Teaching Effective AI Use via Feedback Loops

Alternative Title

Teaching Effective Artificial Intelligence (AI) Use via Feedback Loops

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2024 : Orlando, Fla.)

Location

Seminole D

Start Date

24-7-2024 10:15 AM

End Date

24-7-2024 10:45 AM

Publisher

University of Central Florida Libraries

Keywords:

AI literacy; Critical thinking development; Humanities education; Feedback loops; Student engagement

Subjects

Artificial intelligence--Educational applications; Critical thinking--Computer-assisted instruction; Artificial intelligence--Study and teaching; Humanities--Computer-assisted instruction; Academic writing--Computer-assisted instruction

Description

There is a new approach to Humanities-based assignments that will still teach and monitor the development of critical thinking skills in students in an AI-dominated world. Instead of grading our student's essays, we must inspect, monitor, and evaluate their chat transcripts with AI tools for evidence of critical thinking and analysis. As stated in a New Yorker article, "working with GPT is more like an instrument you must learn to play...[you have to] break down your problem into specific, abstract, un-ambiguous sub-problems that, together, will give you what you want." This approach ensures students increase AI literacy, maintain the guided development of critical thinking skills, demystify AI in the classroom, remove temptations for cheating, and assist in developing relevant skills for the future.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Faculty, Students

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Jul 24th, 10:15 AM Jul 24th, 10:45 AM

Teaching Effective AI Use via Feedback Loops

Seminole D

There is a new approach to Humanities-based assignments that will still teach and monitor the development of critical thinking skills in students in an AI-dominated world. Instead of grading our student's essays, we must inspect, monitor, and evaluate their chat transcripts with AI tools for evidence of critical thinking and analysis. As stated in a New Yorker article, "working with GPT is more like an instrument you must learn to play...[you have to] break down your problem into specific, abstract, un-ambiguous sub-problems that, together, will give you what you want." This approach ensures students increase AI literacy, maintain the guided development of critical thinking skills, demystify AI in the classroom, remove temptations for cheating, and assist in developing relevant skills for the future.

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