GenAI, in general, and ChatGPT, in particular, are recent developments in the area of information and communication technology (ICT) and artificial intelligence (AI). The release of ChatGPT as a cutting-edge technology made ding headlines in December 2022 and grabbed the attention of educators who are considering the opportunities and potential threats that ChatGPT may bring to higher education (Schmidli et al., 2023; Thomas, 2023; UCLA, 2023). As with other new technologies, there are several ways that instructors may approach using ChatGPT in the classroom, such as denying it, taking and using it, or waiting for others to use it and then slowly accepting it. Many instructors have considered the second approach, taking it into the classroom and using it transparently in collaboration with students (Schmidli et al., 2023; Thomas, 2023). This approach has several advantages, including allowing instructors to be proactive in introducing it to students, removing any confusion and uncertainty in using GenAI (ChatGPT) in the unit, and allowing instructors to determine when, why, and how students can use it in a particular unit.
In addition, instructors can set up examples to consider and explore using GenAI tools, such as ChatGPT, with students in the classroom (Tufekci, 2022). Five major steps should be considered in order to implement this approach in the classroom (Schmidli et al., 2023). First, instructors should consider data and privacy policies in relation to the use of GenAI in their institutions and beyond; they should personally assess threats and opportunities that may be perceived from GenAI in teaching and work; then, they should test GenAI for different scenarios and find out its strengths and weaknesses in that particular unit; and they should most probably revise assignments; Finally, they should identify and communicate opportunities of using GenAI in the course in which the unit belongs. We acknowledge that this approach may not be suitable for all instructors, units, and programs. However, this approach will encourage students to participate in finding a collective solution for issues that may directly or indirectly affect them. It further helps them to know they are accountable for their own work, resulting in the development of ethical knowledge about this matter and understanding academic integrity related to GenAI (Schmidli et al., 2023)
Schmidli, L., Harris, M., Caffrey, A., Caloro, A., Klein, J., Loya, L., Macasaet, D., Schock, E., and Story., P. (2023). Considerations for Using AI in the Classroom. [online] Available at: https://idc.ls.wisc.edu/guides/using-artificial-intelligence-in-the-classroom/
Chiu,T.K.F. (2023). The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney, Interactive Learning Environments, DOI: 10.1080/10494820.2023.2253861
Tufekci, Z. (2022). Opinion | What Would Plato Say About ChatGPT? The New York Times. [online] Available at: https://www.nytimes.com/2022/12/15/opinion/chatgpt-education-ai-technology.html
UCLA. (2023). The Use of Generative AI in Teaching and Education - Guidance to Instructors. [online] Available at: https://teaching.ucla.edu/resources/ai_guidance/#toggle-id-6.