Universities around Australia are starting the academic year under yet another cloud of uncertainty. After surviving the disruptions of COVID, teachers and students begin this semester under the apparent\u00a0threat of ChatGPT, which can generate human-like text. Some fear this powerful new technology will\u00a0increase student cheating\u00a0and\u00a0undermine academic integrity. The Universities Accord\u00a0discussion paper\u00a0released last week specifically asks […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[12758],"coauthors":[11733],"class_list":["post-67326","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-artificial-intelligence-2"],"acf":[],"yoast_head":"\nAs uni goes back, here\u2019s how teachers and students can use ChatGPT to save time and improve learning - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/as-uni-goes-back-heres-how-teachers-and-students-can-use-chatgpt-to-save-time-and-improve-learning\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"As uni goes back, here\u2019s how teachers and students can use ChatGPT to save time and improve learning - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Universities around Australia are starting the academic year under yet another cloud of uncertainty. 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