GAiIT Level 1: When Students Cross the line
Can the line be crossed when the point of the assignment is to use Ai to it's fullest?
Yes, because we have essentially come full circle.
Simply, when students are to use Ai to its fullest potential, we've essentially made the Ai the content or instructional source. How would the student then respond to that instruction? With self-reflection and metacognitive activities - we are back to level five. Let's explain...
The point of the Ai in this case was to have it be the source of knowledge, instruction, advice, planning, or other content. At this GAiIT Level we are learning from the Ai and how to use it. Therefore, to assess the students' engagement, progress, lived experiences we would need the student to then compile their own reflections on lessons learned and their personal experience about the activities spend with the Ai, regardless of the activity.
So how and why will students cross the line? For the same reasons as in G5. They could prompt the Ai to "generate 500 word response using Ai for academic writing for someone who is learning how to use Ai for the first time."
See below for the response that GPT4o produced using this prompt.
What to look for at GAiIT Level 1
Identifying Ai intervention at this time in it's development is less challenging than it will be in 8-12 months. For the time being, the following list can provide tell-tale evidence of Ai involvement.
At Level 1, the Ai has taken on a whole new role. In assignments where generative Ai became the focus, the Ai adopted the role of the content provider, a teacher, instructor, guide, and source of information rather than a collaborator helping the student produce a final product. In our example, the Ai re-wrote blocks of sample text to make them read in a more academic manner. The student then took those responses and constructed a reflection - a personal reflection, one that exemplified the lived experience of the person doing the learning. If this sounds familiar, the reason might the resonance with the sorts of limitations we experienced with GAiIT Level 5.
We have essentially come full circle. We started with students presenting their lived experiences and reactions to a given set of instructional criteria, and now at GAiIT Level 1, we find ourselves back at that very same place. However, the Ai has taken on the content delivery role, perhaps an instructional role, but certainly a role where the instructor of the course has utilized Ai functions to accomplish a greater quantity of instructional feedback than could be done without the Ai’s assistance.
Therefore, for GAiIT Level 1, because of the need for the student’s first-person reaction and feedback we refer back to the criteria we used back at Level 5:
- Mechanical and impersonal opening statements
- The over use of bullet points
- Listing of content in paragraph form
- Speaking in third person when the object of the lesson is to have a first person reflection
- Overly mechanical and formal writing free of linguistic euphemisms used by native speaker'
- The use of the phrase, "In conclusion,"
- Perfect grammar and an under use of "this", "that", and "it" pronouns. (In posts, students write like they talk and have a tendency to leave out direct objects nouns in favor for pronouns.)
"Write a 500 word response to..."
How many of the above issues do you see with this passage?
Artificial Intelligence (AI) is transforming the landscape of academic writing by offering tools and resources that can aid students and researchers in producing high-quality work efficiently. For those who are new to using AI for academic purposes, understanding how to leverage these technologies can be both exciting and overwhelming. This guide aims to provide a clear and structured overview of how AI can be effectively integrated into the academic writing process, highlighting key tools and ethical considerations.
How AI Can Assist in Academic Writing
AI tools can assist in various stages of the academic writing process, from brainstorming and research to drafting and editing. At the early stages of writing, AI-powered platforms can help generate topic ideas and create outlines based on user prompts. Tools like ChatGPT can offer insights and explanations on complex topics, suggest relevant readings, or even provide summaries of existing research. This can be particularly helpful for narrowing down research questions or identifying key areas of interest within a broader topic.
Once a topic is established, AI can assist with literature review and research synthesis. By using advanced search capabilities, AI can sort through vast amounts of academic literature to identify the most relevant sources and present summaries or comparisons. This not only saves time but also ensures that the writer has a comprehensive understanding of existing research. For example, tools like Zotero and EndNote, when integrated with AI algorithms, can help in managing citations and organizing references systematically.
During the drafting phase, AI writing assistants can help improve clarity and coherence. Platforms such as Grammarly and Hemingway Editor provide suggestions on grammar, sentence structure, and style, making the writing more polished and professional. Additionally, AI can be used to translate or paraphrase complex ideas, making them accessible to a broader audience while maintaining the original meaning.
Ethical Considerations and Best Practices
Despite the advantages of using AI for academic writing, it is essential to be aware of the ethical implications. AI should be used as an aid, not as a substitute for critical thinking and original writing. Plagiarism and over-reliance on AI-generated content can undermine the authenticity and integrity of academic work. Therefore, when using AI, it’s crucial to ensure that all contributions are appropriately cited and that the final output reflects the user’s own ideas and understanding.
To maintain academic integrity, always verify the accuracy of information provided by AI tools, as they may occasionally produce incorrect or biased results. Cross-reference AI-generated content with credible sources and avoid using AI to create content that you are not familiar with or cannot defend. Moreover, some academic institutions have specific guidelines on AI usage, so it’s advisable to familiarize yourself with these policies to avoid any violations.
Tips for Getting Started
- Choose the Right Tool for Your Needs: Select AI tools based on the specific tasks you want to accomplish, such as brainstorming, grammar checking, or citation management.
- Start with Simple Prompts: Begin by asking the AI to summarize a paragraph, suggest synonyms, or provide a brief explanation of a topic.
- Review and Revise: Treat AI-generated content as a draft that requires your input and refinement. Use it as a foundation rather than the final product.
- Practice Ethical Use: Keep track of where and how AI has contributed to your work and ensure you adhere to citation and attribution standards.
By integrating AI thoughtfully into your academic workflow, you can enhance your productivity and writing quality while still maintaining the originality and integrity of your work