New AI Resources

Two new sections have been published to our AI resources hub.

Using Generative AI as a Dialogic Writing Partner 

Artificial intelligence (AI) has the capacity to support student research and writing processes, without replacing students’ individual creativity and learning. Using AI as a writing tool can enhance not only the quality of students’ writing but can also cultivate a sense of reflection and self-awareness—it just takes savvy prompting, and having a clear understanding of your learning goals.

But, of course, as we suggest in the guide, using AI to support research or writing processes should be to augment the process, not automate it. Explore the How to Help Your Students Use Generative AI as a Dialogic Writing Partner guide, found on our hub of AI resources.

Bias and Assessment

AI has a history of amplifying biases (D’Ignazio and Klein 2020), whether through data collection, data labeling, model training, deployment, or other mechanisms (Chapman University 2023). This doesn’t mean it can’t be used helpfully in your course—but it’s important to be aware of, and talk about with your students. 

Using AI as a research aid or assessment tool works best when users have disciplinary knowledge to be able to identify biases in the technology. When students are able to locate AI chatbot contributions within an existing schema, it enhances “both the opportunity to learn through feedback loops, as well as the quality of learning in and outside of such loops,” (Cardana et al., 2023). We’ve collected research and guidance on how to identify and mitigate biases in our hub of AI resources, under Assessment.

References

Cardana, M. A., Rodriguez, R. J., & Ishmael, K. (2023, May). Artificial Intelligence and the future of teaching and learning. Artificial Intelligence and the Future of Teaching and Learning. 

Cofone, I. N. (2019). Algorithmic discrimination is an information problem. Hastings Law Journal. 

D’Ignazio, C., & Klein, L. F. (2020, March 10). Data feminism. MIT Press.