AI och ChatGPT - User perspective Presentation KI, UoL 2023-06-01 Mats Brenner, Educational developer at UoL

1. AI och ChatGPT - User perspective
Presentation KI, UoL 2023-06-01
Mats Brenner, Educational developer at UoL

2. AI in the shadow of fake news
• Is the picture genuine
• Copyright
• Plagiarism
• Origin
• Provenance
• Verifiable
• Traceability
• Intention
• Draft
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3. Invasive species? (to deal with rapid change)
• AI influences with so-called disruptive and creative
destruction - thus seen as invasive
• We want to be able to rein in, curb, restrain and
tame technology according to our core values
• From stability to unstable
• Be nostalgic, but not sentimental
• Feeling loss
• Face a change – good be aware of what you intend
to do with it
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4. Benefit realization - stakeholder analysis
(nyttorealisering, digg.se)
Stakeholder Quantitative benefit Qualitative benefit
Teacher Create discussion question ?
Examinator Create MCQ questions ?
Researcher ? Manage datasets
Students ? ?
Administrators ? ?
Librarians Information Retrieval (IR) ?
University - research ? ?
Business - market ? ?
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5. Use or ban. The student.
• NEWS ARTICLE, THU, MAY 11, 2023: Students
positive towards AI, but uncertain about what
counts as cheating REF: Students positive towards
AI, but uncertain about what counts as cheating -
Chalmers (cision.com)
• Report, 2023: Chatbots and other AI for learning:
A survey of use and views among university
students in Sweden - 5,894 students from
across Swedish universities were surveyed about
their use of and attitudes towards AI for learning
purposes, both about chatbots (such ChatGPT)
and other AI language tools (such as Grammarly).
REF: Chatbots and other AI for learning: A survey of
use and views among university students in
Sweden (chalmers.se)
Summary of results
• 95 percent of students are familiar with ChatGPT,
while awareness of other chatbots is very low.
• 56 percent are positive about using chatbots in
their studies; 35 percent use ChatGTP regularly.
• 60 percent are opposed to a ban on chatbots, and
77 percent are against a ban on other AI tools (such
as Grammarly) in education.
• More than half of the students do not know if their
institution has guidelines for how AI can be used in
education; one in four explicitly says that
their institution lack such regulations.
• 62 percent believe that using chatbots during
examinations is cheating.
• Students express some concern about AI
development, and there is particular concern over the
impact of chatbots on future education.
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6. ChatGPT for what? The teacher.
"In organizations, we should ask what
the meaning of policy, routine,
protocols, systems and
documentation is – and only do things
that can be justified and really
contribute to a better activities"
Mats Alvesson, Prof Univ of Bath & Anna
Jonsson, Docent org. Researcher Lund univ.
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14 juni 2023
We live in a rhetorical period of society

7. Office add-ins already exist and BING Chat provides references
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AI search tool Keenious - Stockholm University Library (su.se)

8. Often accessibility adaptation that is driving
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9. Example: Production and learning tools with AI
Acknowledge the risks of using AI,
• bias (bias),
• copyright
• GDPR and
• Other related policies and procedures are
also important.
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REF: AI Tools for Teachers – Rachel Arthur writes

10. Reduce workload with AI
"Given that around 2,000 new AI
tools were launched in March (2023)
alone, it's almost impossible for
teachers to stay up to date on the
latest and greatest tools.
After all, we want AI to reduce our
workload, not increase it with
constant innovation."
Rachel Arthur - Head of Computing - Programme Development at
Teach First
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11. Different perspectives – Prosumer / Prosument
Perspective
Prosumer
Consumer
Producer
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12. Perspective Prosumer
• Learning tools for produce and consume, example https://teachermatic.com/
• Perpective "producer", "consumer" or as curator vis-à-vis Prosumer - in social
networks we are often both consumers and producers, we ourselves contribute to the
content.
• See what futurologist Alvin Toffler (1984) in his book "The Third Wave" calls
procumers. A merger of producer and consumer.
• A prosumer can challenge the traditional image of a consumer, by embracing the
characteristics of our traditional image of the producer.
REF: https://sv.wikipedia.org/wiki/Prosument och Prosumer - Wikipedia
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13. Student generated content (SGC)
• "Content that is produced by students, often for sharing with peers and/or a wider audience on the Internet, as distinct
from instructor-supplied content such as course notes and textbooks. It is arguable that the main benefits to be gained
from student-generated content lie in the processes of content creation and knowledge construction, as opposed
to the end products themselves." REF: What is Student-Generated Content | IGI Global (igi-global.com)
• Questions: "who creates the lecture? ✦ who creates study questions? ✦ who creates quiz/exam questions? ✦
who creates the exam rubric ✦ who creates seminar/discussion questions?"
• "Student generated content (SGC) promotes a digital learning environment where students are prosumers; that is,
both content producers and consumers, co-creating, collaborating and sharing their work with other students.
Meanwhile, the tutor takes on the role of facilitator encouraging students to search for a deeper
understanding of the subject matter via discussion & analysis in seminars. For students, a wide range of
cognitive disciplines are needed to successfully filter subject reading material and to identify content useful
for: presentation to their peers; peer assessment; and course examination." REF: Satish Patel, student generated
content - Home (weebly.com)
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14. SGC and ABC Learning Design
• The normative learning & teaching environment in most educational establishments at all levels is that of students having to
consume content made by others. Although students have always generated their own content by way of essays, papers, lab
reports, etc. this form of generated content is, for the most part, used for testing and examination purposes. Very little is
actually shared among students for socially constructed newer meaning. REF: Satish Patel (2013), UMU
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15. Production & Collaboration for Peer Review
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14 juni 2023
Learning types activities:
V- Visible learning
A - can be assessed (F or S)

16. Different perspectives – Prosumer
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Producer Consumer
Prosumer

17. Example: Teachermatic – ease of use with ChatGPT
• Create MCQ faster and easier
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18. Creating Rubrics
• Create grading criteria
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19. Create Flashcards
• Create multiple Flashcards faster
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20. Example: Can reduce the workload for teachers –
"saves time"
• Designing all the resources teachers need to teach,
assess and support takes a lot of time; time they can
spend engaging students or developing their teaching
or examination.
• TeacherMatic partly helps to start the creative
process for the teacher by producing initial "drafts" of
what the teacher is working on but has to work with.
• Using TeacherMatic can reduce the time it takes to
revise or produce a new teaching resource.
• Teachers make the "first drafts" that TeacherMatic
produces. The teacher corrects, modifies to suit the
need. First draft can "save" teachers significant time and
effort.
• TeacherMatic produces, but it is still required that the
teacher checks and changes if necessary.
TeacherMatic doesn't know if anything is right!
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There are over 20 features in TeacherMatic