New Practice: How ChatGPT Is Being Used in Schools and Universities – to Good Use / ITech content

Contents:

• How GPT was used in education before ChatGPT
• How ChatGPT is used in education: cases
• How a neural network can become a teacher's assistant

There are many ways to organize assignments that will prevent students from using artificial intelligence to solve problems. Instead, AI can be used as a teaching tool to help teachers and students acquire new skills and simplify the learning process. In this article, we'll look at examples of teachers and educational institutions that are trying to adapt to modern technologies and integrate them into the educational process. You will learn how AI can be used to improve the quality of education, as well as best practices that are already being implemented in schools and universities.

• Why it is actually useful for students to write essays using AI;
• That there are schools where AI in exams is not only allowed, but even required;
• How teachers began to include ChatGPT in the curriculum and what tasks can already be adopted;
• How neural networks can already help teachers today.

How GPT was used in education before ChatGPT

Natural language processing algorithms have a long history and have been evolving over the years. ChatGPT is one of the latest versions of this technology, using the GPT-3.5 algorithm, which offers a user-friendly interface for interaction with users. While many have only learned about ChatGPT in recent months, some educators have already conducted successful experiments with the technology over the past few years. These experiments demonstrate the potential of natural language processing algorithms in education and other fields, highlighting their importance and relevance in the modern world.

In 2020, University of North Carolina professor Paul Fife conducted an experiment that became one of the first examples of the use of algorithms in education. As part of his course "Data and People," he aimed to develop students' critical data literacy. One of the course modules was devoted to artificial intelligence, and the professor decided to conduct an unusual experiment with a group of 20 students. This experiment was an important step in integrating technology into the educational process and demonstrated how modern algorithms can improve learning and develop critical analysis skills in students.

The students were assigned to write an essay using the GPT-2 algorithm. To make the process more convenient, the professor slightly modified the interface, which simplified the process. The essay had to combine the author's text and materials suggested by GPT-2. The main objective was to conceal who wrote which section. Students independently developed only the final reflective section of the paper, in which they described the difficulty of the work, the emotions they experienced while using the algorithm, and whether they considered the essay to be their own work. In addition to the essay, students included an "appendix" in which they explained which sections were written by the algorithm and which by themselves. This task contributed to the development of text processing and critical thinking skills. Students were confident that they would successfully complete the task, relying on the algorithm's capabilities. However, 87% of them quickly realized that getting the program to write on the given topic was much more difficult than they expected. This was an early version of the technology, significantly different from modern solutions such as ChatGPT. As a result, many faced difficulties formulating the text and adapting it to the required requirements.

The old algorithm, like the current one, easily provided students with false data, while also adding fictitious sources. Problems also arose with the reasoning it used: it was impossible to determine which facts it ignored and what criteria it used to form its conclusions. It's worth noting that the algorithm is not capable of human-like reasoning.

Students employed various strategies to interact with GPT-2: some tried to highlight the most relevant fragments of answers, while others adapted to its style and point of view. As a result, a paradox emerged: students began to perceive their own essays in a new way. It turned out that the algorithm limits their creativity and interferes with free thinking and writing.

Paul Fife notes that the concept of the "cheat the essay" assignment led students to believe that artificial intelligence could replace their intellectual efforts. However, as a result, they began to perceive the essence of what they previously considered ordinary phenomena differently. This discovery prompts reflection on the role of AI in the educational process and how technology can change students' approaches to academic tasks and critical thinking.

In her experiments with machine writing, Robin Sloan emphasizes that the primary goal is not to simplify the writing process, but to complicate it. These experiments force us to reconsider our ideas about writing, encouraging us to rethink and reformulate ideas. Paul Fife notes that although such approaches require additional effort and can be frustrating, students actively engage in the process, exceeding his expectations. This confirms that complex tasks can foster a deeper understanding of writing and the development of creativity.

Two years have passed, and algorithms have become more sophisticated, significantly simplifying student interaction with them. However, the traditional teaching approach remains relevant, as evidenced by the experience of one German school. This school demonstrates that the combination of modern technology and classical teaching can lead to successful educational outcomes.

A gymnasium in the German city of Gütersloh used an improved version of the algorithm compared to the one used by Feife – GPT-3. This tool was integrated into the teaching process and became part of the exam assignment in 2022. The use of GPT-3 in the educational program underscores the school's commitment to modern technology and innovative teaching methods.

In class, students analyzed the advantages and disadvantages of the algorithm, mastering methods of interacting with it. By the exam, they had come to a conclusion similar to that of Paul Fife's students: GPT-3 doesn't always provide accurate information, is susceptible to stereotypes, and can make grammatical and stylistic errors. Therefore, it's important to critically evaluate its results.

In the exam, students are tasked with demonstrating critical thinking. They complete two main tasks: writing an essay on a given topic and supporting their point of view with arguments, and then analyzing their thought process using the algorithm. This algorithm helps them generate ideas, formulate justifications for arguments, and find counterarguments. However, to ensure the accuracy of their writing, students often have to turn to search engines like Google to check the text generated by GPT-3. If the generated text is high-quality and well-written, it can be confidently included in the essay.

Artificial intelligence-powered exams revealed an important finding: no student trusted the AI ​​texts without critical analysis. Moreover, those who lacked argumentation skills and were insufficiently prepared for the test encountered difficulties interacting with the AI ​​texts. They uncritically accepted incorrect information and failed to benefit from the proposed reasoning. This opinion was expressed by Hendrik Haverkamp, ​​a German teacher at the Gymnasium and Chairman of the Institute for Contemporary Examination Culture. This experience underscores the importance of critical thinking and argumentation skills for successful learning in the context of new technologies.

The students noted that GPT-3's suggestions were useful for them and significantly simplified the completion of their assignments, the teacher reported. In this regard, the school plans to continue experimenting with the use of artificial intelligence technologies, including DALL-E 2, an image generator. These tools open new horizons for the educational process and present a challenge for educators, according to Hendrik Haverkamp. Using AI in learning can significantly improve the efficiency of learning and make the process more engaging.

Reading is an important aspect of our lives that promotes the development of thinking and broadens horizons. Books, articles, and other materials can enrich our experience and help in personal growth. Regular reading improves analytical and critical thinking skills and enriches vocabulary. It's important to choose a variety of sources to gain a more comprehensive understanding of the world. Read books across genres, explore relevant articles, and stay up-to-date with new research. This will not only help you develop your skills but also stay current with the latest trends and events.

The ChatGPT neural network has revolutionized humanities education. With its deep learning and natural language processing capabilities, it has transformed the way students learn and interact with content. ChatGPT provides access to a vast knowledge base, allowing students to quickly find information and answer complex questions. This significantly facilitates research and fosters a deeper understanding of topics. Using ChatGPT in the educational process also stimulates critical thinking, as students learn to analyze and interpret the data provided. As a result, the neural network not only improves the quality of humanities education but also opens up new horizons for study and scientific research.

How ChatGPT is used in education: cases

Many people first encountered natural language processing algorithms thanks to ChatGPT. This tool surprised many, but some teachers have already begun to implement it in the teaching process. Using ChatGPT for educational purposes opens up new horizons for students and teachers, allowing them to effectively interact with technology and improve their communication skills.

Professor Ethan Mollick of the Wharton School at the University of Pennsylvania integrated ChatGPT into his entrepreneurship and innovation course this year. Students use the chatbot to generate ideas for their projects, after which they analyze the advantages and disadvantages of the proposed options. It is important to note that students are required to independently verify the information provided by the neural network, as well as document cases in which it was helpful. This measure promotes academic integrity and develops critical thinking skills in students. The use of ChatGPT in the educational process highlights the relevance of technology in modern business education.

The experiment was deemed a success, as the professor noted in an interview on NPR. He emphasized that even without the requirement to use ChatGPT, he would hardly have been able to stop the students. The professor also admitted that he himself is not fully aware of his attitude toward the ongoing changes, experiencing mixed feelings – from enthusiasm to anxiety.

Professor Danny Snelson of the University of California, Los Angeles, plans to conduct an experiment with his students. He will invite them to ask a chatbot to create an essay on a topic about which they have no knowledge. After receiving the completed texts, the students will discuss the limitations of the chatbot and analyze the arguments presented in the essays. This approach will allow us to better understand how artificial intelligence copes with writing tasks and its ability to generate meaningful and logically sound texts.

Some instructors prefer a more straightforward approach to teaching. For example, Morton Ann Gersbacher, a psychology professor at the University of Wisconsin-Madison, implemented an assignment using ChatGPT into her program. This not only helped introduce students to the new tool but also explained important rules for its use. The assignment included:

• reading several articles on the topic;
• receiving answers to questions posed by the instructor through a bot;
• analyzing the results;
• uploading one of their papers and the bot's response to a program that recognizes AI-written texts. Incidentally, it turned out that the detector itself couldn't be completely relied upon: if the text formatting was off and it saw uneven line breaks, it automatically assumed the author was a human, even though the text had actually been written in ChatGPT.

Students were required to notify their professors of their intention to use ChatGPT in their classes. This decision underscores the importance of transparency in the educational process and the use of technology to enhance learning. Notifying professors of the use of ChatGPT allows them to better understand how students integrate modern tools into their studies, which can facilitate deeper interaction and support from professors.

ChatGPT is actively used in educational institutions, including schools. The New York Times covered the experience of high school teacher Cheri Shields, who asked her students to use a chatbot to structure an essay comparing two 19th-century literary works. The students were required to write the essay themselves, by hand. This approach allows students to develop critical thinking and writing skills while leveraging modern technology to simplify the process.

Chatbots have been around for a while, but many universities have quickly adapted to the new environment. Institutions such as MIT, Georgetown University, the University of Illinois, and the University of Central Florida now have detailed guides for instructors available on their websites. These materials offer recommendations for creating tasks that can only be completed by humans, as well as for integrating chatbots into the classroom. Such initiatives help improve learning and adapt educational methods to modern requirements.

Educational institutions are encouraged to occasionally ask students to write papers by hand, as well as to review and comment on each other. This promotes critical thinking and improves writing skills. Additionally, basing essays on personal experiences is helpful, allowing students to delve deeper into the topic.

Some recommendations also address the discussion of artificial intelligence in the classroom. Instructors should discuss with students how AI works, its advantages, and disadvantages. It's important to consider the situations in which the use of AI does not violate ethical standards and academic integrity. This will help students to approach the use of technology in teaching and research more consciously.

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Academic dishonesty is a global problem that continues to grow. This phenomenon affects educational institutions of different levels and types, including universities and colleges. With increasing competition for places in educational institutions and degrees, cases of plagiarism, document forgery, and other forms of dishonesty are becoming increasingly common. It is important to recognize the serious consequences that academic dishonesty can have for both students and educational institutions. Combating this problem requires a comprehensive approach that includes raising awareness, implementing technologies to detect violations, and developing ethical standards in the educational environment. ChatGPT can be an effective tool for developing editing skills in the classroom. Students can choose interesting topics and generate texts using artificial intelligence. They will then analyze and edit the generated materials, which will help improve their editing and critical thinking skills. Using ChatGPT for educational purposes promotes creativity and improves the quality of writing. George Washington University Professor Ryan Watkins has proposed several innovative applications of ChatGPT. These options help effectively leverage the potential of artificial intelligence in educational and professional settings. Watkins' research highlights how ChatGPT can enhance learning, increase productivity, and streamline communication. Use cases range from automating routine tasks to creating interactive learning materials, making ChatGPT a valuable tool for students and professionals.

• Chatbot Query Competition.

The instructor formulates a complex or in-depth question related to the topic being studied and, together with students, develops criteria for evaluating the AI's responses. Criteria can include the number of perspectives presented and the depth of analysis. Students then independently formulate queries to the bot and, in groups, evaluate the responses received, ranking them from least successful to most successful. This process promotes the development of critical thinking and analytical skills in students and helps them better understand the subject matter.

• Reflection.

Students now work independently to analyze the ChatGPT responses. Afterwards, they refine the text and submit both the original version from ChatGPT and the edited version of their work. This helps develop critical thinking and editing skills, as well as deepen their understanding of the topic.

• Revision.

Students modify the answers received from the bot to express a different point of view compared to that presented by ChatGPT. This allows them to develop critical thinking and form their own arguments. This approach not only helps deepen their understanding of the topic but also promotes creative development, allowing them to find new aspects of the issues discussed.

• Two versions of the assignment.

The teacher gives students the opportunity to choose between writing an essay with the help of the bot or creating the text independently. If the first option is chosen, the student must submit an edited essay that includes new facts demonstrating the depth of research on the topic and the level of their own knowledge. It is also important to consider different points of view and fact-check. If a student decides to write an essay independently, the work must meet the same criteria: in-depth analysis of the topic, a variety of approaches, and thorough fact-checking.

• "Next Time."

Students ask the chatbot to formulate an answer to one of the essay questions, then share their experience and list five new facts they learned from the bot. Now comes the key part of the assignment: students must create an assignment that is "beyond the chatbot's control" while still helping other students demonstrate their knowledge and skills. This exercise promotes the development of critical thinking and a creative approach to learning.

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Artificial Intelligence in Education: Analysis of Practical Applications

Artificial Intelligence (AI) in education is becoming an increasingly relevant topic. It opens up new opportunities for improving the quality of education and increasing the efficiency of educational processes. The introduction of AI in educational institutions allows for the automation of routine tasks, tailoring educational materials to individual student needs, and providing access to personalized educational resources.

In practice, AI is used to create intelligent learning systems that analyze student progress data and offer recommendations for improving their learning. Such systems can identify student weaknesses and suggest additional resources to address them.

Furthermore, AI helps evaluate teachers by analyzing student feedback and exam results. This allows educational institutions to improve the quality of teaching and create a more comfortable learning environment.

The use of artificial intelligence in education not only optimizes the learning process but also promotes the development of critical thinking and digital skills in students. Importantly, the successful integration of AI requires constant monitoring and adaptation to meet the rapidly changing requirements of the educational environment.

Thus, artificial intelligence in education is a powerful tool that can transform traditional teaching methods and make them more effective and accessible to everyone.

How a neural network can become a teacher's assistant

While many expressed concern about the future of students, some forward-thinking teachers and educators began to consider the possibility of using artificial intelligence to automate routine tasks. This decision turned out to be reasonable, as neural networks are now capable of effectively handling certain aspects of the educational process, although not without limitations. Incorporating AI into such tasks can significantly ease the workday of teachers, allowing them to focus on more meaningful aspects of teaching and interaction with students.

British history teacher Stephen Lockyer is actively experimenting with AI assistants to improve his lessons. Using the DALL-E 2 service, he creates illustrations that help visualize lesson topics. For example, for a lesson on Henry VIII's wives, he developed six "prison mugshots" of queens, adding interactivity and interest to the material. Lockyer also used ChatGPT to conduct an experiment, asking the bot to provide several lesson plans. These methods of integrating artificial intelligence into the educational process demonstrate how modern technologies can enrich traditional learning, making it more engaging and tailored to student needs.

A professional educator on Twitter noted that while the quality of these lessons may be debatable, they can save significant time. Thanks to artificial intelligence, it took only 13 seconds to develop the lessons, allowing teachers to focus on more important aspects of teaching.

Some of Lockyer's colleagues reacted with indignation to his approach. Firstly, the proposed plans seemed too simple, and secondly, creating these plans is an important part of a teacher's job, and many simply enjoy it. However, among the discussion participants, there were also those who supported the idea. After all, if a bot can handle routine paperwork, teachers will have more time to prepare lessons well. This can significantly improve the efficiency of the educational process and allow them to focus on student learning and development.

The history teacher mentioned in the New York Times article conducted an experiment using ChatGPT to create tests and quizzes. He provided the bot with the text of an article and asked it to generate ten multiple-choice questions. However, the results yielded only six questions that could be considered high-quality and suitable for use. This experience highlights the potential and limitations of modern artificial intelligence tools in the educational process.

The EdWeek publication evaluated the capabilities of a bot as a teaching assistant. As part of the study, experts analyzed how the bot can support the educational process, improve interactions between teachers and students, and facilitate effective learning. The main focus was on the bot's functionality, which can include assistance in preparing lessons, providing educational materials, and answering student questions. The results of the study show that the use of bots in the educational environment opens new horizons for improving the quality of learning and increasing student engagement.

• Create a lesson plan.

It copes with tasks at an average level. According to the teacher, the current plan appears outdated and lacks detail. If the bot provided more interesting facts with links to sources and suggested ideas for experiments, it would be a real support.

• Respond to a letter from concerned parents.

The bot demonstrated high effectiveness in creating a high-quality template that the teacher can easily adapt to receive a polite and thoughtful response. This tool helps streamline communication, ensuring a professional approach to interactions with students and their parents.

• Prescribe a rubric (i.e., a system for assessing the response to the task).

The authors of the experiment created a scenario in which the bot had to evaluate the performance of sixth-graders and their use of illustrative materials. According to the experts, the bot coped with this task quite well. The resulting assessment criteria can be used as a template for further customization and adaptation to individual requirements.

• Evaluate an essay.

The bot was asked to write an essay on the topic of "Romeo and Juliet" from the perspective of an eighth-grader. After completing the work, he himself rated his essay as a B+. However, the bot noted that the "student" should have added more quotes and more deeply analyzed the role of fate in the play. The teacher, disagreeing with his self-assessment, gave it a C-. She expressed doubt that the bot had read his essay carefully: in places where he pointed out the presence of "specific examples supporting the author's position," the teacher did not find sufficient evidence. Furthermore, she felt that the feedback provided by ChatGPT was too subjective.

• Write a recommendation.

American schools have a tradition of providing graduates with recommendations for admission to higher education institutions. In one case, the bot was asked to write such a text. The result was rather general: the generated recommendation did not contain specific details about the student and was merely a template that did not reflect the student's individuality and achievements. This highlights the importance of a personalized approach to advising, which can play a decisive role in the admissions process.

Some educational institutions are actively integrating ChatGPT into the educational process. Insider highlights the example of Zach Cohen, a Kentucky high school principal, who suggested that his staff use this AI tool to create annual reports on student progress. He recommended generating report templates that ChatGPT would then populate. This streamlines the report generation process and allows teachers to focus on more important aspects of learning. Using ChatGPT in education opens up new opportunities to improve teacher efficiency and enhance interaction with students.

Each year, teachers are required to complete approximately 200 reports, each taking approximately 30 hours to complete. Cohen is confident that artificial intelligence can significantly ease the burden on educators and is already freeing them from routine tasks. In the future, such technologies will be able to not only answer numerous student questions but also assist teachers in developing learning activities. The implementation of AI in the educational process can increase efficiency and free up time for more creative and personalized approaches to teaching.

The authors of the 2020 McKinsey report "How Artificial Intelligence Can Impact K-12 Teachers" noted that existing technologies could save teachers approximately 13 hours per week. This time can primarily be saved by automating lesson preparation, assessment, and administration processes, which is especially important, as teachers spend an average of 11 hours per week on lesson preparation. Today, the implementation of these technologies is becoming increasingly relevant and accessible, opening up new opportunities for teachers and improving the quality of the educational process.

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