That just means you we haven’t figured out how to work with generative AI in the classroom and not against it. And maybe that it’s time to ditch essays as an evaluation tool. Have to he students stand up and argue a point instead for example.
Me when I didn’t read and comprehend the piece of writing I’m commenting on. The author literally talks about this and why essays specifically are an important tool that can’t be replaced by arguing your point in the classroom.
Hard to do when our administrations have also drunk the job-certificate koolaid. They forcibly overload our classes with twice as many students as we can effectively teach. Essays are just about the only tools we have.
My original comment probably came off as abrasive, it’s not on each individual faculty to figure this out, it’s a collective task. What I meant with “you haven’t figured it out yet” was actually that nobody has figured it out yet.
And yes admin needs to be involved and leading this, with workshops, reflections, etc. It would be extremely short sighted of them not to. Ours thankfully is more enlightened, and that might be due to them having a team involving both philosophers and computer scientists somehow.
One approach I have personally found useful as a step is to actually involve the students in this discussion. Acknowledge to them that this thing exists now, have a frank discussion about its opportunities (speed) and perils (slop), and discuss with them how they think it should be integrated in your learning community. Like we’re all adults here, what do you guys want out of this experience?
That just means
youwe haven’t figured out how to work with generative AI in the classroom and not against it. And maybe that it’s time to ditch essays as an evaluation tool. Have to he students stand up and argue a point instead for example.Me when I didn’t read and comprehend the piece of writing I’m commenting on. The author literally talks about this and why essays specifically are an important tool that can’t be replaced by arguing your point in the classroom.
Hard to do when our administrations have also drunk the job-certificate koolaid. They forcibly overload our classes with twice as many students as we can effectively teach. Essays are just about the only tools we have.
My original comment probably came off as abrasive, it’s not on each individual faculty to figure this out, it’s a collective task. What I meant with “you haven’t figured it out yet” was actually that nobody has figured it out yet.
And yes admin needs to be involved and leading this, with workshops, reflections, etc. It would be extremely short sighted of them not to. Ours thankfully is more enlightened, and that might be due to them having a team involving both philosophers and computer scientists somehow.
One approach I have personally found useful as a step is to actually involve the students in this discussion. Acknowledge to them that this thing exists now, have a frank discussion about its opportunities (speed) and perils (slop), and discuss with them how they think it should be integrated in your learning community. Like we’re all adults here, what do you guys want out of this experience?