ChatGPT

Plato mourned the invention of the alphabet, worried that the use of text would threaten traditional memory-based arts of rhetoric. If Plato were alive today, would he say similar things about ChatGPT?

What do teachers who assign writing need to know about AI text generators? How should we change our pedagogical practices, given the recent advances in AI Large Language Models (LLMs) such as OpenAI's ChatGPT? How should teachers participate in shaping policies around these technologies in our departments, institutions, and society?

Among the many concerns educators have about ChatGPT, the core one seems to be that students will allow artificial intelligence to do their thinking for them. While people are still hashing out what that means for short essay prompts and other assignments for which AI seems well suited, Mark Maier has an idea for how instructors who assign research papers can help students to use these tools as study aids rather than substitutes for original ideas.

The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.

This hub of resources by NLP is to help make sense of how to navigate this emerging field of technology all while continuing to practice and hone news literacy skills.

The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds