Thinking about ChatGPT as a pedagogy problem, rather than a plagiarism problem, is a way to approach teaching with generative AI.
Scaffolding mitigates library anxiety, imposter syndrome, and accidental plagiarism.
Rather than assigning a single, summative paper or project at the end of the course, faculty may consider breaking a large assignment up into stages with student reflection. Reinforcing a focus on original work fosters a growth mindset that can reduce the perceived need for students to rely on tools such as ChatGPT.
Need ideas for integrating generative AI conversations into your teaching? Our instruction librarians can help: Set up an instruction consultation.
1. Ethan Mollick, Wharton School at Univ. of Pennsylvania.
Start with these articles from his newsletter:
Sign up for his newsletter: One Useful Thing. And read his paper: Mollick, Ethan R. and Mollick, Lilach, Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts (March 17, 2023).
See also his webinar recording: Unlocking the power of AI - Ethan Mollick & Lilach Mollick, Harvard Business Publishing Education.
These are worth watching:
Practical AI for Instructors and Students (10 to 12 minutes each)
2. Dr. Philippa Hardman, Learning designer from the UK
Start with these articles from her newsletter:
Post-AI Assessment
A ChatGPT Prompt for Learner Equity
See also her talk: The AI Education Revolution is Coming, or is it?- TEDx Santa Barbara
3. Brent Anders, American University of Armenia
From his blog: Writing assignments in the age of AI
How ChatGPT Can Help Prevent Violations of Academic Integrity
See also his book for ideas for teaching AI literacy concepts, The AI Literacy Imperative: Empowering Instructors & Students.