Process > Product

I’m in the process of completing an online asynchronous class called "Artificial Intelligence in Education." This week, we were assigned to curate our own "Generative AI Museum," where we selected three "artifacts" created using AI tools and shared them along with reflections and our chat transcripts.

While I thought my classmates’ AI-generated artifacts were great, I found myself way more intrigued by their prompts and chat transcripts. It was fascinating to see people's thought processes unfold. They had vastly different approaches in their interactions with the chatbots. Some provided minimal detail, while others pasted in large chunks of pre-written text. Some accepted the first-generation output without adjustments, while others micromanaged every line. What this experience elucidated for me is that, as writing instructors, assessing how students use these tools is becoming just as important—if not more so—than evaluating the writing itself.

I also spent some time experimenting with designing spaces in SchoolAI today (the barrage of robotic YouTube ads finally got me). I was just playing around with it and was struck by its flexibility. However, I think its most relevant feature is that it gives' teachers access to students’ interaction transcripts with the AI. Moving forward, writing assessment is going to heavily involve instructors and students reflecting on and giving feedback geared towards students' interactions with chatbots. That said, I don't really have a good idea of what that looks like right now. It's all still relatively new to me. In reality, this is also still assessing students' original writing too.

My challenge to myself in the next couple of months is to see if I can effectively incorporate this tool/approach into lessons and establish an assessment method for students’ interactions with LLMs that makes sense.