Implementing Effective AI Guidelines in Educational Settings
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Chapter 1: Understanding AI Use in the Classroom
As I continue to integrate AI into my teaching practices, it has become increasingly important to clarify the conditions under which students should utilize AI writing tools. Most crucially, we must articulate the rationale behind these guidelines.
In the near future, employing AI for writing will likely become as routine as using word processors. If we want students to produce handwritten assignments, we must be explicit about our expectations and provide justifications for them.
Recently, I introduced a new AI policy to my AI & Digital Storytelling class, which defines the extent of AI-generated writing permitted while encouraging students to critically evaluate the technology's impact on their writing processes.
At the conclusion of the class, I distributed index cards for students to anonymously share their questions or comments, which yielded some valuable insights.
Section 1.1: Why Set Limits on AI Generations?
One of the most groundbreaking aspects of this policy is the limitation I placed on the number of text generations. By default, students are allowed to generate three iterations of 150 words each when incorporating AI-generated text into their narratives. Many students were unfamiliar with this concept, having only interacted with ChatGPT.
While it is possible to create multiple text options with advanced prompts, ChatGPT does not inherently promote generating numerous small segments, which I believe is most beneficial for the writing process. Essentially, students draft their own text and then request three potential continuations. Below is an example from Soduwrite, the tool we will be using for storytelling.
? Three Possible Endings for a Story
Each generated option aligns with the narrative while offering distinct conclusions. This method allows students to explore various outcomes without ceding control of their writing to AI. As the initial excitement around ChatGPT fades, writers are likely to turn to tools like this that facilitate tailored creative interactions between humans and machines. While ChatGPT has its merits, it doesn't serve effectively as a writing companion.
The 150-word generation cap was a source of confusion for many students, likely due to their lack of experience with genuine AI writing tools—ChatGPT does not qualify as such. I regard ChatGPT as a text generator rather than a writing instrument, which is why our focus will shift to tools like Soduwrite. ChatGPT reinforces a divide between human and machine, complicating creative use.
This understanding is vital as I introduce our writing tool to students this week, requiring them to reevaluate their approach to AI writing.
Section 1.2: The Debate Over AI Detection
Regrettably, we devoted considerable time discussing AI detection tools. Personally, I'm not inclined to categorize text based on its origin. Detecting AI-generated content is likely an exercise in futility, particularly with the constraints outlined in my AI policy. However, I see little value in distinguishing between human-created and AI-generated writing.
Students expressed more interest in understanding how to defend against false accusations of AI use in their work rather than strategies for evading plagiarism. We explored various texts with tools like GPTZero, demonstrating their unreliability.
This focus on detection left me disheartened, as it initiates a conversation steeped in fear—an unproductive way to engage with new technology or comprehend the writing process. Writing is fundamentally about experimentation, which cannot thrive in a fearful environment.
While we should not fear AI's potential in educational contexts, we must clearly define our expectations and protocols. Establishing a solid framework will foster creativity and exploration, which was my primary objective as my students engaged with the OpenAI playground last week.
Moreover, it's crucial to teach students how to navigate and interact with evolving technologies. AI writing is still in its infancy and will continue to evolve alongside our usage of it. This presents an opportunity for students to delve deeper into their adaptability as new technologies, AI or otherwise, emerge.
Chapter 2: Balancing Constraints and Creativity
Numerous inquiries arose regarding the allowable amount of AI-generated content and the criteria for what constitutes "original writing." Generally, I find these questions less significant. If students adhere to my default AI policy, their writing will inherently reflect their own voice.
I recognize the need to clarify my perspective on AI, possibly reiterating my posthuman approach. I don't differentiate between human and machine-generated text; rather, I am intrigued by how the interplay between the two generates meaning.
Each piece of writing comprises both human and machine elements.
The rules I have established are not meant to surveil students' AI usage but rather to serve as productive constraints that foster creativity and encourage an interactive approach to AI writing tools. It's not about restricting text or negating the creativity of AI; it's about empowering students to engage with the technology innovatively.
These constraints are flexible and should be adjusted based on the context and writing tasks. There are occasions where generating larger text segments is beneficial, and times when avoiding AI can enhance creativity. The spectrum of digital storytelling encompasses all these possibilities, but my AI policy serves as a baseline. We will examine alternative methods of engaging with AI, which I will denote with specific badges.
For instance, this badge permits students to explore AI freely.
? This badge enables students to experiment without restrictions.
I refer to these badges as toggles because they indicate parameters that can be activated or deactivated for different assignments.
Next week, we will delve deeply into Soduwrite, and I am eager to see how this tool transforms my students' perceptions of AI writing.
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