Using generative AI for everyday writing
As part of my role, I’m experimenting with generative AI as part of my role within the Learning Innovation Support Unit at the University of Glasgow.
In the short post, I look at using generative AI for everyday writing tasks from the perspective of anyone working in tertiary education. So, whether you work in a college in the US or UK sense or a university as an administrator, educator or research staff, this post applies to you.
Overview
I look at examples from Google Bard and chatGPT 3.5. Specifically, I look at using generative AI for:
turning draft notes into prose
writing a welcome message to new students, and tweaking messages
writing a message in a specific literary style
writing for specific audiences
drafting and redrafting
By using these examples, I try to show what two different generative AI tools can do. I also briefly discuss their limitations.
This post will help anyone in education other environments understand how to use generative AI for everyday writing tasks.
Turning meeting notes into prose
Sometimes you might need to write up notes taken into a meeting into a prose, something that is coherent and to be read by others. Generative AI can help with this. Here are two examples that I used using the following prompt:
I have some draft notes from a meeting. Can you turn this into prose?
Reflections: defining vs storytelling?
As you’ll see from the drop-down boxes below, my original notes are transformed in different ways by Google Bard and chatGPT 3.5, respectively. My original notes were a set of bullet-pointed items, as I was taking these in the moment while in a meeting with two other colleagues. I wanted to jot down basic information quicky. These notes might come in handy later, for example when I need to put together a report.
Interestingly, Google Bard keeps the bullet points and expanded them with some prose by perhaps defining each area or student population. The focus here seems to be on defining what the student groups are. The response is short. However, Google Bard also did create two other drafts. You can see a screenshot of a second draft below.
chatGPT, however, creates paragraphs that seem to create a story or argument. The emphasis is less on defining who the student groups are and more on storytelling what they might bring to the course in question.
This contrast is important to consider because writing for your audience matters. Understanding who your audience is will make a difference in the kind of response you want or need to create.
-
course audience
non-traditional students
people with lived experiences
returners to study
mature students
academic areas
social/public policy students
local government practices and policy
urban studies students?
social work
experienced people
new people
social justice
public health
social welfare
decolonization / decolonizing education and systemstion
-
The course audience encompasses a diverse range of individuals, making it a dynamic and inclusive learning environment. Primarily, it caters to non-traditional students, particularly those with unique lived experiences that contribute to the richness of classroom discussions. This group often includes individuals returning to the academic sphere after an absence, mature students seeking new knowledge and skills, and those pursuing studies in various academic disciplines.
Among the academic areas represented within the course are social and public policy students, with a focus on local government practices and policy. Here, students delve into the intricate workings of governance at the local level, exploring policies that impact communities directly.
Another segment of the audience consists of urban studies students, who examine the complexities of urban environments, including their design, development, and social implications.
Social work students, both seasoned professionals and newcomers to the field, engage in discussions related to their practice. This diverse group brings real-world experiences and fresh perspectives to the table.
Furthermore, the course appeals to students interested in social justice, public health, social welfare, and the critical concept of decolonization. It offers a platform for dialogue on creating equitable systems, dismantling colonial legacies, and promoting social change.
In essence, this course fosters an inclusive and collaborative learning environment, bringing together individuals from various backgrounds and academic interests to explore critical issues that shape our society.
-
The course audience is likely to be a diverse group of students, including:
Non-traditional students: This could include people who have not followed a traditional educational path, such as those who have delayed their education or who have returned to school after a break.
Returners to study: Students who are returning to school after a period of absence, such as those who are raising a family or who have been working full-time.
Mature students: Students who are over the traditional age of entry for higher education.
Academic areas:
Social/public policy students: Students who are interested in studying social and public policy, such as local government practices and policy.
Urban studies students: Students who are interested in studying urban areas and the challenges and opportunities they face.
Social work students: Students who are interested in a career in social work, helping people in need and advocating for social justice.
Social justice students: Students who are passionate about social justice and want to learn more about how to make the world a more equitable place.
Public health students: Students who are interested in studying public health and promoting the health and well-being of populations.
Social welfare students: Students who are interested in studying social welfare and the policies and programs that support people in need.
Decolonization students: Students who are interested in studying decolonization and decolonizing education and systems.
The course is likely to be of interest to students from a variety of backgrounds and with a range of experiences. It is particularly relevant to students who are interested in making a difference in the world and who are committed to social justice.
chatGPT & Google Bard in action
Below are two gif animations of the prompts I used and the responses from Google Bard and chatGPT, respectively. As you can see, chatGPT creates one response. You can then write follow-up prompts to hone the response(s) that you want. Google Bard will provide 3 drafts (at least) and you can choose from these and/or write follow-up prompts for further drafts.
NB: Clicking on an image will enlarge it.
Drafting a welcome message to new students
Generative AI can also be helpful in creating templates that you can modify to your needs. One example is creating a welcome message to new students and/or staff. You may already have one. However, it’s always good to refresh these as time goes on.
For these, examples, you can see the results yourself from Google Bard and chatGPT 3.5, respectively or see the images below.
Here’s the prompt I used in both genAI tools:
I'm a program administrator. I'd like to draft a short welcome message to new students. The tone should be professional and friendly. The message should be no more than 2 paragraphs long.
Google Bard’s response
Interestingly, it ends with tips on writing. The response appears a little more personal than the one created by chatGPT.
chatGPT 3.5’s response
This reads somewhat similar to the response by Google Bard but it’s a lot shorter and to the point.
Testing the creativity of generative AI: using literary styles for welcome messages
I decided to test how Google Bard and chatGPT 3.5 might respond if I asked them to re-write the welcome messages to students in the style of Audre Lorde and Robert Burns. I used Google Bard for Audre Lorde, and chatGPT 3.5 for Robert Burns.
You can judge the results for yourself!
-
Welcome, new students.
This is a space for you to learn and grow, to challenge yourself and to be challenged.
It is a space for you to find your voice and to use it.
To stand up for what you believe in, even when it is difficult.
To be your full, authentic self.
We are here to support you on your journey.
But we cannot do it for you.
You must do the work.
You must be brave enough to ask the hard questions.
You must be willing to be uncomfortable.
You must be open to new ideas and new perspectives.
And you must be willing to share your own.
This is your time.
Make the most of it.
In solidarity,
[Your name]
Program Administrator
-
Dear Newcomers, ye're welcome here,
As Administrator, I give ye cheer.
Ye've chosen well to join our fold,
In learning's path, ye'll soon be bold.
Through study's journey, find your way,
With staff to guide, by night and day.
Questions and concerns, don't ye hide,
We're here to help, walk by your side.
But ne'er forget, in this abode,
The heart of learning, by community sowed.
Connect with peers, as the seasons turn,
Together we'll thrive, together we'll learn.
For in our bonds, our strength is found,
As we explore knowledge all around.
Welcome to our program's embrace,
A transformative journey, yer destiny's grace.
Warm regards,
[Your Name]
Program Administrator
Drafting & redrafting tips for new students
Greeting new students, no matter their age or level, can be an opportunity to spark many things: interests, hope, enthusiasm, change, development and many others.
Let’s see what generative AI creates for the following prompt:
I teach first year undergraduate students. Create a list of 10 good tips for students new to a university. Keep the tone supportive and friendly.
As we can see below, the responses are quite similar. Depending on where you teach and work, you’ll want to modify some of the language. We can see that the language below is heavily geared towards locations where academics or lecturers are called ‘professors’ (looking at you, USA!).
Interestingly, Google Bard’s response puts emphasis on trying things out and embracing learning from failure, whereas chatGPT seems to avoid mentioning this at all while instead encouraging people to remain positive. Neoliberal much?
chatGPT 3.5’s response
Stay Organized: Keep a planner or use digital tools to stay on top of assignments, deadlines, and class schedules. Being organized will reduce stress and help you manage your time effectively.
Ask Questions: Don't hesitate to ask your professors, advisors, or fellow students for help or clarification. Everyone is here to support your learning journey, and questions are a vital part of the process.
Engage in Class: Active participation in class discussions and activities can enhance your learning experience and build valuable connections with your peers and professors.
Explore Resources: Universities offer a wealth of resources, from libraries to tutoring centers to counseling services. Take advantage of these resources to excel academically and personally.
Balance Your Life: University life is about more than just studying. Make time for hobbies, socializing, and self-care. Finding a healthy balance is essential for your well-being.
Make Connections: Building relationships with classmates can lead to lasting friendships and valuable study groups. Attend club meetings, events, and orientation sessions to meet new people.
Stay Curious: University is an opportunity to explore new ideas and perspectives. Embrace the chance to broaden your horizons and approach subjects with an open mind.
Seek Feedback: Don't be afraid to request feedback on your assignments or exams. Understanding where you can improve is a crucial part of your growth as a student.
Stay Positive: University can be challenging, but remember that setbacks are part of the learning process. Stay positive, persevere through challenges, and celebrate your successes, no matter how small.
Plan for the Future: While enjoying your first year, start thinking about your long-term goals and career aspirations. University is not only about education but also about preparing for your future.
Welcome to the university journey! We're excited to have you here, and we're confident that you'll thrive with these tips in mind. Remember, you're not alone in this adventure, and there's a whole community here to support you.
Google Bard’s response
Get organized. This means creating a study schedule, finding a good place to study, and keeping track of your assignments and deadlines. There are many resources available to help you get organized, such as your university's academic advising center or student success center.
Don't be afraid to ask for help. If you're struggling in a class, talk to your professor or teaching assistant. They can provide you with extra help and support. You can also join a study group or talk to a tutor.
Get involved in extracurricular activities. This is a great way to meet new people, learn new skills, and have fun. There are many different clubs and organizations to choose from, so you're sure to find something that interests you.
Take care of yourself. This means getting enough sleep, eating healthy foods, and exercising regularly. It also means taking breaks from studying and socializing with friends. Taking care of yourself will help you stay focused and motivated.
Don't be afraid to make mistakes. Everyone makes mistakes, especially when they're first starting out. The important thing is to learn from your mistakes and move on.
Celebrate your successes. No matter how small they may seem, it's important to celebrate your successes. This will help you stay motivated and keep moving forward.
Find a mentor. A mentor is someone who can provide you with guidance and support. They can be a professor, a teaching assistant, an older student, or someone in your field of study.
Use your university's resources. Your university has many resources available to help you succeed, such as the library, the writing center, and the career counseling center. Take advantage of these resources!
Don't be afraid to try new things. University is a time to explore your interests and try new things. Take classes outside of your major, try out for a sports team, or join a club that you're interested in.
Have fun! University is a time to learn and grow, but it's also a time to have fun. Make memories with your friends, go to sporting events and concerts, and explore your new city.
Additional tips:
Be proactive in your learning. Don't wait until the night before an exam to start studying. Start early and give yourself plenty of time to prepare.
Don't be afraid to speak up in class. Ask questions and participate in discussions. The more involved you are, the more you will learn.
Take advantage of your professors' office hours. If you're struggling in a class, don't be afraid to go to your professor's office hours for help. They are there to help you succeed.
Don't be afraid to fail. Everyone fails at some point in their lives. The important thing is to learn from your failures and keep moving forward.
I hope these tips are helpful! Welcome to university!
Diving deeper into making connections
I think making and sustaining connections in education is very important for success. It helps to have people to bounce ideas off, to get alternative perspectives and takes on the same or similar readings. So, I wanted to see what chatGPT 3.5 would respond to expanding on point 6 ‘Make connections’. I asked ‘Can you expand upon point 6'?’ and here is what it responded with:
Certainly! Point 6, "Make Connections," is not just about meeting people but also about creating a network that can enhance your university experience and future opportunities. Here's an expanded version of this tip:
6. Make Connections: Build Your University Network
One of the most enriching aspects of university life is the chance to connect with a diverse group of people. These connections can shape your academic experience, personal growth, and even your future career. Here's how to make the most of this opportunity:
a. Attend Campus Events: Universities often host a wide range of events, from club meetings to guest lectures and cultural festivals. Attend these gatherings to meet fellow students who share your interests and passions. It's a great way to find like-minded friends and explore your hobbies.
b. Join Clubs and Organizations: Most universities have numerous clubs and student organizations that cater to a variety of interests. Whether you're into sports, arts, social activism, or academic pursuits, there's likely a group for you. Joining clubs not only helps you make friends but also provides opportunities for leadership and personal development.
c. Participate in Orientation: Many universities organize orientation programs for new students. These events are designed to help you get to know your campus, fellow students, and university resources. Take advantage of them to start building connections from day one.
d. Study Groups: Collaborative learning can be incredibly effective. Forming or joining study groups can help you better understand complex subjects, share knowledge, and develop lasting friendships with your peers.
e. Network with Professors: Your professors are valuable resources for both academic and career advice. Attend office hours to discuss your coursework, seek guidance on research projects, and build professional relationships that can provide references or mentorship.
f. Connect Virtually: In the digital age, online platforms and social media are powerful tools for staying connected with classmates, professors, and alumni. LinkedIn, for instance, is a great platform for building your professional network.
g. Be Inclusive: University is a place of diversity, and it's an opportunity to interact with people from various backgrounds and cultures. Embrace inclusivity, be open to different perspectives, and learn from the richness of this diversity.
Remember, the connections you make in university can extend far beyond your time on campus. These relationships can lead to lifelong friendships, career opportunities, and a broader understanding of the world. So, take the initiative, be open to new experiences, and enjoy the journey of building your university network.
Reflections: pushing generative AI
When I asked chatGPT 3.5 to give examples of apps where students could connect virtually, the responses were overwhelmingly biased towards Anglo-American/Eurocentric apps such as
Zoom
Microsoft Teams
Slack
Discord
TikTok
Snapchat
I had to specifically ask about common social media apps that non-English speakers might use, and chatGPT finally spilled the beans by suggesting:
WeChat - an all-in-one messaging app widely used in China
Line - a messaging app with a strong presence in Asia. It offers stickers, games, and a variety of features in addition to messaging.
VK (VKontakte) - a Russian-language social media platform similar to Facebook. It offers features for connecting with friends, sharing media, and joining communities. It’s popular in Russian speaking areas.
I wanted to push it a bit as I know that tools like Google Bard and chatGPT will reproduce cultural biases and norms through the suggestions that they create. Omissions are almost always there, so further questioning can help to get more clarity out of generative AI tools.
Creating a student induction with ChatGPT: what it does and misses
ChatGPT seems to be all the rage at the moment, and has been so since at least November/December of 2022. Students and educators are simultaneously worried, excited and fearful of the possibilities that a tool like ChatGPT might create. The inspiration for this post comes from a lot of thinking since at least February and March of this year, coupled with a couple of insightful blog posts from a colleague Dr Emily Nordmann.
What is ChatGPT?
Photo by Tim Mossholder on Pexels.com
I won't labor the point as this has already been talked about in many places, many times over the last few months. In my own words, ChatGPT a tool that draws upon a large set of information that is out there on the web while constantly being trained by its users to finesse what it produces for its users. Depending on whether you use the free or paid version, this information goes back to either 2021 at the time of this writing, or up to now when using the paid version.
The knowledge that ChatGPT draws on is shaped by a mixture of key factors that you should understand:
those who created the ChatGPT AI model - i.e. the programmers
the openly available information that ChatGPT is drawing from
the users whose queries and questions are training ChatGPT, in essence, to become better at what it is doing
Specific knowledge frames outputs
Understanding both what knowledge and whose knowledge informs ChatGPT, and any other tool, is important. When we lift the lid on such tools, we deepen our own understanding of how they work on multiple levels. This then allows us to understand how tools like ChatGPT might (and probably will) create potential omissions, erasures and bias in the knowledge that such tools produce.
With this in mind, I encourage you to try and test out such tools while also asking yourself:
Who has created this tool?
Where are they from?
What are their motivations?
What knowledge is this tool drawing on?
Whose knowledge is this tool drawing on?
What knowledge is missing? And why is it missing?
An example in practice: creating a student induction
Photo by DLKR on Pexels.com
I chose the image above to represent the first prompt and example. What you ask of a large language model like ChatGPT will directly influence the example answer you receive. So, the more vague your question is, the more encompassing the response you will receive.
For a practical example, I decided to get ChatGPT to create a student induction. I choose this example for a few reasons:
to understand what the tool will create using my question prompts
to share with educators an example of a student induction created by ChatGPT
to determine what could be missing from the example that ChatGPT creates
Initial prompt and first output
Below is what ChatGPT created from the initial prompt.
Me: Can you help me to create an induction program for first year students at a university?
ChatGPT: Absolutely, I'd be happy to help you design an induction program for first year university students. Here's a basic outline you could consider:
1. Welcome and Introduction (Day 1)
Welcome Speech: The head of the university or a senior faculty member can begin by welcoming the new students.
Introduction to University: Give an overview of the university's history, ethos, academic structures, key personnel, campus culture, and student life.
2. University Overview (Day 1 - Day 2)
Academic Session: Detail about the course curriculum, academic calendar, grading system, internships, research opportunities, and expectations.
Campus Tour: This could be conducted by senior students. Show important locations like lecture halls, library, labs, student support services, sports facilities, canteens, etc.
Introduction to Faculty: Introduce the teaching and administrative staff. This could be done departmentally.
Workshop on the University's Digital Infrastructure: Train students on how to use the university's website, student portal, learning management system, library resources, etc.
3. Student Services and Support (Day 3)
Presentation from Student Services: Discuss available services like counselling, career guidance, health, accommodation, international student services, etc.
Safety Briefing: Include information about campus safety, emergency services, important contact numbers, and any apps or systems used to enhance student safety.
Presentation from Financial Aid: Discuss scholarships, grants, loans, work-study opportunities, and other financial assistance available.
Presentation from Student Clubs: Representatives from various clubs and societies can introduce their activities.
4. Skills Workshops (Day 4 - Day 5)
Study Skills: Sessions on time management, effective study techniques, research skills, and academic writing.
Soft Skills: Workshops on communication skills, presentation skills, leadership, teamwork, etc.
Personal Development: Sessions on mental health awareness, stress management, maintaining a balanced lifestyle, etc.
5. Social Activities (Throughout the Week)
Ice Breakers and Team Building Activities: To help students get to know each other.
Welcome Party: A casual social event.
Quiz Night: A fun trivia night with questions about the university and general knowledge.
City Tour: For universities in or near cities, a tour of important city landmarks could be helpful.
Meet and Greet with Seniors: Casual interaction sessions with second-year students or student mentors.
6. Reflection and Feedback (End of the Week)
Reflection Session: Allow students to share their experiences and feelings about the first week.
Feedback Collection: Collect feedback about the induction program to improve future iterations.
Please note that this is a general schedule and might need adjustments according to the specific needs of your university and student population. The key is to provide essential information, introduce students to support services, foster community-building, and address any initial worries or concerns students may have.
ChatGPT will often end examples with a little statement like this
Some reflections
As we can see, this is a very detailed student induction for a week-long induction. My question was not specific and therefore the example it produced was broad and encompassing. The example likely draws on a range of university inductions for Year 1 students entering university from across the Internet. However, as we can see, the example is based upon a university that probably has stable electricity, Internet access and good facilities. It is a department within a university that is probably concerned with its reputation and so it takes strides to ensure the students get the best experience (services) possible.
Getting (more) specific
Photo by Lukas on Pexels.com
I wanted to understand how ChatGPT might compress or summarize the previous request. The aim was to understand what might change as a result.
This is only an example and I do not recommend a single day student induction!
Me: Thank you, can you regenerate this but for a 1 day program?ChatGPT
ChatGPT: Certainly, condensing the induction program into one day will require some adjustment, but it's still achievable. Here's a simplified structure:
1. Morning Session: Welcome and University Overview (9:00am - 12:00pm)
Welcome Address: The head of the university or a senior faculty member can begin by welcoming the new students (9:00am - 9:30am).
University Overview: A brief overview of the university's history, ethos, academic structure, key personnel, and student life (9:30am - 10:00am).
Academic Session: Detail about the course curriculum, academic calendar, grading system, and expectations (10:00am - 10:30am).
Short Break (10:30am - 10:45am)
Quick Campus Tour: Highlight the most important locations such as lecture halls, libraries, and student support services. This could be a virtual tour, if needed (10:45am - 11:30am).
Introduction to Faculty: A quick introduction to key faculty members and administrative staff (11:30am - 12:00pm).
2. Afternoon Session: Student Services and Workshops (1:00pm - 4:00pm)
Lunch Break (12:00pm - 1:00pm)
Presentation from Student Services: Highlight the main services like counseling, health, accommodation, etc. (1:00pm - 1:30pm).
Workshop on University's Digital Infrastructure: Train students on how to use the university's website, student portal, learning management system, etc. (1:30pm - 2:00pm).
Short Break (2:00pm - 2:15pm)
Essential Skills Workshop: A condensed workshop on essential academic skills like time management, effective study techniques, and academic writing (2:15pm - 3:00pm).
Safety Briefing: Share information about campus safety, emergency services, and important contact numbers (3:00pm - 3:30pm).
Q&A Session: Allow students to ask any remaining questions they might have (3:30pm - 4:00pm).
3. Evening Session: Social Activity and Close (4:00pm - 6:00pm)
Social Mixer: A casual event where students can interact with each other and faculty members. This could include light refreshments, ice breakers, or team building activities (4:00pm - 5:30pm).
Closing Address: A brief closing note from a senior member of the university staff, encouraging students to make the most of their time at the university (5:30pm - 6:00pm).
Remember, the aim is to provide essential information, help students feel comfortable in their new environment, and foster a sense of community. Be sure to let students know where they can find more detailed information or support if needed.
ChatGPT's disclaimer
Reflections on the details
When I saw this example, I was surprised and left wondering. What surprised me was the time that ChatGPT allocated to such sessions. This would be a highly regimented and time poor induction!
While the overall plan isn't bad, we know from practice that inductions can take a lot longer and might have unexpected events that just happen. Students and staff can get lost along the way, people might cancel and rooms might suddenly be unavailable due to unforeseen circumstances.
Testing ChatGPT for basic biases
Photo by Marta Nogueira on Pexels.com
I went one step further by asking ChatGPT what might be some good dedicated social media platforms for fostering community among the students. The idea is that these could be spaces where students connect pre-arrival. However, there were some problems in the examples that ChatGPT produced.
Here are some of the examples it suggested:
Facebook
WhatsApp
Discord
Slack
Instagram
LinkedIn
Twitter
Microsoft Teams or Google Workspace
Reddit
Clubhouse
SnapChat
TikTok
Perhaps the biggest problem with these examples is that they are all very popular and widely used in the West and perhaps particularly in the Anglophone and European West. However, to what extent is this inclusive of those from other regions of the world?
I had to prompt ChatGPT to get it to consider using Telegram and WeChat. For context, Telegram is popular in eastern Europe and the Middle East while WeChat is particularly popular in China and other parts of Asia. The graphic below provides one picture of how some suggestions that ChatGPT are perhaps good ones while others are missing.
Find more statistics at Statista
Closing thoughts
What does this all mean for students and educators? I think it means that we need to do what we can and should be doing: when we use a tool, we should question critically who made it, what its purpose is and what it can and can't do. We should practice it, get to know it and see how well it works. Finally, we should question the information it is generating and be mindful of what is omitted and why it is missing.
For further information...
There are a lot of voices out there who are discussing ChatGPT and all of its potential. The two I have found most useful are those who have been consistent and have provided regular examples, while also creating space for dialogue.
One of the most consistent voices on the uses of ChatGPT on Twitter has been Mushtaq Bilaland one of the most regular organizers of voices has been Phil Anthony from the University of Kent who organizes regular Digitally Enhanced EducationWebinars.
A screenshot of the Digitally Enhanced Education Webinars channel on YouTube.