Hello students! Today, we are going to be getting started with ChatGPT. That’s what we will be focusing on in this presentation. We have been talking about generative AI and ChatGPT, but now we are going to take a step towards getting started.
Before we dive into ChatGPT, let me explain a few things and provide some orientation. There is quite a bit of diversity within the classroom when it comes to attitudes, views, and familiarity with ChatGPT. Some students have no familiarity with ChatGPT, while others are very familiar. Additionally, there are students with positive views, neutral views, and even misgivings about ChatGPT and its use in the classroom.
Given this diversity, we need to approach the use of ChatGPT in a way that allows for common ground. Our goal is to explore the potentials and challenges of using ChatGPT in a general psychology classroom. We want to provide clarity and address concerns such as cheating, privacy, hallucination, bias, and dependency.
Let’s start with the concern of cheating. ChatGPT has the ability to do academic work, which raises concerns about students using it in unethical ways. While I won’t provide easy answers to this question, I believe it’s better to bring ChatGPT into the open and help students use it ethically. In fact, we will make using ChatGPT part of the assignment, which raises the question of whether it’s cheating to use ChatGPT when it’s explicitly required.
Privacy is another important concern. When you share information with ChatGPT, it goes to the company behind it, not to our school. While the company has a privacy policy, it’s important to exercise caution and consider what information you are comfortable sharing in public spaces.
Hallucination and bias are also concerns when using ChatGPT. ChatGPT can sometimes make things up or reproduce biases present in the text it was trained on. We will examine the output of ChatGPT and explore the presence of hallucination and bias.
Lastly, we address the concern of dependency and diminished learning. If we rely too heavily on ChatGPT to do our thinking for us, we may become dependent on it and compromise our learning experience. However, if we use ChatGPT as a writing coach, asking questions, providing feedback, and guidance, we can stay within the zone of proximal development and enhance our learning.
In conclusion, the use of ChatGPT in a general psychology classroom raises important considerations. By addressing concerns and exploring the potentials of ChatGPT, we can create a personalized learning experience that leverages the benefits of AI while maintaining the integrity of the learning process.
