|
Suggestion
|
Why?
|
|
Instead of
giving an assignment in text format; give it to them as a video, an
audio, or an image.
|
This will
make it harder to input the question into ChatGPT.
|
|
Ask for the
assignment to be submitted as a video, an audio, or an infographic.
|
ChatGPT can
only output text, at the moment.
|
|
Ask in the
assignment to consider some current event that is occurring (that is
relevant to their assignment) in the answer.
|
It can take
several days or weeks to train ChatGPT with up-to-date information, so
it may not be current.
|
|
Ask in the
assignment to consider the question “in the context of discussions that
have occurred in the classes”.
|
ChatGPT
wasn’t in your classes, so it won’t be able to answer questions with
respect to that requirement.
|
|
Ask in the
assignment to do a Maths problem that is relevant on your discipline.
|
ChatGPT is
a language model, and is variable in terms of success at Maths.
|
|
In the
assignment include questions that require the use of judgement and
discernment.
|
ChatGPT
isn’t that good at judgement and discernment.
|
|
In the
assignment include questions that require the use of creativity.
|
ChatGPT
isn’t that good at creativity.
|
|
Instead of
having a single deadline, ask for a number of “deposits” or ”drafts”
are submitted over the assessment period.
Consider using a document management system.
|
It’s too
complicated to fake up a bunch of drafts than it is to a single final
submission, and ChatGPT isn’t very good at it.
|
|
Ask the
learners to work in groups, and record their discussions using a tool
like FeedbackFruits
|
ChatGPT
can’t be of any help with this sort of requirement.
|
|
Ask
learners to submit an assignment, and following that ask them to add at
least 10 reflective comments on their text, on why they presented the
work in the way that they did.
|
ChatGPT can
be of no help in the reflective comments, since it doesn’t know why it
structures answers in a particular way.
|
|
Ask the
learners to go out into the field, and do some observations; and write
reflections about their experience.
|
ChatGPT
can’t really go out into the field.
|
|
Personalise
the assignment in some way, it could be by asking the learners to bring
their own experience into the assignments, or it could be to ask them
to use their student number as a basecode for calculation or
computation.
|
ChatGPT
can’t really do things like this.
|
|
Use a portfolio-based approach to assessment where
learners collect content from a range of sources, reflect on their
classes and their own work, and explain their objectives and processes
for learning.
|
ChatGPT
can’t really do things like this.
|
Christopher
Lawless
suggests: "ChatGPT has a problem with basic math if it has floating
points, for example, miles to KM conversions give what appears to be
the correct answer, but when you check on a calculator, it's wrong."
|
ChatGPT
is a language model, and is variable in terms of success at Maths. |
Christopher
also suggests: "ChatGPT has a problem with games that have a spatial
element to them, for example, chess or checkers, ChatGPT can't keep
track over time and will confuse spatial relationships if you say
things like "move my leftmost piece"
|
ChatGPT
is a language model, and is variable in terms of success at spatial
tracking. |
|
|
Suggestion
|
Why?
|
Treat the introduction of ChatGPT into your classroom in the same way
as you would any other eLearning tools, and use frameworks, like Gilly Salmon's e-tivities, and Diana Laurillard's Conversational Framework, to manage the process. |
There
is no point trying to reinvent the wheel, there are a number of
excellemt models to assist in the introduction of eLeatning into the
classroom, have a look at them. |
|
When
teaching about academic writing, citation and referencing; as well as
academic practice and plagiarism, use ChatGPT as an example of what to
do, and not to do. Communicate clear expectations to learners.
| ChatGPT
is a really great tool to explore the meaning of academic fairness, and
the importance of the quality of your sources. Suggested citation
process below.
|
|
Give the
learners an assignment, and ask them to ask ChatGPT for the solution to
the assignment. Ask them to submit that as a “first draft”, and then
ask them to rewrite and refine that answer with more detail, and
references.
|
This can be
really helpful for a number of different reasons:
- It
gets the learners understand the weaknesses of ChatGPT
- It helps their discernment.
|
After
you have finished teaching a topic, get the learners to ask ChatGPT to
give a summary of that topic. Now, in groups, get them to review the
strengths and weakness of that summary.
- What points did ChatGPT pick as key?
- What did ChatGPT leave out?
- Is there any new terminology used?
|
This can be really helpful
for a number of different reasons:
- It gets the learners working in groups, and
sharing ideas
- It helps them to revise the key points of the
topic
- It helps their discernment.
|
|
After you
have finished teaching a topic, get the learners to ask ChatGPT list
5-10 key considerations around that topic. Now, in groups, get them to
rank those considerations from “most important” to “least important”
|
This can be really helpful
for a number of different reasons:
- It gets the learners working in groups, and
sharing ideas.
- It helps critical thinking.
|
|
Pick a
particular topic, and write a summary of it yourself, and ask ChatGPT
to do a summary also. Give the learners a copy of both, and get them
(in groups) to guess who did which, and look at the strengths and
weaknesses of both. Also reflect on what phrasing and grammar makes it
easy to spot text from ChatGPT.
|
This can be really helpful
for a number of different reasons:
- It gets the learners understand the weaknesses
of ChatGPT
- It helps them to revise the key points of the
topic.
- It helps their discernment.
|
|
Pick a
particular topic, and ask ChatGPT to create a quiz around that topic.
Give the learners the quiz, and get them (in groups) to look at the
strengths and weaknesses of the quiz.
|
This can be really helpful
for a number of different reasons:
- It gets the learners understand the weaknesses
of ChatGPT
- It helps their discernment.
|
|
Get the
learners to ask ChatGPT a question about a particular topic, now get
them to rephrase the same question in two different ways, and check if
ChatGPT gives the same answer each time.
|
This helps
the learners understand that slightly rephrasing questions can get
ChatGPT to give different answers. Get the learners to share their
outcomes with the whole class, because this will work for some learners, but not others.
|
|
Get the
learners to ask ChatGPT questions about a particular topic that you
have taught them, and get them to keep exploring the topic until they
find an incorrect fact, or a bad argument, about the topic from ChatGPT
(or until they have asked 25 questions).
|
This can be really helpful
for a number of different reasons:
- It gets the learners understand the weaknesses
of ChatGPT
- It helps their discernment and
judgement.
|
|
Bryan Boyle suggests:
"Get the learners to create a ‘case study’ using ChatGPT, and then
ask them to submit a critique of the generated ‘case study’"
To
help the learners, you could consider creating a Checksheet of the key
characteristics of a case study in your discipline, the
first checksheet on this page, is an example.
|
This
can be really helpful
for a number of different reasons:
- It gets the learners understand the weaknesses
of ChatGPT
- It helps their discernment and
judgement.
|
|