The school season is coming, and many post-00s who have entered the teaching position have also ended their first summer vacation as teachers.
In the matter of not wanting to start school, students coincide with many post-00s teachers.
To put it another way, those post-00s teachers who don't want to go to work may be the same people as classmates who once didn't want to go to school.
Just as adults have anxiety about going to work after a long vacation, teachers are no exception. In response to teachers' "school start anxiety", OpenAI has given a "good recipe".
How teachers should use ChatGPT
On August 31, OpenAI released its first teacher's guide to using ChatGPT, including how ChatGPT works, suggested prompts, explanations of limitations, and the effectiveness and bias of AI detectors.
It is worth noting that this is also the first official industry-specific usage guide of OpenAI. OpenAI also shared some cases of teachers using ChatGPT to assist students in learning on its official website.
Fran Bellas, a professor at the University of Coruña in Spain, recommends that teachers use ChatGPT to help develop classroom quizzes, exams, and lesson plans, gain new ideas for instruction, and ensure that questions are appropriate for students.
For students, if you're stuck in your junior year looking for an internship, you can also use ChatGPT to simulate interviewers, and Dr. Helen Crompton of Audomen University encourages students to improve their interview skills and comprehension skills.
More specifically, if you want to be more productive, you might want to try OpenAI's official Prompts.
For example, with prompts, you can ask ChatGPT to help you develop lesson plans and create easy-to-understand examples to better explain to students.
Or let students play the role of teachers, point out ChatGPT mistakes, correct and guide, and improve students' understanding of knowledge points.
Of course, good education is not "telling", but "guiding". ChatGPT can also guide students to learn new knowledge points on their own, develop their critical thinking and problem-solving skills, and enable them to better cope with complex knowledge areas.
Question, understand, become
At the end of last year, ChatGPT became popular overnight, and countless people shouted for generative AI, as if the opportunity to reshape thousands of industries was in front of them.
Spring River Plumbing Duck Prophet, even as the world's most prestigious institution, in the face of the wave of generative AI hitting the education industry, Harvard University's concept has undergone several transmutations, from questioning, understanding to becoming, Harvard University can be described as a "true fragrance warning".
In January, Anne Harrington, Harvard's acting dean of education, said in an internal email that Harvard's honor code "prohibits students from treating as their own work that they have not written, coded, or created." The implication is to warn students not to use generative AI to complete their work lightly.
Image courtesy of The Harvard Crimson
Nowadays, perhaps realizing the "blockage" of AI invading the classroom, or recognizing the promising prospects of the wave of AI technology, Harvard University's "iceberg" attitude towards generative AI is gradually dissolving.
In July, Harvard University released an initial university-wide guide to using generative AI, which clearly emphasized protecting confidential data, auditing the authenticity of generated content, adhering to current academic integrity policies, and beware of AI phishing.
To further protect students' confidential data, the Harvard School of Information Technology is also working with third-party AI companies to develop a tool called "AI Sandbox" for use by Harvard affiliates.
Jason A. Newton, a spokesman for Harvard University, said: "The tool provides an isolated and secure environment that effectively circumvents security and privacy risks when using generative AI, and ensures that the input data is not used to train the model."
Recently, the Office of Undergraduate Education at Harvard University's College of Arts and Sciences released a guide on the use of generative AI such as ChatGPT in the classroom, aiming to better help teachers understand how AI works and its potential applications in teaching.
Unlike enforcement, the guide recommends that teachers adopt three distinct attitudes when using AI in their lessons: a fully restrictive attitude, a sufficiently encouraging attitude, or a neutral attitude.
Christopher W. Stubbs, Dean of the College of Arts and Sciences, said, "We asked teachers to understand how generative AI is impacting the curriculum... It is important that they (teachers) clearly communicate their attitude towards the chosen curriculum to the students."
24 top universities, including Oxford and Cambridge, which had ordered a ban on the use of ChatGPT in a few months, also "slapped in the face" and signed new guidelines to allow students and faculty to use ChatGPT reasonably and guide how to use it.
"These policies provide students and staff with a clear indication of where generative AI is not appropriate and are intended to support them in making informed decisions and empower them to use these tools correctly and, if necessary, acknowledge their use," the new guidelines say. 」
Generative AI teaches you to write papers
The shift in attitude at top universities is more like a small slice of generative AI "hacking" education.
In foreign countries, many top universities often need to apply to school, how to stand out in the "Application Questionnaire" (the question section on the application form that needs to be filled out when applying for universities) and become the ultimate BOSS that every high school student needs to overcome on the road to winning the standard.
New York Times reporter Natasha Singer used generative AI tools to test the application questions of several top universities, and we also drew on similar ideas to see how good the feedback ability of generative AI is, can help high school students get their favorite college offers.
One of Harvard's short-answer questions is asking applicants to describe: "Three things your roommate would most like to know about you."
▲ ChatGPT's answer
A short-answer question at Yale is, "If you could teach any college course, write a book, or create any type of original artwork, what would you do?"
▲ Claude's answer.
A short answer question from Princeton University is "Which song represents the soundtrack of your life at this moment?"
Perplexity's answer.
Natasha Singer then also interviewed admissions office staff at some universities, who argued that using tools such as ChatGPT to write college essays is essentially a form of plagiarism, and applicants submitting chatbot-generated papers would violate the university's admissions policies.
In addition, they argue that applying to university essays "implies introspection and reflection" and that "outsourcing" one's thinking to AI is undesirable.
However, Jenny Frederick, vice provost of Yale University, recently said: "Yale University has never considered banning the use of ChatGPT."
In Frederick's view, AI will be integrated into industries in different ways, and students need to be prepared for that, "we really need to prepare them."
Virginia Tech's Espinosa and other admissions staff also told Natasha Singer that for many high school students with limited or no college experience, tools like ChatGPT can narrow the gap in "experience" and benefit social equity.
Once generative AI enters the classroom, it is more important than anti-"cheating"
The view of generative AI may be different, and if students are determined to "open the plug-in", teachers may be helpless.
Maya Bodnick, a political science major at Harvard University, invited seven professors and teaching assistants to grade GPT-4's essays based on classroom prompts. In order to test the real evaluation, Maya Bodnick falsely claimed that the authors of these papers were either Maya Bodnick or GPT-4, and Maya Bodnick was pleasantly surprised to receive two A's, one A-, one B-, one B-, and one C.
This shows that the essay ability of generative AI can even be comparable to the passing level of most liberal arts majors, and when students hold the artifact of generative AI, it is obviously not a simple thing for teachers without "fire eyes" to detect students' "plug-ins".
"Although there are a variety of tools that claim varying degrees of success in detecting generative AI, these methods are not reliable," the College of Arts and Sciences official said.
Image courtesy of MIT Technology Review
In previous articles, we also reported on the "fake" problem of GPT detectors. OpenAI, which is good at "defeating magic with magic", did not stage a cat-and-mouse game after launching the text detector (AI Text Classifier), and the tool was removed only a few months later because the recognition accuracy rate was only 26%.
What's more, generative AI tools aren't necessarily entirely bad for students.
For example, Khanmigo, a chatbot at Khan Academy, an online education nonprofit, kindly tells users before pitching ideas for students' college admissions essays: "College essays are not a place to share your list of achievements, but an opportunity to showcase your unique personality and perspective."
In addition, rather than providing answers directly, Khanmigo focuses more on helping students develop new ideas in their college admissions essays, and guiding students to gradually improve the content of the essay.
Perhaps, as Salman Khan, founder of Khan Academy, envisioned:
AI will enable the biggest positive change in education's history, providing every student on the planet with an incredibly great personal mentor and every teacher with exceptional teaching assistants.