| 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.
|
| 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
|