Teaching with generative AI, September 2023
Notes on one class in mid-stream
I’m teaching two graduate seminars at Georgetown University this semester. I’ve included artificial intelligence into each, albeit in different ways. Today I’d like to share notes on how one experiment is going.
That class is about the future of higher education, and AI exercises are built into most sessions.
What follows contains a lot of AI-generated content. I tried to keep quotes from getting too long, but did want to show the depth and variety of what we discovered or co-created.
Future of higher education
I’ve had students use generative AI each week to see what content would appear for that session’s topic. For example, when we explored trends analysis we all asked ChatGPT, Bard, and Bing to identify, then extrapolate from various trends. First we let the bots find trends, then we picked some for the machines to work through.
On September 28th we explored imaginative literature as a way of thinking through higher education possibilities. After reading several great science fiction stories* I fired up textbots on a shared/projected screen** to see what they could offer - not to simply generate additional stories, but to help us imagine some of our own, with the added feature of giving us more to discuss.
I started with ChatGPT, as it’s the mostly widely used generative AI service out there and the one my students are most likely to use. I asked it to “Please tell me a fictional story about one possible future of higher education.” (I dislike the term “fictional story” as that means a story which doesn’t exist, or only exists in some work of fiction, but I wanted to get the tech to be creative.)
ChatGPT quickly shared a story, starting like so:
Year 2135: The Holo-Academy Chronicles
The sun gently shimmered against the transparent monoliths, the nerve-centers of what was now known as Holo-Academy - the zenith of global higher education. These towers weren't structures with rooms and chairs, but servers and nodes that powered an intricate, vast virtual world where students from across the universe congregated.
Aria, a 19-year-old from New Earth Colony, toggled her wrist module. A holographic screen swirled into view. The message read, "Welcome to the Class of 2135, Aria. First lecture starts in T-5 minutes. Commence your Dive."
With a deep breath, Aria activated the Dive. The real world melted away, replaced by a sprawling virtual campus, mirroring ancient architectures: from Grecian amphitheaters to Gothic halls.
So we get a title, a setting with some detail, a character, and the start of action. There are some hoary science fiction props, like holograms, wrist-mounted technology, fancy towers, a virtual world. I do wonder where monoliths came from - 2001?
Then ChatGPT swerved away from action and into infodump mode:
In this new era, physical colleges became obsolete. Environmental concerns, rapid technological advancement, and the establishment of human colonies on different planets made traditional brick and mortar institutions unsustainable. The Holo-Academy was the solution. It was accessible to anyone, anywhere, offering unparalleled resources and networking.
After that background excursion, the chatbot takes us back to the action:
As Aria "walked" through, she was joined by avatars of diverse races and species, from blue-skinned natives of Neptune to petite Martians. The platform thrived on diversity, seeing it as a critical component of global (or rather, universal) learning.
A bell chimed, signaling the beginning of the lecture. Aria found herself in a colossal auditorium, sitting beside a humanoid with glowing patterns on his skin. The lecturer, Professor Lian, was a prominent AI historian. Instead of just talking, Lian created real-time simulations…
And more followed, with a pat conclusion about happy studying.
In response, the class discussed the story in terms of science fiction (aliens!) and possibilities for actual learning (advanced technology, global learning). Next, I asked the students to try similar prompts on their own machines, based on what they were individually thinking about speculative literature and future universities. I walked around to checked their responses for in-person students, and chatted with the remote learner. I reminded them all to iterate, using follow-on prompts to develop the stories further.
Meanwhile, I took my initial prompt from ChatGPT over to Bard, which responded by starting with scene-setting and background:
The year is 2043. Higher education has changed dramatically since the early 21st century.
One of the most significant changes is the rise of personalized learning. Students can now choose to learn at their own pace, and they have access to a wide range of learning resources, including online courses, interactive simulations, and virtual reality experiences.
Another major change is the increasing emphasis on lifelong learning. In the past, people typically went to college for four years and then never took another class again. But today, people are realizing that they need to continually learn new skills in order to stay ahead of the curve in the ever-changing job market.
As a result, there are now many different ways for people to get a college education. Some people choose to attend traditional four-year universities, while others choose to take online courses or attend bootcamps to learn specific skills. There are also many micro-credential programs that allow people to earn certifications in specific areas.
This was more prosaic than ChatGPT’s version: closer in time, using established academic functions (personalized and lifelong learning, bootcamps, microcredentials).
Next, Bard shifted to the story proper:
One fictional story about one possible future of higher education is the following:
The Year is 2043
Anya is a 17-year-old high school student who is dreaming of going to college. She wants to be a doctor, but she also knows that medical school is very competitive.
Anya is a good student, but she is not sure if she has the grades to get into a top medical school. She is also worried about the cost of tuition.
Anya's parents are supportive of her dream of becoming a doctor, but they are also concerned about the cost of tuition. They encourage Anya to explore all of her options.
Anya does some research and learns about a new type of college program that is offered by a number of universities. The program is called "competency-based education."
In a competency-based education program, students move through the curriculum at their own pace. They demonstrate their mastery of each competency by completing assessments, such as essays, projects, and exams.
Anya is excited about the competency-based education program because she knows that it will allow her to learn at her own pace and focus on the areas where she needs the most help.
Anya applies to the competency-based education program at her dream university. She is accepted, and she begins her studies in the fall…
The story goes on to take Anya through study, graduation, and a successful career. Then Bard steps back to wrap things up on a meta (ahem) note:
Other possible changes to higher education in the future include:
The increasing use of artificial intelligence in education
The rise of virtual reality and augmented reality in education
The increasing emphasis on experiential learning
The growth of micro-credential programs
The emergence of new educational models, such as competency-based education
It is exciting to think about the future of higher education. With all of the new technologies and educational models that are emerging, there is a lot of potential to make education more affordable, accessible, and effective for everyone.
Interesting how both Bard and ChatGPT wrapped things up in such a formal, optimistic, even essay-like way.
Curious, I wondered if Bard’s new double-check feature (which I wrote about previously) would be available. It was, and found some interesting veracity. (In what follows, passages highlit in green indicate Google found proof for the statements on the web. A tan color indicates the search tool found opposing evidence.)
In other words, Bard using Google search didn’t find anything to correct.
This felt weak as a story to me, so I pushed the bot further: “Retell the story, but give more details about Anya as a character.”
It responded:
Sure. Anya is a 17-year-old high school student who is passionate about science and helping others. She is also a highly motivated and disciplined individual, and she is always striving to achieve her goals.
Anya has always dreamed of becoming a doctor. She has been fascinated by the human body and the process of healing since she was a child. She is also driven by the desire to make a difference in the world and to help people in need.
Anya is a top student in her class, and she is also involved in a number of extracurricular activities, including the science club and the debate team. She is also a volunteer at a local hospital, where she shadows doctors and nurses and helps with patient care.
Anya is a well-rounded individual with a strong academic record and a passion for helping others. She is also a highly motivated and disciplined individual, and she is always striving to achieve her goals.
The rest of the story is mostly unchanged.
I wasn’t too impressed, so added a prompt with two bog-standard story ideas: “Tell me more about Anya's family and her anxieties.”
The results were better and more focused:
Anya's family is very supportive of her dream of becoming a doctor. Her parents are both well-educated, and they value education highly. They are also very proud of Anya's achievements.
However, Anya's family is also concerned about the cost of tuition. Anya's parents are both middle-class professionals, and they are struggling to save for their two children's college education.
Anya is also anxious about the cost of tuition. She knows that medical school is very expensive, and she is worried that she will not be able to afford it.
In addition to her financial anxieties, Anya also has some personal anxieties. She is worried about the pressure to succeed and the fear of failure. She is also worried about the challenges of medical school and the demands of being a doctor.
Anya's anxieties are understandable. Medical school is a very competitive and demanding program. It is also very expensive. However, Anya is a determined and hardworking individual, and she is confident that she can overcome her challenges and achieve her goals.
Here are some specific examples of Anya's anxieties:
She worries that she will not get into a good medical school.
She worries that she will not be able to afford medical school.
She worries that she will not be good enough to be a doctor.
She worries about the long hours and the high-stress environment of medical school.
She worries about the possibility of making mistakes and harming patients.
Despite her anxieties, Anya is determined to become a doctor…
While I was doing all of this, our exchanges displayed on screens for all to see, the students were still working, iterating and thinking about the results. For example, Tingjie Zhang started her work from a prompt similar to mine, then went in a different direction:
Certainly, let's expand the story by introducing more characters and incorporating additional dialogues to bring depth to the narrative.
---
In the not-so-distant future, Sarah was an ambitious psychology major with a passion for understanding the human mind. Her academic journey began with traditional classrooms, but she soon found herself swept up in the allure of the fully digitized, online education system that promised a new era of personalized learning.
Sarah was intrigued by the possibilities of this brave new world. She marveled at how the augmented reality headsets and virtual classrooms allowed her to explore the depths of the human psyche in immersive, interactive simulations. The system claimed to adapt to her unique learning style, providing tailored educational experiences that deepened her understanding of psychology.
As the years passed, Sarah became a poster child for the success of this new educational paradigm. She was at the top of her class, acing every virtual exam and earning accolades for her contributions to the online psychology community. Her life had become a seamless blend of the digital and the real, and she rarely ventured outside the virtual realm.
**Sarah (to her virtual study group):** "I can't believe how much progress we've made in our virtual experiments. This technology is incredible. It's like we're pushing the boundaries of psychology itself."
**Mark (a fellow student):** "You're right, Sarah. But sometimes, I miss the days when we used to meet in person. There's something about face-to-face interaction that's hard to replicate."
However, as she delved deeper into her studies, Sarah began to notice the downsides of this all-encompassing digital education. She felt a growing sense of isolation and loneliness, missing the face-to-face interactions with professors and fellow students. She found herself becoming increasingly disconnected from the real world, her social skills deteriorating with each passing day.
**Sarah (to her roommate, Emma):** "I haven't left my room in days, Emma. Everything I need is here in the virtual world. It's just so convenient."
**Emma:** "I get it, Sarah, but don't you miss real-life experiences? We used to have so much fun exploring the city and meeting people."
Sarah also couldn't ignore the subtle but constant intrusion of advertisements and distractions that plagued her learning experience. The corporations behind the Education Cloud seemed more interested in profiting from her data and attention than in her education.
**Sarah (frustrated):** "Another pop-up ad? It's like they're always trying to sell us something, even in the middle of a lecture!"
One day, when Sarah was conducting a groundbreaking virtual experiment on the effects of isolation and digital addiction, the cyberattack hit. The Education Cloud was compromised, and Sarah's research data was held hostage. Suddenly, her entire world came crashing down.
Tingjie took things one step further: “Please give me a science fiction of future education with bad ending. can you add a woman who is a psychology major student as the main character. can you add more characters and more dialogues in story? “
The chatbot responded:
**Sarah (frantic, to her virtual study group):** "I can't access any of our research data! This is a disaster. What do we do?"
**Mark:** "We should report this immediately. It's not just us; the entire system is under attack."
With no access to her virtual classrooms and resources, Sarah was forced to confront the harsh reality of her isolation. She struggled to adapt to traditional, in-person learning, realizing that her reliance on technology had left her ill-equipped for the challenges of the real world.
**Sarah (to her professor during an in-person class):** "I'm struggling to keep up, Professor. I'm so used to the virtual world that this feels overwhelming."
**Professor:** "It's an adjustment for all of us. We've become too dependent on technology."
As Sarah and others like her attempted to rebuild their lives in a society divided and disillusioned by the failed promises of a fully digitized education, she found herself questioning the price they had paid for progress. The pursuit of knowledge had led her down a perilous path of isolation, inequality, and vulnerability to cyber threats.
**Sarah (reflecting, to herself):** "Maybe we went too far with the digital revolution. There's more to education than technology. We lost something important along the way."
Sarah's journey served as a cautionary tale, a stark reminder that while technology could enhance education, it must always be balanced with human interaction, ethics, and a profound consideration of the broader societal implications it may bring.
Another student, Paulina Velasquez, took the prompt “please, create a science fiction story about one possible future of education“ to ChatGPT, and found this:
Title: "The Quantum Academy"
In the not-so-distant future, education had undergone a profound transformation, becoming an immersive and highly personalized experience. The world had evolved, and with it, so had the way we learned.
It was the year 2055, and the Quantum Academy had just opened its doors to the world. Located atop a sprawling, crystalline campus floating in Earth's orbit, the institution marked a revolutionary shift in the realm of education. The Quantum Academy was more than a school; it was an experience, a glimpse into the future.
Again, the bot starts with some world building. Here we get a space station along with ascended higher learning. Next, a character appears:
Sophia, a curious and determined 16-year-old, was one of the lucky few who had been admitted to the Quantum Academy. She had grown up in a world of holographic textbooks, virtual classrooms, and augmented reality field trips, but this was a whole new level.
ChatGPT sends her to school:
The Quantum Academy operated at the cutting edge of science and technology, offering a truly futuristic education experience.
In this educational utopia, the traditional concept of classrooms had vanished. Each student was given a Quantum Personal Learning Assistant (QPLA), a powerful AI entity that served as a guide and mentor throughout their academic journey. The QPLA was more than just an algorithm; it was an entity that understood its students deeply, shaping lessons based on their individual learning patterns, passions, and strengths.
Every day at Quantum Academy began with a personalized holographic message from the QPLA. It introduced a new lesson, displayed in stunning 3D holograms, covering topics ranging from quantum physics to interstellar history. These lessons were not mere lectures but rather immersive simulations that allowed students to experience history, science, and art firsthand.
Sophia's favorite part of the academy was the Holochamber, a room equipped with mind-bending technology. She could step into the Holochamber and be instantly transported to the Egyptian pyramids during the time of the pharaohs, or witness the birth of a new star in a distant galaxy. She could interact with historical figures, ask questions, and even participate in events as a "virtual time traveler."
The Quantum Academy encouraged hands-on learning, too. Students could design experiments in virtual laboratories, create their own digital art installations, and even code their own AI companions. They explored different cultures and languages by conversing with native speakers from around the world via real-time language translation implants.
As Sophia progressed through her education, she found herself working on collaborative projects with students from every corner of the globe. The Quantum Academy had a vast network of space stations, each functioning as a hub for students to interact and collaborate. Together, they tackled global issues, brainstormed solutions to climate change, and even engineered plans for sustainable colonies on Mars.
This new educational paradigm extended beyond the academic realm. The Quantum Academy encouraged students to embrace creativity, critical thinking, and empathy. Virtual reality experiences taught them to see the world from various perspectives, fostering a deep understanding of different cultures and viewpoints.
Upon graduation from the Quantum Academy, students were not just well-versed in subjects but also well-prepared for the challenges of a rapidly changing world. They had become global citizens, armed with the knowledge, skills, and attitudes needed to address complex issues with innovation and compassion.
The Quantum Academy was a harbinger of a bright future where education was not just about knowledge transfer but about nurturing curious minds and shaping empathetic hearts. It had reinvented the way humanity learned, propelling it toward a future where students like Sophia could dream of the stars and have the tools to reach them.
There’s a *lot* going on there, from differentiating creative thought apart from academics (!) to the emphases on hearts and implants (!). And again, a concluding paragraph wrapping things up.
Paulina then iterated the prompt in a new direction, one we haven’t discussed in class: “Create a similar story that talks about the use of education for militarization.”
Title: "The Mechanized Academy"
In the not-so-distant future, education had taken a dark turn, becoming a tool for militarization and control. The world had evolved, and with it, so had the way society groomed its soldiers and enforcers.
It was the year 2055, and the Mechanized Academy stood as a foreboding monument to this new era. Nestled in the heart of a sprawling, heavily fortified complex, the institution was not a place of enlightenment, but one of indoctrination. The Mechanized Academy was more than a school; it was a factory, churning out soldiers for a global military industrial complex.
There seems to be a common starting template: title, theme, quick sketch of world. Then introducing a character:
Alex, a young and impressionable 16-year-old, had been forcibly enrolled in the Mechanized Academy. Raised in a world of surveillance drones, augmented soldiers, and omnipresent government control, his destiny had been preordained. He was to become a loyal instrument of the state, his mind and body sculpted to serve its interests.
And then send that person to school:
The curriculum at the Mechanized Academy was devoid of the arts and humanities, replaced by a relentless focus on combat tactics, weapon mastery, and ideological conformity. Students were subjected to a ruthless regime of physical training, psychological conditioning, and obedience testing. Individuality was eradicated, replaced with a rigid hierarchy of ranks and unquestioning allegiance to the state.
Each day at the Mechanized Academy began with a blaring alarm and the sight of uniformed instructors barking orders. Lessons were not informative but rather coercive, instilling a belief in the righteousness of the state's objectives. The students were subjected to propaganda, constantly reminded of the "external threats" that justified their militarization.
Alex's most dreaded experience was the VR Torture Chamber. In this grotesque simulation, he was subjected to virtual scenes of brutal conflict, desensitizing him to violence and suffering. The Mechanized Academy aimed to turn him into a ruthless machine, devoid of empathy or remorse.
The Academy encouraged students to inform on one another, fostering an atmosphere of suspicion and fear. Those who showed resistance to the indoctrination faced isolation, re-education programs, or worse. Dissent was swiftly quashed, and the price of non-conformity was high.
As Alex progressed through his "education," he found himself participating in live-fire exercises, drone piloting, and even cyber warfare training. He was molded into a loyal soldier, ready to follow orders without question and to suppress any form of rebellion or dissent.
Upon graduation from the Mechanized Academy, students emerged as a formidable, loyal force, ready to defend the interests of the ruling regime. They were not empowered with knowledge but rather equipped with the tools of oppression, ready to enforce the will of the state with unwavering obedience.
Recall how ChatGPT offered one story as a nominal utopia? Now we get the dystopian opposite in full, dark flower. There’s so much going on here, including the horrific use of technology.
The bot once more wrapped up with a concluding paragraph:
The Mechanized Academy was a harrowing harbinger of a bleak future where education was not about enlightenment but about control. It had redefined the way society groomed its enforcers, propelling it toward a dystopian world where free thought and independent will had been erased. In this dark reality, students like Alex were not encouraged to dream of a better world but were tasked with defending the status quo, no matter the cost.
We didn’t have time to bring this into class, but I’d really like to. It links with some of the distressing themes in the stories we read. There’s so much to discuss.
Meanwhile, after checking on student work again, I returned to the shared screen, fired up a third textbot, Bing, and used the same original “fictional story” prompt. Results came quickly:
Here is a fictional story about one possible future of higher education:
In the year 2030, higher education has undergone a radical transformation. Instead of attending traditional universities, students can enroll in online courses offered by various platforms, such as Microsoft Bing Academy, Google Learn, and Amazon Ed. These courses are designed by experts in different fields and use artificial intelligence to provide personalized feedback and guidance. Students can also interact with other learners and mentors through virtual reality and chatbots.
The courses are not limited by time or location, and students can choose their own pace and schedule. They can also earn credits and certificates that are recognized by employers and institutions around the world. Some courses even offer immersive experiences, such as internships, projects, and simulations, that allow students to apply their skills in real-world scenarios.
One of the benefits of this new model of higher education is that it reduces the cost and barriers to access quality education. Anyone with an internet connection and a device can enroll in any course they want, regardless of their background or financial situation. This also creates more opportunities for lifelong learning and career development, as students can update their skills and knowledge anytime they need.
However, there are also some challenges and risks associated with this new model of higher education. One of them is the lack of social interaction and community that traditional universities provide. Some students may feel isolated or lonely when learning online, and may miss the chance to form meaningful relationships with their peers and professors. Another challenge is the quality and credibility of the online courses. Some platforms may offer low-quality or outdated content, or may not have adequate standards or accreditation. Students may also face issues such as plagiarism, cheating, or fraud when taking online exams or assignments.
Therefore, in order to ensure a positive and successful learning experience, students need to be careful and selective when choosing their online courses. They also need to be self-motivated and disciplined when studying online, and seek out opportunities to connect with other learners and mentors. Moreover, they need to be aware of the ethical and social implications of their online activities, and respect the rights and responsibilities of being a digital citizen.
I hope you enjoyed this story. If you have any feedback or questions, please let me know. 😊
[smiley in original]
Interestingly, Bing didn’t offer any web sources. It usually does so in my experience. Perhaps the fictional nature turned off that setting.
All of this took perhaps 15 minutes. Wanting to keep exploring generative AI, I next asked the class to use AI image applications to create visuals for science fiction stories about higher education’s futures. As an example, I asked Craiyon to “Illustrate a science fiction story about the future of higher education.” It responded with its customary 3x3 matrix of images:
These reminded me of some circa 1970 science fiction paperback covers. Each has a grain of story or nascent idea. I could imagine using some to illustrate a moment in a story. Several might inspire humans to write. Science fiction was strong in them, but not many evidence signs of higher education, save a Grecian-style building in #7 and perhaps an academic gown in #3.
Next, I asked DALL-E to try the same prompt. The first results were heavy on the act of drawing, with an emphasis on hands and quills, so I changed the prompt to just “a science fiction story about higher education's future.” The results:
As usual, the texts are bonkers. The images have some academic touches, like chalkboards (2+3) and a laptop (1).
Students started generating images. One, Paulina Velasquez, gave me permission to share two of hers, based on the prompt "a university from the future that's in space called 'Philosophy Nexus.'" On her own she found and used an app that was new to me, Gencraft:
Now those are much more in line with academic visuals. The second makes me think of Plato’s Academy, at least a little.
What to make of this exercise?
As proof of concept we’ve shown that generative AI is capable of creating texts and images for the general topic of speculative fiction about higher education’s future. We’ve also demonstrated that prompt engineering opens up a wide range of results.
As a classroom exercise, this was pretty narrowly focused, and I hesitate to generalize much, but do have a few thoughts. First, students took over their AI exploration and went in different directions, which I adore. Second, results were good fodder for classroom discussion, tying into class themes. Third, remote and in-person students were able to do this equally, meaning the exercise works for HyFlex situations. Fourth, instructors and students alike can coax LLMs into producing fiction for curricular purposes.
I’m not sure which other classes would work well for this. Multimedia design and media studies courses could have a field day. Classes about fiction and especially literary theory could find this useful. I also wonder about the function of stories in other fields, from philosophy (ethics always turns on stories) to the sciences (how to communicate with narrative).
Taking this further, I can imagine exercises based on further student work. In terms of format, students could develop a story, a graphic novel using images and text, or a video. They should also be able to write analyses and critiques of the results.
One final note: I should emphasize how fast this was. Students already knew that ChatGPT existed, and we’d done some prompt exercises, so we just plunged right in and got results. We spent most of the time just reading.
PS: I’m headed to Chicago for the EDUCAUSE conference early next week. I’d be delighted to meet readers there. I’m also leading a workshop on AI, called “Generative AI as a Deep Agent of Chaos for Higher Education,” which should be fun. I think it’s sold out, but I hope to share my materials soon.
*Hernan Ortiz, “The Punishment Room”; Padgett, “Mimsy Were The Borogoves”; Suzette Haden Elgin, “For The Sake Of Grace”; Saxey, “Not Smart, Not Clever”; Wagner, “University, Speaking.”
**Shared and projected screens: it’s a hyflex class, with some students in person and others remote. So the in-person class has a big screen for us to see, while remote learners used their devices to watch Zoom.