Ways to prevent students from using AI tools in their classrooms (Opinion)

I asked the ChatGPT AI writing tool to respond to a writing assignment I had previously taught in an Introduction to Literature course: Compare Sylvia Plath’s “Lady Lazarus” with Shakespeare’s “To Be or Not to Be” solo from village. The response from ChatGPT wasn’t perfect, but it would have been good enough to earn a good score.

Students may be tempted to use AI to complete assignments automatically because these devices are free, fast, and relatively good at emulating the academic style. Whether artificial intelligence will enhance or destroy education, faculty need effective ways to teach in a world with easy access to these powerful machines.

I have tested my assignments against several AI programs as a faculty member and director of writing across the curriculum. I might incorporate this technology into future courses, but for now, here are 10 strategies that stop students from using AI.

  1. Set a policy. Since AI writing software is relatively new, students may not know whether it is acceptable to use it. A good policy is simple and concise for students, and it also gives faculty flexibility if they decide to include it in their curriculum. Here is my current course policy: “The use of artificial intelligence (AI) to produce writing is not permitted for this course unless otherwise specified by the instructor. If a student is found to have used AI-generated content for an assignment, that student may fail the task or course.”
  2. Get to know it. At the moment ChatGPT is free to use, other programs have free trial versions. Take advantage and try. It’s easier to discover AI-generated content after working with one of these devices for a day. I’ve found that AI programs tend to respond to my writing prompts in similar ways. Keep anything these programs write for comparison with students’ writing. These typewriters will continue to improve and be less visible to humans, but until we have powerful AI detectors or other methods, faculty will have to rely on our own capabilities.
  3. Take a class field trip. Artificial intelligence programs are not yet able to write from real-world observations. In one of my assignments, students have to incorporate an art object from a campus gallery into their writing. In another task, students describe the interactions between people on campus. Not only do students enjoy these experiences because they take them out of the classroom, but there is currently no way for an AI writing program to write such papers. You can also merge files Service learning on your cycle.
  4. Course-based research is required. Interviews, surveys, experiments, and observations are challenging for students, but virtually impossible for AI to do. Incorporating one or more of these activities into a writing task will frustrate AI programs. However, be warned. These machines are capable of writing fake results. To counter this, have the students turn in any raw statements or documents as evidence of their efforts.
  5. unplug. This is the obvious thing. Have the students write short class reflections and analyzes using a pen or pencil. Without a device or internet connection, students cannot rely on artificial intelligence. Consider keeping hard copies that can be used for comparison with what the student produces using the computer.
  6. Use the test center. These centers may not be the most inspiring places on campus, but they can be a great place to focus, and they can prevent students from using artificial intelligence. Contact your test center to plan what can be used for their writing including the Internet, print articles, textbooks and other materials. Students may also find that writing in the test center provides a more focused and less distracting space to complete their work. If you do not have access to a test center, consider setting aside writing time within your classroom.
  7. Set content behind a paywall. ChatGPT and its competitors are highly trained on the content of the open access internet. By using paywalled material, these programs will struggle to produce meaningful responses from such content. Most campus libraries have access to paywall-protected content, including articles from newspapers, magazines, magazines, and even TV series or movies.
  8. Ask the student to show and tell. One tried-and-true way to encourage students to learn how to do math with limited or even no help from a calculator is to ask students to show them their own work. The same method can be used for courses with written assignments. Have students submit unedited drafts, marks, and any other materials with their final papers. Ask the students to explain their writing process, which can be done in person or on a separate assignment. If you really want to, have the students use a screen recording tool to show evidence of the process. Although some of these tactics can be fooled by the student, it makes it more difficult to rely solely on the AI.
  9. Send students to the archive. Archival materials can be rich sources of inspiration for writing. This material includes physical objects, documents, photos, audio and video. the National Archives It’s a great place to start for curriculum ideas, but many museums and libraries have collections that students can browse in person or online. Because archival material can be unique and esoteric, it is difficult for AI to write about it.
  10. Test the students on their own work. Imagine that you are a student who decides to use ChatGPT to write a paper. You read the paper once to check for major issues, edit lightly, and submit. You come to class the next day or week and are given a quiz on your own paper. Can you remember the main points? sources used? How about basic factual questions about your topic? Can you even remember the opening paragraph, body paragraph, or conclusion? Testing students on their own papers is a technique used in software writing when students are suspected of submitting stolen or paid papers. And although most faculty members don’t like using this method, it works.

Do you have other strategies for controlling how AI is used in your classroom? Let me know what you think. The more we share about our experiences with these emerging new technologies, the better we can use them as tools to help our students learn more in our classrooms.

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