You’re just learning about GPT-3, but folks are already working on GPT-4. Here’s what it might look like (emphasis on might)
The end-of-year recommended book lists are beginning to appear. I’ll have mine out closer to the end of December. Here are a few from reputable sources:
When AI is smart enough to write an essay, then what happens?
GPT3 is back in the news, because, as expected, it’s getting better and better. Using a simple chat interface, you can easily ask it a wide range of questions (write a 1,000 word essay about Clara Barton) that certainly feels like a diligent high school student wrote it.
Of course, this changes things, just as the camera, the typewriter and the internet changed things.
It means that creating huge amounts of mediocre material is easier than ever before. You can write a bad Seinfeld script in about six minutes.
It means that assigning rudimentary essays in school or average copywriting at work is now a waste of time.
But mostly it reminds us that attention and trust don’t scale.
If your work isn’t more useful or insightful or urgent than GPT can create in 12 seconds, don’t interrupt people with it.
Technology begins by making old work easier, but then it requires that new work be better.
I think it’s always important to consider the work we ask students to do in our schools. As my teacher cohort works through implementing the 4 Shifts protocol, we ask questions around deeper learning and authentic work like:
Is student work deeply rooted in discipline-specific and -relevant knowledge, skills, and dispositions?
Do learning activities and assessments allow students to engage in deep critical thinking and analysis?
Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?
Is student work authentic and reflective of that done by experts outside of school?
Are students utilizing authentic, discipline-specific practices and processes?
Are students creating real-world products or performances for authentic audiences?
Of course, not every lesson or activity can be (nor should it be) an exercise in critical thinking and authentic, real-world application. But if our biggest concern about AI is whether or not students will use it to cheat, perhaps we have work to do on our classroom plans.
No, it is not converging upon human-like intelligence or for that matter AGI. Still, the broader lesson is you can build a very practical kind of intelligence with fairly simple statistical models and lots of training data. And there is more to come from this direction very soon.
The question remains is this original thought? The probing questions are mine, the responses are from the AI… Did I create something new by asking unique questions?
– Micah Shippee, Ph. D.
There will be more discussions about AI and tools like ChatGPT and how they affect education.
The most important thing we can do as educators is not to ignore these tools. They’re not going away. Students will find ways to use them. Educators should find ways to use them. But if we choose to ignore them and move on as if they will not affect what we do in schools worldwide, we’re failing our students.
Don’t get caught in the aftermath of significant change. We do too much of that in education already.
BTW, I asked ChatGPT to “explain what ChatGPT is to a fifth-grader,” and here is the response:
ChatGPT is a type of computer program that is designed to help people have conversations. It uses advanced algorithms and a lot of information from previous conversations to understand what you are saying and respond in a way that makes sense. It’s kind of like having a really smart friend who always knows what to say!
Since the dawn of time, students have been looking for ways to get out of writing papers. How do I know this? Because I was a student who tried to get out of writing papers.
I was terrible at it since I’d mostly just end up not writing the paper (Have I told you how horrible I was as a student in middle school & high school? Or maybe I wasn’t horrible, I just didn’t want to do things that were busy work and it all seemed like busy work…) and placing all my hopes for decent grades on awesome test-taking abilities.
Regardless of the wonderful technologies our students can use today, at some point, they are going to write a paper. Until we convince every teacher in the world that there are other ways to demonstrate learning mastery, there’s a paper in every student’s future. And there are times when a paper is the best form of assessment or communication.
With advances in artificial intelligence, we may need to rethink writing assignments for students.
Rethinking Writing with AI in Mind
As we think about creating deeper learning experiences for students and moving past work that doesn’t have applications outside the classroom and only asks for evidence of low-level learning, we educators need to know what’s possible with AI writing programs.
If you’re asking students to give an answer that looks something like a “listicle” you might find on a website, an AI writer can craft an incredibly decent response.
Without AI, innovate_rye says the homework they consider “busywork” would take them two hours. Now homework assignments like this take them 20 minutes.
I quickly searched for “ai writing apps” and retrieved around 82 million matches. The first page of the search results is littered with articles like “21 Best AI Writing Software Tools of October 2022 (Top 3 Picks)” and “21 Best AI Writing Tools of 2022,” amongst many others.
My point is this: students will find a way to game the system. They will put more effort into getting out of work than they will in doing the work if the work they are asked to do seems pointless.
Technology is a tool that we can leverage to complete mundane tasks. The part of that statement that is difficult to define is the mundane part. Who decides what tasks are mundane and which ones aren’t?
A Plea for More Authentic Tasks
I’m not saying that papers can’t be authentic; I’m saying that we have to think carefully about what we ask students to write about. As with all the work we ask of students, a move toward more authentic, student-centered learning is essential in our modern world.
Planning frameworks like the 4 Shifts protocol can help us think about the tasks we ask of students and how we can modify those tasks for more authentic work.
And maybe worry a little less about software writing student responses.
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