The topic I chose for this project is "Leveraging ChatGPT as an Interactive Learning Tool for Higher Education: Enhancing Student Engagement and Knowledge Acquisition." I serve as the Academic Dean for a small private university in Panama, and for months I've heard my faculty worried about the implications of students using ChatGPT, mainly focusing on the negative repercussions. I want to create a learning module to train faculty on leveraging ChatGPT as a learning tool for educators.

Even though there has been a rapid change in Panama's approach to plagiarism, culturally, for a long time, K-12 education needed to teach students how to use sources correctly, and universities had the responsibility of including it in their curriculum. Similarity detection programs, like TurnitIn, help faculty detect when a student has used sources without proper citing. However, it has created a culture of "how to catch plagiarism". With free access to ChatGpT, students are learning how to use it to facilitate the school load. Recently TurnitIn included an AI detection feature. However, the report contains a disclaimer about the accuracy and if it should be considered plagiarism, providing rubrics and resources for faculty to help them make the determination.

Professor James Paul Gee, in his video New Technologies, New Social Relationships and Learning, explained how important it is to have life in the world that you are learning and have images, actions and practice so it becomes easy language and not technical language (Education at Illinois, 2014)

The learning module will include an introduction to ChatGPT, with definitions, and differentiation of AI tools, uses, and roles, as Hwang and Chen explained in their 2023 article. (Hwang & Chen, 2023)

image by Hwang & Chen, 2023

Then, prompt writing will be emphasized; prompt "refers to the ability to guide GAI applications to complete tasks following a sequence of logical instructions.". As explained by Hwang and Chen, 2023, the objective is to change the mindset from a search culture to a prompt programming culture, which requires knowledge of the topic and the process (Hwang & Chen, 2023, p.17). The following image, by Sarah Tamsin, guides the correctly writing a prompt for ChatGpT.

Image by Tamsin, 2023

Once the instructors are familiar with the AI tool, the module will move to ways it can be implemented in the classroom, as explained in the image below by Matt Miller, 2023.

Immage by Miller, 2023

As a final project, instructors must demonstrate they can adapt the knowledge to their course, including researching other AI tools available.

References

Education at Illinois (Director). (2014, March 3). New Technologies, New Social Relationships and Learning. https://www.youtube.com/watch?v=Zq6h5_NUPB0

Hwang, G.-J., & Chen, N.-S. (2023). Editorial Position Paper: Exploring the Potential of Generative Artificial Intelligence in Education: Applications, Challenges, and Future Research Directions.

Miller, M. (2023, January 22). ChatGPT with My Students. User Generated Education. https://usergeneratededucation.wordpress.com/2023/01/22/chatgpt-with-my-students/

Tamsin, S. (2023, January 14). The Art of Writing ChatGPT Prompts for Any Use Case. Sarah Tamsin. https://sarahtamsin.com/the-art-of-writing-chatgpt-prompts/