As I prepare for the new semester, I’m spending time contemplating the implications of chatGPT, a recently released AI tool that returns a detailed response to your instruction prompt. While I’ve had a blast playing and thinking about the possibilities as a writing tool, I’m also struggling to integrate it within the work we’re doing in my course. I’m an active user of writing tools like Grammarly, but I’m working to strike a delicate balance between tools that assist the work and tools that do the work. As I’m pushing 20-years of blogging about the opportunities and challenges of educational technologies, AI feels like a major inflection point. However, we’ve been at inflection points like this countless times before … Web 2.0, I’m looking at you 😙
To that end, I found a lot of value in this writeup by Ryan Watkins titled Update Your Course Syllabus for chatGPT. He breaks down suggestions on how to address syllabus updates and assignment (re)design. I appreciate the approach of considering how tools like chatGPT can foster critical thinking versus the futile attempts to catch and ban their use.
Featured Image Photo by Philip Oroni on Unsplash