BY ALICIA FEYERHERM<\/p>\n\n\n\n
Chat GPT, a new AI technology that creates responses to user prompts, has caused a stir in the educational community. <\/p>\n\n\n\n
Before the semester ended, FHSU\u2019s Teaching Innovation and Learning Technology (TILT) department hosted a webinar to discuss Chat GPT and its implications.<\/p>\n\n\n\n
One of the most challenging components of this software is the speed at which updates and improvements are released. <\/p>\n\n\n\n
\u201cEvery week it changes; every week it\u2019s something new,\u201d Heather Olson, director of online teaching and learning experience at Florida Southwestern State College, said. <\/p>\n\n\n\n
Not only are updates rapid, but the rate of adoption for Chat GPT far exceeds previous apps and programs. For example, when Instagram was launched, it took two and a half months for the platform to reach one million users. Chat GPT reached one million users within five days of launch and within two months, reached 100 million users.<\/p>\n\n\n\n
\u201cWe can\u2019t stop it,\u201d Assistant Provost of TILT Andrew Feldstein said. <\/p>\n\n\n\n
For faculty, figuring out how to moderate Chat GPT in the classroom is a struggle.<\/p>\n\n\n\n
\u201cThe growth of this is changing too rapidly for us to anticipate in August the rules we want to follow in May,\u201d Kristina Mazzaferro said. Mazzaferro is a high school English teacher in Illinois. <\/p>\n\n\n\n
Even with this ambiguity, Mazzaferro emphasized the importance of creating policies about AI. In her classroom, she has used Chat GPT to aid student learning and believes the technology can be leveraged for good. Other teachers in her school, though, are completely opposed to the use of Chat GPT in any capacity.<\/p>\n\n\n\n
\u201cIt can be difficult for students to distinguish expectations from class to class or teacher to teacher,\u201d Mazzaferro said. <\/p>\n\n\n\n
Policy creation would keep well-intentioned students from accidentally breaking rules or expectations. <\/p>\n\n\n\n
Mazzaferro also discussed detecting AI-generated essays. After pasting essay prompts into Chat GPT, Mazzaferro saw a difference in Chat GPT\u2019s writing compared to her own students. <\/p>\n\n\n\n
\u201cIt was very recognizable to me that while it was a very powerful tool and I was very impressed with what it spit out as a computer, to me, it had no match for human writing,\u201d Mazzaferro said. <\/p>\n\n\n\n
Katie Horin, a curriculum consultant at Packback (an AI educational company), agreed that AI-generated essays could be spotted by experienced educators.<\/p>\n\n\n\n
\u201cStudent voice is really important in the classroom, so just trust your gut,\u201d Horin said.\u201dIf you see something that doesn\u2019t seem right, there\u2019s a very good chance it\u2019s not.\u201d<\/p>\n\n\n\n
Another way to detect plagiarism from Chat GPT is to look at sources that are cited. At its core, Chat GPT is a language model, so the software is creating citations that seem statistically likely, but those are not real sources. Horin showed an example where a student used Chat GPT to write an essay that cited sources. <\/p>\n\n\n\n
\u201cIf you didn\u2019t look these up, you\u2019d have no reason to believe these don\u2019t exist,\u201d Horin said. \u201cBut they don\u2019t. The journals don\u2019t exist, the articles themselves do not exist, the authors do not exist and what the paper spit out is completely fabricated.\u201d<\/p>\n\n\n\n
Chat GPT may seem tempting for students looking for an easy way out, but Olson does not believe Chat GPT will lead to more cheating. <\/p>\n\n\n\n
\u201cIt\u2019s the same percentage of students; it\u2019s just the way that they\u2019re cheating that\u2019s different,\u201d Olson said.<\/p>\n\n\n\n
Alexa Summers teaches computer science at UMKC and says detecting plagiarism in code is a little different. Summers looks for the incorporation of high-level elements or other advanced techniques that have not been covered in class. Chat GPT also occasionally adds unnecessary elements that experienced coders can spot. <\/p>\n\n\n\n
Summers is not concerned about Chat GPT, though. In the coding world, a variety of resources already exist. If students did not ask Chat GPT for help, they would google questions or ask a classmate or find another resource. Summers views Chat GPT as part of the learning process.<\/p>\n\n\n\n
\u201cWhile that\u2019s a downfall, that\u2019s also how they learn, because in the future, they\u2019ll know how to do it,\u201d Summers said.<\/p>\n\n\n\n
Recently, a new, paid version of Chat GPT (GPT 4) has been released.<\/p>\n\n\n\n
\u201cThe advances from one to the other in such a short period of time are nothing short of mind-boggling in terms of the sophistication of responses that are coming out of GPT 4,\u201d Feldstein said. <\/p>\n\n\n\n
This new update raises equity concerns as those who can afford GPT 4 could be at an advantage to those who cannot, drawing a line in the educational atmosphere between the \u201chaves and the have-nots.\u201d Olson believes equity issues have existed in the classroom before AI, and while the issue needs to be addressed, it should not prevent teachers from embracing AI. <\/p>\n\n\n\n
\u201cThis is our chance to teach students in new ways, this is our chance to support them in new ways, this is the chance to really personalize learning and teach them how to work with change,\u201d Olson said. <\/p>\n\n\n\n
TILT Instructional Technologist Nathan Riedel recognizes that AI will change the job market. Some jobs will become obsolete, while brand new jobs will be created. <\/p>\n\n\n\n
\u201cSocial Media managers didn\u2019t exist 15 years ago and now they\u2019re everywhere,\u201d Riedel said. <\/p>\n\n\n\n
Olson agreed. Reinventing how students are educated is vital to helping students get the most out of their college education. <\/p>\n\n\n\n
\u201cI\u2019m very frightened that if we don\u2019t adapt to this technology now, we\u2019re going to have students graduate who are not prepared to work, and that scares me,\u201d Olson said. <\/p>\n\n\n\n
All in all, generative AI and programs like Chat GPT raise many questions and provide few concrete answers. <\/p>\n\n\n\n
\u201cWe don\u2019t know where this is headed,\u201d Feldstein said. \u201cThis is only the beginning.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
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