ChatGPT and the future of teaching and learning  

It’s hard to miss all the “chatter” around the new artificial intelligence-content generator called ChatGPT.  It has seen an incredible uptake in users over the last few months since its launch Nov. 30, 2022.  ChatGPT is projected to reach 100 million average monthly users in its first two months versus 9 months and 2.5 years for TikTok and Instagram respectively to reach the same target. At the time of writing, the wait times for access to ChatGPT are hours long as there is limited server availability for this open-access site.  A premium service is in the works, providing priority access at $20 USD/month.    

What does this mean for teaching and learning and the role of the educator?  The most common concern is that students can pass off as their own coursework generated by ChatGPT. To counter this, an enterprising Princeton student from Canada quickly created software called GPTZero to detect the use of content generators like ChatGPT.  But is this approach, a test of academic integrity, the best pedagogical approach?   

Maybe it’s time to consider how we assess students in the 21^st century.  Alternatives to the traditional essay or term paper such as oral presentations, videos, interviews and posters are one solution.  Even the approach to research papers and essays can be modified to circumvent successful AI usage.  Scaffolding or breaking down these assignments into separate parts is one option.  Another is to address local issues which are unlikely to be part of the AI training. Better yet, what about embracing the power of AI-generated content to encourage group evaluation of the results?  

To explore ChatGPT and create an account, visit OpenAI.  

Join Learning and Applied Research's ChatGPT Roundtable (register) for snacks and conversation as we explore this topic.  It will take place Wednesday, Feb. 22 from noon-1 p.m. in B120 (Kelowna campus).