Bridling, Taming and Riding the AI Beast
[EN] When ChatGPT was broadly released in the fall of 2022, university faculty and administrators struggled to evaluate and predict AI's impact on higher education. They also faced the immediate need to create policies for its ethical use in academic settings, as well as devise ways to inco...
| Autor: | |
|---|---|
| Formato: | capítulo de livro |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/208010 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/208010 |
| Access Level: | acceso abierto |
| Palavra-chave: | ChatGPT Language learning Thought partner Prompt writing Artificial intelligence (AI) |
| Resumo: | [EN] When ChatGPT was broadly released in the fall of 2022, university faculty and administrators struggled to evaluate and predict AI's impact on higher education. They also faced the immediate need to create policies for its ethical use in academic settings, as well as devise ways to incorporate AI into daily teaching and learning. This article offers the description and results of a teacher-led student group incorporating AI into a learning experience using three distinct projects. Generally students found the use of AI, used in a thoughtfully prescribed manner, in filling knowledge gaps, as a thought partner, and in analyzing original L2 writing, as a positive tool in their learning. It is recommended that higher education instructors design learning and assessment experiences using AI to enhance the learning process. |
|---|