Artificial Intelligence in Teaching & Learning

The Challenges and Potential of AI as an Educational Technology

Facilitator: Mike Okrent 

Cofacilitator: Melanie E. Gagich

Key Takeaways

  • Understand that the tool is not fully updated and we need the “human element”
  • Perhaps asks students to write something current
  • Onus is on the instructor to help the students (e. g, students using it as a calculator)
  • Peer review process is important but now also using ChatGPT as a peer review
  • a lot of people find that doctor interactions are impersonal and/or upsetting. Using AI to help health care workers put their responses into AI to critique them in terms of empathy.
  • in education and help new teachers learning how to deliver curriculum
  • Using AI as self-assessment (being able to explain what they do)
  • asking AI to help them learn how to ask questions might be useful
  • GPT Zero is terribly unreliable but there might be other options
  • The point of the assignment is not necessarily the output, but the process. The product shows the thinking
  • How can we assist the process?
  • Use it to write first drafts
  • The importance of transparency in teaching and connecting ChatGPT with plagiarism

Wrap Up

In summary, AI used for helping the student with the process of writing is acceptable. At this time, using it for the final product is not. The process includes helping to breakdown a problem or explaining something as a Wikipedia article. The bottom line from this session was that if a student chooses to use the output of an AI they must provide attribution. However, in the end it depends on how the instructor identified the acceptable use case in the syllabus. One last thought, after graduation it is expected that many jobs will require understanding of AI Chatbots and other AI enhanced applications to perform the duties of the position more effectively.

Cleveland Teaching Collaborative Resource Entries by Mike Okrent



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