Generative AI and ChatGPT

Librarians can support teaching and learning around information literacy, which is a key aspect of navigating and critically assessing content produced by Artificial Intelligence. Information literacy is a term that is used to describe the “set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” (ACRL)

For more information on how librarians can support working with AI in teaching and learning, please contact Learning Services Librarian Emma Cornelius.

As of December 2023, a UBC Privacy Impact Assessment (PIA) has been conducted on Bing Chat (Copilot). Instructors are now able to require the use of Bing Chat (Copilot) for their courses with caution not to enter personal information. Read more about the the PIA process for Generative AI tools in teaching and learning on the CTLT Artificial Intelligence page.  

Learn more about the PIA process at UBC on the Privacy Matters webpage. 

Teaching about Generative AI:

• Make sure that students understand the terms of use, user data that is taken from the use of the AI product, and how this data can be used.
• Go over key terms and concepts related to AI. As a starting point, consider the AI literacy framework discussed in Long & Magerko (2020).
• Understand the ethical and social criticisms that have been made of generative AI companies.
• See Caines (2023) for activity ideas related to GenAI and the social issues related to their use, such as privacy, labour, and climate issues.

Teaching with Generative AI:

• Have a clear and specific classroom policy about how students are allowed to use AI, and what their responsibilities are.
• Have students submit their prompt history or a methodology of how they engaged with AI tools.
• Discuss the best ways to elicit useful output from AI. Encourage students to engage deeply and critically with the tools.
• Encourage students to reflect on the process of using generative AI in their assignments. What worked well and what didn't? Which human skills can AI augment or replace, and which skills does it fail to replicate? Reflection assignments can be incorporated.

Designing AI-proof assignments:

• Focus on process over product. By using scaffolded assignments that walk students through the writing process, they are more likely to engage with that process.
• Use in-class assignments. This works well with the above method of breaking down large assignments into manageable parts.
• Ask students to incorporate personal reflection and knowledge that AI would not require.
• ChatGPT's training data doesn't extend past Septermber 2021. By requesting use of current sources or engagement with current events, students will be less able to engage with ChatGPT.

Further reading:

UBC Centre for Teaching and Learning (n.d.) Assignment and assessment design using generative AI. https://ai.ctlt.ubc.ca/assignment-and-assessment-design-using-generative-ai/

Caines, A. (2023, January 18). Prior to (or instead of) using ChatGPT with your students. Autumn. https://autumm.edtech.fm/2023/01/18/prior-to-or-instead-of-using-chatgpt-with-your-students/ 

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-16. https://doi.org/10.1145/3313831.3376727 

Marcellino, W. (2023, February 17). Classroom guidance on productive AI use. LinkedIn. https://www.linkedin.com/pulse/classroom-guidance-productive-ai-use-william-marcellino-ph-d-/

Mollick, E. (2023, Feb 17.). My class required AI. Here's what I've learned so far. One Useful Thing. https://www.oneusefulthing.org/p/my-class-required-ai-heres-what-ive