AI is in Your Classroom – Even if You Didn’t Know It!
GW Digital Humanities Institute founding co-director Alexa Alice Joubin recently spoke at a roundtable on artificial intelligence and higher education.
From AI that write papers, essays, and poems, to those that create art or write computer code, these technologies are quickly impacting on many aspects of higher education.
In her presentation, Prof. Joubin sees both danger and opportunity in the new software — one of the dangers being the way ChatGPT can encourage mistaking synthesis for critical thinking.
On the plus side, it can encourage students to apply high-level editorial and curatorial skills to material generated by ChatGPT. “AI text is actually very repetitive at this point in time,” Joubin said, while noting that it can be expected to improve. ChatGPT may also not be reliable for current events such as the Russian invasion of Ukraine.
But the technology is not going away, and the discussion of its use in the classroom will be ongoing. Read the full GW Today story here.
Speakers: Alexa Alice Joubin (Digital Humanities Institute), Katrin Schultheiss (History), Ryan Watkins (Education), and Lorena Barba (Mechanical and Aerospace Engineering)
Join colleagues from across George Washington University to learn more about how recent advancements in Artificial Intelligence (AI) technologies (such as, chatGPT) are now being used in university classrooms, labs, and offices.
From AI that write original papers, essays, and poems, to those that create art or write computer code, these technologies are quickly impacting on many aspects of higher education.
In this initial faculty conversation, we will discuss what each of us should know about these recent advancements, and how we can grapple with the multiple implications for our teaching, research, and service.
The event is a collaboration of colleagues in humanities, social sciences, and STEM disciplines, and will focus on the promises and perils of AI in higher education as the first of an on-going series at GW.
