Dear Commons Community,
The New York Times this morning has a featured article entitled, “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach.” It is a timely piece considering the way chatbots have burst onto the college scene in the past six months. ChatGPT especially has forced many in education to examine its potential impact on instruction. Here is an excerpt from the Times article.
“With the rise of the popular new chatbot ChatGPT, colleges are restructuring some courses and taking preventive measures.
While grading essays for his world religions course last month, Antony Aumann, a professor of philosophy at Northern Michigan University, read what he said was easily “the best paper in the class.” It explored the morality of burqa bans with clean paragraphs, fitting examples and rigorous arguments.
A red flag instantly went up.
Mr. Aumann confronted his student over whether he had written the essay himself. The student confessed to using ChatGPT, a chatbot that delivers information, explains concepts and generates ideas in simple sentences — and, in this case, had written the paper.
Alarmed by his discovery, Mr. Aumann decided to transform essay writing for his courses this semester. He plans to require students to write first drafts in the classroom, using browsers that monitor and restrict computer activity. In later drafts, students have to explain each revision. Mr. Aumann, who may forgo essays in subsequent semesters, also plans to weave ChatGPT into lessons by asking students to evaluate the chatbot’s responses.
“What’s happening in class is no longer going to be, ‘Here are some questions — let’s talk about it between us human beings,’” he said, but instead “it’s like, ‘What also does this alien robot think?’”
Across the country, university professors like Mr. Aumann, department chairs and administrators are starting to overhaul classrooms in response to ChatGPT, prompting a potentially huge shift in teaching and learning. Some professors are redesigning their courses entirely, making changes that include more oral exams, group work and handwritten assessments in lieu of typed ones.
The moves are part of a real-time grappling with a new technological wave known as generative artificial intelligence. ChatGPT, which was released in November by the artificial intelligence lab OpenAI, is at the forefront of the shift. The chatbot generates eerily articulate and nuanced text in response to short prompts, with people using it to write love letters, poetry, fan fiction — and their schoolwork.
That has upended some middle and high schools, with teachers and administrators trying to discern whether students are using the chatbot to do their schoolwork. Some public school systems, including in New York City and Seattle, have since banned the tool on school Wi-Fi networks and devices to prevent cheating, though students can easily find workarounds to access ChatGPT.
In higher education, colleges and universities have been reluctant to ban the A.I. tool because administrators doubt the move would be effective and they don’t want to infringe on academic
“We try to institute general policies that certainly back up the faculty member’s authority to run a class,” instead of targeting specific methods of cheating, said Joe Glover, provost of the University of Florida. “This isn’t going to be the last innovation we have to deal with.”
That’s especially true as generative A.I. is in its early days. OpenAI is expected to soon release another tool, GPT-4, which is better at generating text than previous versions. Google has built LaMDA, a rival chatbot, and Microsoft is discussing a $10 billion investment in OpenAI. Silicon Valley start-ups, including Stability AI and Character.AI, are also working on generative A.I. tools.
An OpenAI spokeswoman said the lab recognized its programs could be used to mislead people and was developing technology to help people identify text generated by ChatGPT.
At many universities, ChatGPT has now vaulted to the top of the agenda. Administrators are establishing task forces and hosting universitywide discussions to respond to the tool, with much of the guidance being to adapt to the technology.”
ChatGPT has surely created a buzz in education and will force administrators and faculty to take a close look on how it impacts teaching and learning. I was invited yesterday by the Hunter College Faculty Delegate Assembly to be on a panel in February to discuss ChatGPT and its implications for education. As I have posted already on this blog, ChatGPT is only the forerunner of what is to come.