Nicole Moskowitz
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Workshop AI for Research: From Introduction to Conclusion more
Teaching is one of the busiest professions, with teachers averaging 15-20 hours of overtime a week. When you add the “publish or perish” culture of teaching in universities, it is easy to constantly work, yet slowly become out of touch with recent developments, especially concerning AI. This workshop is aimed for teachers who want to use AI for research, but are new to it or don’t know where to start. Two research focused AI websites (SciSpace and Ai2 Scholar QA / Asta) will be demonstrated. These are commercial AI but have free versions, which will be used. Demonstrations will include finding relevant research, asking research questions, statistical analysis, and making chart/graphs for results sections. Demonstrations will be followed by participants trying them out, with the presenter assisting. Please bring laptops or tablets. If you’ve been meaning to look into AI geared towards research, but have never found the time, feel intimidated, or don’t know where to start, please join us as we explore these 2 programs. The presenter has no personal benefit from or connection to these websites, they are strictly being utilized for educational and research purposes.
Presentation Ways to use AI for writing classes without just copy/paste, and student survey results more
AI chatbots have been shown to have positive effects on students' learning outcomes mainly due to the delivery of quick feedback, yet other studies have found that both students and educators have mixed perceptions of AI feedback, preferring it in supplementary form alongside educator-delivered feedback. How can teachers teach AI usage, give both kinds of feedback, and develop AI critical thinking? In this presentation, a task will be explained which attempts to tackle this problem. Participants (N=25) were second-year university students taking a required English writing class, for one 15-week semester. In week 1 (W1), students were taught how to use ChatGPT efficiently. They then completed weekly writing tasks during W2-W13, where they were required to make a mind map, write for 10 minutes without technology, then edit their writing with AI. The teacher also provided individual and general class-wide feedback. In W14-W15, a survey was conducted regarding AI instruction, usage, and opinions and preferences on both types of feedback. The survey results indicated positive perceptions of using AI, interest in more instruction and usage of AI for writing, as well as confirming preference for both AI alongside educator feedback.