ChatGPT and other Artificial Intelligence programs have emerged as game-changers in teaching and learning. Type a question, and the tool instantly generates a relatively well-written response that cannot be traced to a specific source. These tools have become controversial as they raise questions about both the potential for student cheating and new opportunities for student learning.
ChatGPT Limitations:
While ChatGPT has impressive capabilities, there are a few things it cannot do (yet). For example:
The OpenAI site notes that ChatGPT has limited knowledge of events after 2021, so it cannot give you the most current or real-time information on a topic. This could mean information in the response could be outdated. In addition, the site’s home page cautions users that the tool may generate inaccurate or biased information. For examples and other drawbacks of the tool, see 11 Disadvantages of ChatGPT Content (searchenginejournal.com).
ChatGPT can generate a list of common sources; however, it does not incorporate internal citations that are often required in academic writing. In addition, when asked to provide a recent reference for information, the tool responded that it could not do that because it does not have access to the internet.
Given the increased interest in and use of ChatGPT, users occasionally will receive a message that the tool is at capacity. Keep this in mind if you direct students to use the tool for an assignment.
Since ChatGPT is not human, it lacks emotion and nuanced or colorful expression of a human. In addition, it lacks first-hand experiences, although it can generate responses in the first person if it has “learned” about that experience.
The tool can only process data in the form of text. It cannot process or “perceive” images.
ChatGPT is a work in progress. As more people use it, it will learn and evolve, and you can give feedback on a response using the thumbs-up/down icons next to each response.
Using ChatGPT in the Classroom:
Despite the limitations, ChatGPT can be a useful tool for teaching and learning. In addition to the ideas presented in the resources list below, here are a few ideas for using ChatGPT in your course:
Promote Transparency:
ChatGPT is transparent about what it can and cannot do. It follows that users should be transparent as well. If using it to share information with your students, cite the source to let students know that you used it and explain how you used it. Direct students to do the same by citing the tool. If they aren’t sure how, they can ask ChatGPT, “How should I cite the information you gave me?” and the tool will respond with a suggestion for how to best to cite the information. (Note: ChatGPT is already listed as an author for several journal articles. See ChatGPT listed as an author on research papers: many scientists disapprove for examples.)
Brainstorm:
ChatGPT is a great tool for brainstorming. This low-stakes use of the tool emphasizes process versus content. The beauty is in the engagement with the tool—the types of questions you ask, the follow-up to the tool’s responses. If using it for the purpose of brainstorming, have students save or screenshot the thread and submit it with notes and reflections on the engagement.
Quickly Access Common Knowledge or General References for a Topic:
ChatGPT can be a starting point to break down/explain a complex concept in simpler/different terms. Users should be careful not to rely on this information exclusively and should verify the information from other credible sources. If students are using it for this purpose, encourage them to save the conversation thread and annotate the thread with other sources that either verify or refute the ChatGPT-generated information. Students should not view ChatGPT as a replacement for a credible source or a skilled librarian. Any references or content generated should be viewed as a starting point, not the end goal.
Are You Smarter than a Chatbot?
Perhaps students want to rely on tools like ChatGPT because they lack confidence in their writing ability; however, you can remind them that humans have experiences, creativity, and talents that AI does not. ChatGPT responses follow a logical, formal pattern, but the human experience is what brings life to writing. Learners can review AI-generated texts (including creative pieces) and enhance them with unique ideas and style that makes the text more interesting, nuanced, subjective, etc.
Compare/Contrast: Compare student-generated responses to ChatGPT responses to the same prompt. You can try this with informational or creative texts. Some questions to ask:
- How are the pieces different/similar?
- Which is more engaging and why?
- Which piece is more appropriate for a particular audience?
The digital text analysis tool https://voyant-tools.org/ can generate data on the two texts to compare language use, word frequency, contexts of words, etc.
Additional Resources:
- MC’s Writing in the Disciplines (WID) workgroup has created a space with resources, tips, and teaching ideas for ChatGPT and other AI programs in the academic space. For more information, see: Faculty Concerns about AI-Sourced Texts.docx (sharepoint.com) on the WID website.
- For more ideas on how to use ChatGPT in your courses, read Chat GPT: A User Guide for Teaching on the Hub. The guide was created by CESE NSW What Works Best in Practice and offers helpful ideas for using the tool to generate assessment questions, lesson plans, writing prompts, etc.
- Listen to a recent NPR story, How to stop worrying and love (or at least live with) ChatGPT: NPR. The piece features the University of Pennsylvania Business Professor Ethan Mollick, who requires his students to use Artificial Intelligence such as ChatGPT to generate ideas for projects and to level the playing field for non-native English speakers and others who can use the tool to improve their writing.
- Explore resources from the Zoom webinar “Workshopping AI and Writing with Anna Mills and Maha Bali.” You can access the recording and the slides, which include additional resources and a link to sign up if you are interested in participating in AI research.