Julie Masura
Classroom Policies
I presently do not have classroom policies concerning AI. Since participating in this group, I see the potential for incorporating a policy for my syllabus. At this time I will not adopt a policy, because I am not sure what the consequences will be from me. I will continue to explore this and utilize the CoP website as a reference/starting point.
Assignment/Activity
Learning Outcomes
Develop an introduction to data-driven written assignment
Utilize AI to write the introduction to the data-driven written assignment
Distinguish between the written introduction and the AI generated introduction
Tools/Resources Used
Approximate Time to Complete
The scaffolded writing assignment typically takes 6 weeks to complete.
The additional exercise to generate an AI generated introduction may take 30 minutes. This will include time to create the account and follow the prompts from the program used.
The reflection may take 30 minutes to write up and revise.
Total time for this exercise is approximately 60 minutes.
Step-by-step Instructions
Write the introduction to your data-driven writing assignment. Once complete, have your introduction reviewed by a peer and edit based on their feedback.
Use an AI writing generator to generate an introduction for your data-drive writing assignment.
Compare and contrast your submission with the one generated by AI.
Which do you feel best represents your work?
What characteristics of the AI generated introduction tend to reveal this is not your writing?
How have you used AI in your academic work in the past?
What do you see as the benefits of using AI to generate written work? Drawbacks?
Reflections on Creating the Assignment
The assignment was designed after one shared by a colleague during our last session with the community of practice. When the idea was shared, I felt this might be a great tool for students to use to create better introductions and conclusions to the scaffolded data-driven writing assignment. In preparing the assignment, I found learning how to sign-up and use the program resulted in a shallow learning curve. I am curious to review the reflections created by the students after using this tool.
Post-Implementation/Testing Reflection
What about your project worked well? What would you revise for future iterations?
Because this learning community experience was conducted in Autumn, my online course was already deployed and some of my students had already completed the majority of the assignments (4 of 40 of them). It would have been inappropriate to change the assignments this quarter. I will be using the assignment during winter/spring in one of my upper-division geoscience courses.
When you tested this policy or assignment, how did you feel working through the steps?
To be discussed after employing these.