This site posts timely reflections by teachers on our AI teaching experiments for open, collaborative inquiry. The AI task force offers this space in the spirit of the informal discussions between teachers in break rooms where we share an earnestness and goodwill, a desire to share practical, frank reflections to help each other better reach students and continuously improve our pedagogy. We encourage you to use the site’s commenting function to give supportive feedback to each other after publication in order to continue the conversation about this evolving issue.

Submitter: Jeanne Beatrix Law, Kennesaw State U —————————————————— The experiment: In this low-stakes assignment, students are asked to evaluate relevant and reliable data. First, students read an historical text (such as An Appeal for Human Rights, 1960). They then focus …

Collaborating with AI to Engage Information Literacy Read more »

Submitter: Cindy Tekobbe, U of Illinois, Chicago —————————————————— The experiment: As a demonstration with and activity in critical AI literacy and traditional literacy practices, I compared a storytelling prompt, given by a Facebook user to ChatGPT-4 on March 28, 2023, …

Critical AI and Indigenous Storytelling: Asking Purposeful Questions Read more »

Submitter: Nicole Mills, Harvard U —————————————————— The experiment: In my second-semester French language course, “Paris in Virtual Reality,” students wrote character profiles and used them as prompts for AI avatars powered by ChatGPT. Throughout the course, students developed French-speaking characters …

AI as Character Read more »

Submitter: Jeremy Douglass, U of California, Santa Barbara —————————————————— The experiment: Persona Games use personas, roles, and audiences to situate language models within richly imagined writing ecosystems. Students may play an existing persona game–or invent their own! The general scheme …

Persona Games: Writing To and From, For and Against Language Models Read more »

Submitter: Daniel Hutchinson, Belmont Abbey C —————————————————— The experiment: In an introductory history course students utilized multimodal AI to explore speculative historical spaces. This assignment was designed as part of a unit exploring the social history of monastic communities in …

Exploring Speculative Landscapes with Multimodal AI: Visualizing the Plan of St. Gall Read more »

Submitter: Jentery Sayers, U of Victoria; Vee, Laquintano, and Schnitzler; eds. —————————————————— The experiment: I wrote a low-tech, tool-agnostic, small-stakes assignment that prompted students to attend to issues of power and governance in artificial intelligence (AI), with an emphasis on …

Professor Bot: An Exercise in Algorithmic Accountability Read more »

Submitter: Heidi McKee, Miami U —————————————————— The experiment: To effectively co-write with generative AI, students need opportunities to explore strategies for prompting, developing the prompt literacies they need to know how to use AI (see Selber, 2004, for discussion of …

Rhetorical Strategies for Prompting: Developing Prompt Literacies Read more »

Submitter: Marc Watkins, U of Mississippi —————————————————— The experiment: Chatbots make poor interfaces for writers—they lack affordances, responses are isolated, and require users to engage in an iterative exchange with a machine, hoping that it guesses the their intent based …

Introduction to Lex: An AI-Powered Writing Assistant Read more »

Submitter: Christopher D. Jimenez, Stetson U —————————————————— The experiment: Prior to the proliferation of ChatGPT, I introduced two sets of English majors to GPT-3 via OpenAI’s Playground and guided them through in-class activities that explored the model’s capacity to represent …

Teaching Social Identity and Cultural Bias Using AI Text Generation Read more »

Submitter: Alan M. Knowles, Wright State U —————————————————— The experiment: This activity was used in a Business Writing course. It had two major goals: to explore the risks of relying on large language models (LLMs) for information, and to determine …

Exploring the Utility of LLMs through Prompt (Reverse) Engineering Read more »

Submitter: Kyle Booten, U of Connecticut, Storrs —————————————————— The experiment: At their best, classrooms can serve as “dialogic zones” (Freedman & Delp 2007) where perspectives collide through conversation. But what if key perspectives are missing? In this activity, based on …

AI Character Building; or Who is Not Here? Read more »

Submitter: Nathan Murray, Algoma U, and Elisa Tersigni, U of Toronto —————————————————— The experiment: Students experimented with using ChatGPT to write essays about whether AI is changing research and writing in the field of media studies. In class, we used …

Critical AI Pedagogy: Teaching Undergraduate Essay Writing Using ChatGPT Read more »

Submitter: Scott Rettberg, Center for Digital Narrative, U of Bergen —————————————————— The experiment: The Center for Digital Narrative has a weekly event called “Defrag Friday” each week, the purpose of which is to collectively participate in a creative, narrative-based activity. …

Authors Reviewing Authors Reviewing Authors Reviewing Authors Reviewing Authors Reviewing Authors Reviewing Authors Reviewing Authors Read more »

Submitter: Kyle Jensen, Arizona State U —————————————————— The experiment: In Spring 2023, I taught a research methods course in our Rhetorics, Writing, and Literacies undergraduate program. This course introduces students to advanced research methods such as rhetorical analysis, historiographical analysis, …

Building Generative AI Literacy During the Writing Process Read more »

Submitter: Lance Eaton, College Unbound —————————————————— The experiment: I taught two 8-week sessions “AI and Education” in Spring 2023 with the intention of learning about and figuring out with students what does generative AI mean for education and how should …

Co-Creating Generative AI Usage Policies for Students and Faculty Read more »

Submitter: Anuj Gupta, U of Arizona —————————————————— The experiment: Many writers worry about being replaced by ChatGPT. To counter this, I teach students to write AI “prompts” to show how their critical thinking and creativity are essential, even where AI …

Exploring ChatGPT Prompts as an Emerging Digital Writing Genre Read more »

Submitter: Stuart A. Selber, Penn State U —————————————————— The experiment: To see how well ChatGPT might perform as a technical writer—AI evangelists claim that ChatGPT can automate the work of writers and editors—we purchased a prompt from PromptBase.com for generating …

Testing the Ability of ChatGPT to Write Effective Instructions Read more »

Submitter: Elisa Beshero-Bondar, Penn State U, Erie-Behrend —————————————————— The experiment: I prepared a series of assignments to introduce natural language processing (NLP) to students that began with repeated prompt experiments with ChatGPT. I was preparing them to work with Python …

Testing ChatGPT Response Variety to Introduce Natural Language Processing Read more »

Submitter: John J Silvestro, Slippery Rock U —————————————————— The experiment: I taught a lesson to help students grasp how Large Language Models (LLMs) operate and the role that the data they are developed around plays in their outputs. Specifically, I …

Trying to Stack Critical Literacies to Better Understand LLMs Read more »

Submitter: Nick Montfort, MIT Center for Digital Narrative, U of Bergen —————————————————— The experiment: In many different teaching contexts, I’ve had learners with no programming experience modify my modern-day reimplementations of early text generators. These include Love Letters (Christopher Strachey, …

Exploring Early Text Generators through Remix and Modification Read more »