Heather Mitchell-Buck

teaching, technology, & medieval stuff

technology

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in the age of AI, be human

image by Brett Jordan on Unsplash

A new academic year is upon us! As we prepare for the year, many professors and teachers (and students too!) are concerned about the pervasiveness and seeming inevitability of AI tools in our classrooms. Some teachers are trying to come up with “cheat proof” tests; others are drafting assignments that are meant to teach students the limits of ChatGPT and its ilk.

I think the solution is, and should be, simpler. After all, it feels a bit … disingenuous to me to try to find a cheat or a workaround for something that is designed to be a cheat and a workaround. So if you’d like to help your students learn to trust their own voices and minimize the role of AI-generated content in your classes this semester, read on!

I’ve had a few instances of ChatGPT surfacing in my classes – yes, in MY classes, where I famously do not grade papers. As always, I dreaded the task of sitting down with the students who had violated our college’s honor code – but honestly, these cases all ended up being positive conversations and excellent learning experiences, both for the students and for me, and they’ve helped me hone and focus my approach for how I want to help students handle the allure of AI tools as they return to college in just a couple of short weeks.

trusting students

Always my mantra: trust students. Talk to them. We are all human beings. We are all imperfect. We all get stressed and overwhelmed. We all procrastinate (well, if you don’t, then GOOD for you, but honestly I am not sure I can learn your ways!). We all, occasionally, look for an easy way out – whether it’s ordering pizza on a night that you had planned to cook a nice meal, or turning to an AI tool for inspo on your English paper.

My conversations with students who’ve turned to ChatGPT – or, in a similar instance, who’ve relied on SparkNotes, Shmoop, or similar sources and then so overly-Grammarly’d their papers so that they ended up sounding like they’d used ChatGPT – have all ended up positive because my goal was not to “catch” them or get them to “admit” anything. Instead, my goal was to find the root cause:

  • What’s going on in your life?
  • How busy are you?
  • How many projects did you have due this week?
  • Why are you anxious about trusting in yourself and believe in the power of your own voice?

We were able to talk, human to human. The students have thanked me – as in, “wow, this has really been weighing on me and I’m glad you gave me the opportunity to be honest about what I did.” And the work they have submitted after our conversations have been honest and genuine – papers that I was pleased to read and evaluate and return to the students with positive comments.

image by Brett Jordan on Unsplash

moving forward

So how have these situations helped me with my own “ChatGPT strategy” for the next academic year? I’ve decided to get more proactive about this conversation with ALL of my students, rather than having individual talks once an honor code violation to pop up.

In the age of AI, where too much content sounds vague and bland, students need to be colorful. They need to be sincere, to be genuinely themselves. This is how they are going to stand out on the job market. Employers want teamwork, critical and creative thinking, problem solving, and other skills that AI just can’t handle.

So how are we going to practice that in my classes? I’m a big believer in the advantages of having technology in the classroom, but I also believe that there are times we should aim to work in analog. Brainstorming sessions on chalkboards. Mini quizzes and idea generation on index cards. Skits. Yes, SKITS. (We all roll our eyes at the idea, but we usually end up giggling and being genuinely, humanly silly in a skit!) And yes, all of these ideas can be adapted to meet the needs of ANY student with different learning challenges or physical needs.

I’m also going to require students to cite all online or AI tools they use – including ChatGPT, Grammarly, Zotero, etc – to help them recognize and acknowledge the ways that those tools are a part of their work and education. I will not judge them for turning to these tools – though I will encourage them to try flying without those nets. I want them to learn, to be curious, to engage, not to feel shamed or anxious.

These are just a few things I plan to try, but the most important item on my anti-ChatGPT strategy list is to ask students for THEIR ideas. How can we use our class time to build our human skills, as well as our knowledge base? What kinds of human work can we do, and how can we – should we – evaluate that work? This is the cornerstone of the collaborative evaluation process that I use in my classes. I do of course evaluate their work, but I expect them to do their part too, because in the end, they’re the only ones who truly know how much and how well they are learning.

Hey, what do you know? I’m actually looking forward to this!

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the beauty of short video projects

a movie clap board
by Jakob Owens on Unsplash

why videos?

I’ve long been an advocate for using something OTHER than an exam as the cumulative assessment at the end of a semester. For me, the end of a course is when students should be working at the top of Bloom’s Taxonomy: analyzing, evaluating, and creating. There are all kinds of different projects that help students practice those skills, but one of my favorites is asking students to create a short, YouTube-friendly video.

Being able to effectively present material to others is something every student needs, regardless of their chosen career path. I want students to be able to distill down complex ideas and present them in a concise, direct, personable way. A short video is perfect for that, and in the era of smartphones and Zoom, anyone can make a half-decent video (obvs I don’t teach video production, ha!).

So what kind of content do my students present in these videos? It depends on the class! The sky’s the limit in terms of options: I’ve had students make “explainer” videos, “day in the life” videos, and more, all of which can easily be adapted to fit the needs of all kinds of courses. For example, in my gen ed class on King Arthur, I ask students to dream up an idea for a new version of King Arthur; figure out how to develop that idea as a movie, book, TV show, video game, comic book, etc; and pitch it to the execs with the power to decide whether or not their project gets a green light. This requires them to think about all the previous versions of the Round Table we’ve read and watched, think about what made them appealing to their audiences, and decide what audiences today need from the “Once and Future King.” In my “Exploring Utopia” class, which is an upper-level class for English majors and honors students, I ask students to design their own utopia and create a PR campaign video to encourage others to give their utopia a try (either as a short-term visit or a long-term lifestyle). After spending a semester thinking about how utopias as varied as Plato’s Republic and Andrew Niccol’s GATTACA work to balance the elements of justice, happiness, individuality and community, I can’t think of a better way to think about all of those elements of society than to try out that balancing act for yourself.

a few logistics:

  • This can easily be done as an individual or group project
  • Videos should be short: about 5 minutes is usually ideal
  • They can be as simple as the student talking to the camera, or can include images, slides, music, etc. (I always remind students to prioritize content over production value, and often the “cheesiest” videos end up the most successful!)
  • Finished videos are uploaded to the cloud storage of the student’s choice (Dropbox, OneDrive, Google Drive, etc) or as an unlisted (not private!) YouTube video
  • I often also have a written component, which requires students to go into greater depth -this helps them recognize what the MOST important details are (the “elevator pitch,” so to speak) and use them in their video

I really enjoy watching these videos at the end of the semester – it’s fun to see my students get creative and figure out new ways to approach the material we’ve been thinking about all semester, while ALSO building real-world skills they can use in their life after college! (And yes, it’s way, way more fun that reading – or taking – exams!)

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keeping the backchannel going!

How is it time for the Fall 2021 semester already?

Isn’t it still, like, June 2020 or something?

“on your left” meme posted by @Rachael_Conrad on Twitter (8 Aug 2021)

There are many reasons to be excited about being back in the classroom with our students after months of living that Zoom life (and of course some apprehensions too, given the spread of the Delta variant throughout our communities!). But if you’re anything like me and the students I’ve been teaching recently, there is one thing that you’re probably sad to leave behind on Zoom: the CHAT!

In my classes, Zoom chat was a gift: it allowed many students the space to contribute to our large conversations who had previously felt uncomfortable speaking up. It helped us to build community by giving us a way to share little jokes and have side conversations without stopping the flow of our “on task” discussion. It allowed us to support each other by sharing links, resources, quotes, shared docs, and more. It’s a space that I want to try and preserve as we return to our classrooms – especially since we’ll be wearing masks that may make vocal discussions more challenging, if not totally inaccessible to some students.

So here are a few options I’ve found that will allow us to keep the backchannel open and help us include as many voices as possible in our conversations. Hopefully you can find one that will work well for you and your students!

Padlet

Most people who know me know I love to use Padlet. Their “stream” template is great for backchannel convos and allows students to like each other’s questions and comments and reply to each other. Users can be logged in or anonymous as needed and it’s easy to share links and media. The main downside of this platform is that you can only have a limited number of Padlets with a free account, but since you don’t really need to “archive” your chats in most cases, it may still work well for you!

GoSoapBox

With smaller classes (no more than 30 students), this option is free and includes a LOT of cool features like polling, quizzes, and the ability to turn off screen names when you want your students to be free to answer anonymously. Definitely worth exploring if you also used the “poll” feature of Zoom regularly!

Chatzy

This one’s pretty simple and hearkens back to online chat rooms of the early internet days (ahhhh nostalgia, amirite, my fellow GenXers?). You can set up a virtual room and all students need to do to join is click a link. Easy peasy!

Slack

I’m a big fan of Slack, but it (and the next option below) is more than just a chat platform. This means it needs a bit of commitment and setup time to get you and your community rolling. If you’re just looking for a quick and easy way for your students to use their voices, this isn’t the right choice for you! But if you’re looking for a a solution that can be a chat platform, file sharing space, and discussion board all rolled into one, Slack is a workhorse!

Google Classroom

Much like Slack, this is much more than a chat platform, and it may be more of a fancy SUV when all you may be looking for is a 10-speed bicycle. But if the various features in Google Classroom are useful for you, the “stream” in the homepage can be great for a classroom backchannel!

photo by Adam Solomon on Unsplash

so … how will this work in a classroom?

One of the things that made chat SO AWESOME on Zoom is that everyone was already there! We were looking at a screen to engage with each other, so hopping into the chat was easy. But when we’re in a classroom, how can we effectively use chat without sacrificing the meaningful face-to-face (or mask-to-mask) interactions that happen in our classrooms?

As someone who asks and encourages students to have devices with them in every class meeting, I’m less worried about this than some of my colleagues might be, since I’m used to navigating a balance between screen time and people time (and I’m happy to talk about strategies for this if you’d like). But I’m thinking that in general, I’ll keep the backchannel up on the screen at the front of the room. That way, everyone can see it without having to stare at their own devices at all times. It should be easy enough to have that chat window there alongside whatever else we need to look at together (images, quotes, discussion questions, etc). And then students can just check their own device when they want to weigh in on something happening in the chat.

I definitely look forward to trying it out and I hope that some of y’all will be keeping the backchannel flag flying as well! 🙂

Best wishes for a safe, healthy, and productive semester!

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DPL, meet Xia

I set myself an ambitious day today: I was trying to finish two different digital story projects. (And participate in some discussions. And help out some of my fellow DPL folks. And attend a workshop!)

Well, so it turns out that I only finished one project. The other is still in progress, and even though it won’t be done til after I’m home from Digital Pedagogy Lab, I do want to finish it and share it here!

But without further ado, here’s the challenge project I chose:

And you can find my finished project  here

A special shout-out to Nefarei on deviantart for the awesome artwork I used for Xia’s profile pic, and of course huge thanks to Jim Henson and Brian Froud. You’ll see why once you read the story. 😉