OpenAI has partnered with the University of Pennsylvania’s Wharton School to launch a new course titled “AI in Education: Leveraging ChatGPT for Teaching.” This initiative aims to empower educators to effectively integrate generative AI into their teaching practices, enhancing learning experiences.
The class is just as much about what you as a teacher can do with AI to make your life better and make you a more effective educator, a less stressed out educator, as much as it is about how do you create assignments for your students? – Ethan Mollick
Professors Lilach and Ethan Mollick, co-founders of Wharton’s generative AI lab, co-teach the course. They emphasize the program’s dual focus: assisting educators in using AI to improve their teaching efficiency and developing assignments that engage students with AI tools.
Ethan Mollick notes that while discussions about AI in education often center on concerns like cheating and plagiarism, the course aims to highlight AI’s positive transformations to pedagogy. By embracing AI, educators can create more dynamic and personalized learning environments.
This collaboration reflects a broader trend in higher education to adapt to technological advancements and prepare educators and students for the evolving landscape of AI in the classroom.
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OpenAI on Thursday announced its first partnership with a higher education institution.
Starting in February, Arizona State University will have full access to ChatGPT Enterprise and plans to use it for coursework, tutoring, research, and more.
The partnership has been in the works for at least six months.
ASU plans to build a personalized AI tutor for students, allow students to create AI avatars for study help, and broaden the university’s prompt engineering course.
OpenAI announced a partnership with Arizona State University, giving the university full access to ChatGPT Enterprise in February 2024. The collaboration, in planning for six months, will integrate ChatGPT into ASU’s coursework, tutoring, and research. ChatGPT Enterprise offers unrestricted access to GPT-4, enhanced performance, and API credits. ASU aims to develop a personalized AI tutor and creative AI avatars for students. The partnership emphasizes student privacy and intellectual property protection, with OpenAI not using ASU data for training models. This initiative follows concerns about AI chatbots in education, particularly around cheating.
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It’s the first newsletter of the new year, and I’ve got several cool things to share with you.
I’m still struggling to adjust back to normal life after the swirling nothingness that is the week between Christmas and New Year’s. We didn’t do much at our house besides reading, listening to new vinyl, and eating way more snacks than we should have.
But, life continues, and we meet a new year with new challenges head-on, no stopping.
I hope this year holds much joy and happiness for you. For now, here’s this week’s “10 things”…
Research geek moment: A new study identifies the core themes of 131 popular songs about school. The authors investigate “how popular music lyrics over the past century have described the nature and dynamics of the Anglo-American student experience in formal schooling contexts,”–an insightful way to learn how many people likely feel about school (including many of our students, if we asked them).
Finally, some very big news in the world of the public domain. On January 1, 2024, a certain cartoon mouse–at least one version of him–became free for anyone to use or adapt in any way they see fit. You can’t tell me that some of your students won’t find some creative way to incorporate said mouse into a project. Here are a few more creative works that entered the public domain this year
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Wysocki, an English language learner teacher, discusses using ChatGPT to create personalized, culturally relevant learning materials, and adapting lesson plans to student needs. She emphasizes the importance of specificity in prompts and the need for educators to review and adjust AI-generated content. The discussion highlights the potential of ChatGPT to enhance education through tailored learning experiences.
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A recent study from Stanford University and UC Berkeley has found that the behavior of large language models (LLMs) like ChatGPT has “drifted substantially” over time, but this does not necessarily indicate a degradation of capabilities. The researchers tested two versions of GPT-3.5 and GPT-4 on tasks such as math problems, answering sensitive questions, code generation, and visual reasoning. They found significant changes in performance between the March and June 2023 versions of these models. For instance, GPT-4’s accuracy in solving math problems dropped from 97.6% to 2.4%, while GPT-3.5’s accuracy increased from 7.4% to 86.8%.
The study’s findings highlight the risks of building applications on top of black-box AI systems like ChatGPT, which could produce inconsistent or unpredictable results over time. The researchers recommend continuous evaluation and assessment of LLMs in production applications and call for more transparency in the data and methods used to train and fine-tune these models. However, some experts argue that the media has misinterpreted the paper’s results as confirmation that GPT-4 has gotten worse, stating that the changes in behavior do not necessarily indicate a degradation in capability.
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According to a survey conducted by the Walton Family Foundation and Impact Research, the use of AI tools among teachers has seen a significant increase, growing 13 percentage points from winter to summer. The survey found that 63% of teachers are now using AI, up from 50% in February. On the other hand, student participation has also increased but at a slower pace, rising from 33% to 42% during the same period.
The survey results revealed that a large majority of teachers (84%) who have used ChatGPT reported that the AI technology has positively impacted their classes. As the use of AI in education continues to grow, Common Sense Media announced plans to develop an in-depth AI ratings and reviews system to assess AI products used by children and educators on responsible AI practices and other factors.
The article also mentions that while some districts have blocked ChatGPT and other AI-powered tools, others are exploring how the technology can improve education workplace practices. As interest and use intensify, many education professionals are searching for guidance and credible sources of information on ways to safely and effectively incorporate AI.
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In a world increasingly reliant on AI tools, a recent study by the University of Copenhagen reveals a significant cultural bias in the language model ChatGPT. The AI chatbot, which has permeated various sectors globally, from article writing to legal rulings, has been found to predominantly reflect American norms and values, even when queried about other cultures.
For instance, when asked about the importance of interesting work for an average Chinese individual, ChatGPT’s response in English indicated it as “very important” or “of utmost importance”, reflecting American individualistic values rather than the actual Chinese norms. However, when the same question was asked in Chinese, the response was more in line with Chinese values, suggesting that the language used to query the AI significantly influences the response.
This cultural bias in AI tools like ChatGPT has serious implications. As these tools are used globally, the expectation is for a uniform user experience. However, the current situation promotes American values, potentially distorting messages and decisions made based on the AI’s responses. This could lead to decisions that not only misalign with users’ values but may even oppose them.
The researchers attribute this bias to the fact that ChatGPT is primarily trained on data scraped from the internet, where English is the dominant language. They suggest improving the data used to train AI models, incorporating more balanced data without a strong cultural bias.
In the context of education, this study underscores the importance of students and educators identifying biases in generative AI tools. Recognizing these biases is crucial as it can significantly impact their work when using AI tools. For instance, if students use AI tools to research or generate content, cultural bias could skew their understanding or representation of certain topics. Similarly, educators must be aware of these biases to guide students appropriately and ensure a comprehensive and unbiased learning experience.
Moreover, the study serves as a reminder that AI tools are not infallible and should not be used uncritically. It encourages the development of local language models that can provide a more culturally diverse AI landscape. This could lead to more accurate and culturally sensitive responses, enhancing the effectiveness and reliability of AI tools in various fields, including education.
In conclusion, while AI tools like ChatGPT offer numerous benefits, it’s crucial to be aware of their limitations and biases. As we continue to integrate AI into our work and learning environments, we must strive for tools that respect and reflect the diversity of our global community.
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Professor and friend John Nash co-hosts a podcast on all things online learning. In a recent episode, he shared his work on coaching ChatGPT to write more “human” and the results are… interesting…
While generative AI tools are very cool right now, they are a long way from being truly disruptive and overtaking the world.
Here’s what’s interesting. Scaffolding the prompts, defining perplexity and burstiness, and then prompting an explicit increase of those measures made the text “human” to GPTZero. Still, it also made the text ridiculously flowery and inflated. Kind of like when a master’s student thinks they are supposed to “sound academic.” It was so bad that the ChatGPT output was immediately suspect to my human eyes, even though GPTZero said it was likely written entirely by a human.
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More news on the influence of AI in arenas outside of education:
Web analytics firm SimilarWeb reported last month that Stack Overflow has seen a drop in traffic every month since the beginning of 2022, with the average drop being 6%. In March, Stack Overflow saw a 13.9% drop in traffic from February and in April, the website saw 17.7% drop in traffic from March. SimilarWeb argues that some of that dropping traffic could be due to GitHub’s AI helper called CoPilot, but users could also be using the more popular ChatGPT as a way to help debug their code—the same way they may via posts on Stack Overflow’s forum.
Stack Overflow is a popular website among programmers, where they can ask and answer technical questions related to coding. Users can also vote on the best answers so that the most helpful ones rise to the top. The site is widely used as a resource for debugging and problem-solving, and its community is known for being helpful and knowledgeable.
ChatGPT, which uses AI to generate responses to programming questions, has been gaining popularity as an alternative to Stack Overflow. The website’s AI technology can provide more personalized and accurate answers to users’ questions, making it a more efficient tool for debugging and problem-solving.
Love it or hate it, AI is here to disrupt your reality.
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![Title: "Az 1848-49-iki magyar szabadságharcz története [With illustrations.]"
Author(s): Gracza, György [person]
British Library shelfmark: "Digital Store 9315.h.13"
Page: 272 (scanned page number - not necessarily the actual page number in the publication)
Place of publication: Budapest
Date of publication: 1894
Type of resource: Monograph
Language(s): Hungarian
Physical description: 2 köt (4°)](https://mikepaul.com/wp-content/uploads/2023/05/11131183716_1e9f05dde9_b.jpg)
