ChatGPT as an AI-assisted technology can prove to be a valuable tool in innovative and inclusive teaching, learning, and assessment. Most recently, institutions of higher education have started to release statements on the usage and implementation of ChatGPT (Tyson, 2023). While limitations exist, the tool has benefits for students and instructors. More specifically, by aligning with a transformative relationship with knowledge, ChatGPT can facilitate courses that are enjoyable and entertaining for students (Strzelecki, 2023). ChatGPT can be used as a tool for creativity as well as accommodation, and teaching approaches can utilize it to innovate teaching and learning. Users enter a prompt with directives for content, audience, and tone to receive a written product. This development provides opportunities for instructors to engage students and potentially increase student productivity (Fauzi et al., 2023).
Fuchs (2023) states that ChatGPT can enhance teaching and learning in the higher education classroom and help students stay engaged with the course material. For example, instructors can design writing assignments in which students actively analyze the tool’s strengths and limitations. By engaging students and exploring the tool together, instructors can introduce students to the importance of ethics and the dangers of plagiarism in the writing process. That process can help reduce shallow learning and raise awareness about misinformation (Wang et al., 2023). ChatGPT can also be used as a powerful writing tool. Generating multiple versions of the same written text can help students evaluate and critique rhetoric and grammar and familiarize themselves with different writing styles (Beck & Levine, 2023).
To discourage plagiarism, graded assignments can include oral presentations, group projects, and hands-on activities that require students to demonstrate their knowledge and skills in a more interactive and engaging way (King, 2023).
Overall, as students show themselves to be enthusiastic about AI tools, it is important for instructors to address the use of these in the classroom (Joyce, 2023). Despite the general enthusiasm, it is also important to note there have been drastic measures taken at some educational institutions due to the fear of the unknown (Lampropoulos, Ferdig, Kaplan-Rakowski, 2023).
A potential first step toward incorporating AI technology into the higher education classroom is a transparent syllabus. A syllabus that provides guidance on the proper utilization of technology can create a learning environment that is inclusive and supportive of both the student and the instructor. In practice, this might mean creating learning objectives using Bloom’s Taxonomy for working with technologies such as ChatGPT. Syllabus verbiage can emphasize successful learning behaviors and strategies in general.
Instructors are implementing policies in syllabi that range from guiding ChatGPT use in academic work to limiting its use. Overarching guidelines around syllabus language include:
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