Artificial Intelligence (AI) Series
The release of Chat GPT in Fall 2022 sparked a rapid proliferation of generative artificial intelligence applications with paradigm-shifting implications for higher education. Instructors have many questions about this rapidly evolving technology. As part of our ongoing professional development offerings, CITL has organized a series of talks dealing with some of the challenges presented by generative AI.
REGISTER to attend the AI Series sessions.
Demystifying Artificial Intelligence
AI is a set of technologies developed to mimic the intellectual capabilities of the human mind. AI systems are used today for a variety of tasks involving reasoning based on data, such as natural language processing, machine vision, and speech recognition. This talk will cover the technological foundations of AI, its key applications, and current limitations.
Joy and Assessment of Learning in AI-Supported Times
In Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning (2023), Gholdy Muhammad states that the purpose of education is “to ensure that students feel self-empowered, self-reliant, self-determined, and self-liberated” (25). The pursuit of knowledge and refinement of intellectual skills are challenged, if not radically disrupted, by new technologies in the era of artificial intelligence. AI tools, such as ChatGPT or Grammarly, Google Translate, etc., can easily write, conduct research, and think for/instead of us if we let algorithms take over. Human cognitive tasks of learning a new language and/or perfecting one’s writing in their native tongue are part of a process that takes time and effort, but it can also bring joy and fulfillment. When engaging in assessment of student learning, it is paramount that we indeed assess student learning and not machine doing, masked as student performance. Experiencing the joy of learning and collecting the rewards of self-empowerment and self-reliance can only be achieved if AI tools are used responsibly. Avoiding learning to quickly submit assignments composed by AI algorithms is not the same as using advanced technologies to perform more effectively while enhancing our cognitive capacities. This presentation seeks to define what responsible use of AI tools could be and what safeguards may be needed, self-imposed by students and encouraged by instructors, to ensure that we assess student learning and performance in our courses and programs at UWSP.
AI and the Academic Misconduct Process
The advent of generative artificial intelligence (AI) has raised concerns of an impending “(ChatGPT) crisis” and corresponding counter-narratives calling for colleges and universities to “not panic.” In addition to ideas like setting clear expectations, helping students understand what might constitute plagiarism and academic misconduct, varying assignment types, frequent low-stakes assessments, and in-class activities to gauge comprehension, UW-Stevens Point has a clear process for addressing alleged academic misconduct and guides to support instructional staff. This conversation will cover the goals, process, and guides to address academic misconduct concerns.
Critical Thinking and Artificial Intelligence
Description: Generative AI, which can produce essays and other artifacts that have been used to encourage and evaluate student learning for generations, poses unique challenges and opportunities for higher education. How can we modify our learning outcomes, assessments, and lessons to provide the best educational experience in a world of generative AI? And how can we help our students to embrace their own learning if both "knowing" and "producing" can be delegated to ChatGTP? These are some of the questions that will be addressed during this discussion. Please bring your own insights and experiences to share!
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