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: Justin Lewis, Olympic C —————————————————— The experiment: I am including an assignment where students are tasked with creating a literature review by leveraging both AI tools and their personal analytical skills. This assignment is strictly focused on production, eliminating …
Submitter: Andy Famiglietti, West Chester U —————————————————— The experiment: During the fall of 2023, I assigned an AI powered Genre Mashup assignment as part of my 100 level First-Year Writing class. The assignment strove to use the ability of ChatGPT …
Submitter: Francesca Caparas, De Anza College —————————————————— The experiment: In Spring quarter 2023, I taught a course on Literature and Composition that focused on the relationship between humans and non-human animals in literature. For our unit on Folklore, I gave …
Submitter: Jason Boyd, Toronto Metropolitan U —————————————————— The experiment: The first topic in the course “Narrative in a Digital Age” is “Procedural Text Generators.” In this class, we discuss (among other things) Hugh Kenner and Joseph O’Rourke’s “A Travesty Generator …
Submitter: Jason Crider, Texas A&M U —————————————————— The experiment: I am increasingly teaching AI literacy through the lens of cyberneticist Stafford Beer’s dictum POSIWID (the purpose of a system is what it does). POSIWID is a systems thinking heuristic designed …
Submitter: Mark Marino, U of Southern California, and Jeremy Douglass, U of California, Santa Barbara —————————————————— The experiment: LLMs follow models, including prompts. That means a person entering a prompt is also modeling the way they want the LLM to …
Submitter: Mark Marino and Mary Traester, U of Southern California —————————————————— The experiment: Can students tell the difference between AI generated text and human generated text? In this exercise inspired by the Turing Test, students submit text, either written by …
Submitter: Roger Thompson, Stony Brook U —————————————————— The experiment: In May 2023, we sent out a set of 13 essays that were either written by students or created with AI. We had 22 faculty participate in the exercise from across …
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: Rob Wittig, U of Bergen, and Mark C. Marino, U of Southern California —————————————————— The experiment: We invited students to play a netprov called the Grand Exhibition of Prompts. Netprov is networked, improvised literature, in which writers collaborate — …
Submitter: J. Seth Lee, Slippery Rock U —————————————————— The experiment: This activity had three goals: introduce ChatGPT as a potential writing tool, discuss how it could work as a brainstorming resource, and prompt discussion about style and the need to …
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 semester-long project was assigned in an upper-level professional/technical writing (PTW) course. The goal was to encourage students to explore the utility of LLMs through serial encounters with the technology …
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: Paul Fyfe, North Carolina State U —————————————————— The experiment: I assigned students to “cheat” on their final paper by writing with the help of text-generating AI. Their task was to generate and blend any combination of human/machine-written text so …
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 …
Submitter: Nupoor Ranade, George Mason U —————————————————— The experiment: I prepared an assignment to help students experiment with AI tools and create meaningful discussions about “human-in-the-loop” when using AI technologies, and review their limitations in technical communication settings. As leading …
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: Jon Ippolito with Greg Nelson and Troy Schotter, U of Maine —————————————————— The experiment: In fall 2023 I taught a course designed to compare student experiences performing digital tasks with pre- and post-AI approaches in collaboration with Greg Nelson …
Submitter: Steven D Krause, Eastern Michigan U —————————————————— The experiment: In Fall 2022 (right before ChatGPT went live), I gave an assignment in an advanced class based on Fyfe’s essay “How To Cheat on Your Final Paper.” Students wrote a …
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. …
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: Jennifer Duncan, Perimeter C, Georgia State U —————————————————— The experiment: As freshman composition students began preparing to write rhetorical analysis essays, this guided activity served as a way to integrate an AI into the planning stage of their writing …
Submitter: Addison Eldin, U of Pittsburgh —————————————————— The experiment: Students and I discussed AI in a course called Narrative and Technology, where the focus was on how narrative studies scholarship has engaged with narrative across a variety of media. In …