Generative Artificial Intelligence : Generative AI In Education

Citation And Generative AI

• How to Cite ChatGPT - APA Style Guide
• Citing Sources : ChatGPT and Other Generative AI - Touro University Libraries (New York)
• Faculty Guide to ChatGPT & AI Tools: Frequently Asked Questions – Touro University Libraries (New York)
• Student Guide to ChatGPT & AI Tools: Frequently Asked Questions – Touro University Libraries (New York)

• The Ethics of Disclosing The Use Of Artificial Intelligence Tools In Writing Scholarly Manuscripts

Hosseini, M., Resnik, D.B., & Holmes, K. (2023). The ethics of disclosing the use of artificial intelligence tools in writing scholarly manuscripts. Research Ethics, 10, 440-465. doi: 10.1177/1747016123118044

Article summary: recommend that researchers disclose the use of LLMs in the introduction or methods section to describe detailed uses of prompts ; use in-text citations and references for the use of LLMs ; record LLM prompts and answers as supplementary material or in appendices ; LLMs cannot be an author 

Prompt Engineering And Generative AI

CLEAR Framework for Prompt Engineering

From: Lo, L.S. CLEARer Dialogues with AI: Unpacking Prompt Engineering for Librarians [webinar] – CHOICE Media Channel (September 2023)

Concise

Logical

Explicit

Adaptive

Reflective

Concise

• Use clear, simple language.
• Prioritize critical information.
• Be succinct.
• Remove irrelevant details.

Logical

• Structure information in order.
• Establish context and relationships.
• Ensure logical flow.

Explicit

• Define instructions and format.
• Specify length, sources, terminology.
• Set tone, reading level restrictions.
• Provide examples.

Adaptive

• Be flexible – rephrase and restructure.
• Use multiple, follow-up prompts to narrow your question.

Reflective

• Carefully evaluate AI responses.
• Identify areas for improvement.
• Use insights to refine further strategies for engagement.

See also:

• Lo, L. S. (2023). The art and science of prompt engineering: A new literacy in the information age. Internet Reference Services Quarterly, 27, 203-210. doi: 10.1080/10875301.2023.2227621

Request through ILL

• Lo, L. S. (2023). The clear path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49, 102720. doi: 10.1016/j.acalib.2023.102720

Request through ILL

• Microsoft Learn. Introduction to Prompt Engineering (2023, July 18).

Articles, Reports & Resources On Generative AI In Education

• ACUE Toolkit - Teaching With AI - toolkit includes :
  • Basics of generative AI interactive video
  • History of artificial intelligence infographic
  • Artificial intelligence vocabulary terms
  • Take the AI quiz
  • Explore and purchase ACUE's AI quick study courses

• Artificial Intelligence and the Future of Teaching and Learning : Insights and Recommendations - Office of Educational Technology. U.S. Department of Education (May 2023)

• ChatGPT Has Entered The Classroom: How LLMs Could Transform Education - Researchers, Educators And Companies Are Experimenting With Ways To Turn Flawed But Famous Large Language Models Into Trustworthy, Accurate ‘Thought Partners’ For Learning

Extance, A. (2023). ChatGPT has entered the classroom: how LLMs could transform education. Nature, 623. 474-477. doi: 10.1038/d41586-023-03507-3

• How Does ChatGPT Perform On The United States Medical Licensing Examination? The Implications Of Large Language Models For Medical Education And Knowledge Assessment

Gilson, A., Safranek, C.W., Huang, T., Socrates, V., Chi, L., Taylor, R.A., Chartash, D. (2023). How does ChatGPT perform on the United States Medical Licensing Examination? The implications of large language models for medical education and knowledge assessment. JMIR Med Educ. 9. e45312. doi: 10.2196/45312

• Is AI Going To Transform Higher Education And How?

Press, G. (2024, Feb 14). Is AI going to transform higher education and how? Forbes. (features Shlomo Engelson Argamon - Associate Provost for AI and Professor of Computer Science at Touro University)

• Let ChatGPT Be Your Teaching Assistant - Strategies For Thoughtfully Using AI To Lighten Your Workload

Mollick, E. & Mollick, L. (2023, April 26). Let ChatGPT be your assistant. Harvard Business Publishing Education.

• Stop Focusing On Plagiarism, Even Though ChatGPT Is Here - Create A Culture Of Academic Integrity Instead

Peters, M. (2023, September 13). Stop focusing on plagiarism, even though ChatGPT is here. Harvard Business Publishing Education.

• Student Use Cases For AI - Start By Sharing These Guidelines With Your Class

Mollick, E. & Mollick, L. (2023, September 24). Student use cases for AI. Harvard Business Publishing Education.

• Part 1 : AI As Feedback Generator - Harnessing The Power Of Instant Input

Mollick, E. & Mollick, L. (2023, September 24). AI As Feedback Generator. Harvard Business Publishing Education.

• Part 2 : AI As Personal Tutor - Customizing The Student Learning Experience

Mollick, E. & Mollick, L. (2023, September 24). AI as personal tutor. Harvard Business Publishing Education.

• Part 3 : AI As Team Coach - Elevating The Success Of Group Work

Mollick, E. & Mollick, L. (2023, September 24). AI as team coach. Harvard Business Publishing Education.

• Part 4 : AI As Learner - Challenging Students To Teach

Mollick, E. & Mollick, L. (2023, September 24). AI as learner. Harvard Business Publishing Education.

• 10 Best AI Detection Tools For Teachers & Professors - College Transitions (October 13, 2023)

• Why All Our Classes Became AI Classes - Strategies For Teaching And Learning In A ChatGPT World

Mollick, E. & Mollick, L. (2023, February 8). Why all our classes became AI classes. Harvard Business Publishing Education.

• Why Teachers Should Explore ChatGPT’s Potential — Despite The Risks : Many Students Now Use AI Chatbots To Help With Their Assignments. Educators Need To Study How To Include These Tools In Teaching and Learning — And Minimize Pitfalls

No authors listed. (2023). Why teachers should explore ChatGPT's potential - despite the risks [Editorial]. Nature, 623. 457-458. doi: 10.1038/d41586-023-03505-5