ChatGPT: What have we learnt, what do we need to learn next?
ChatGPT: What have we learnt?
What do we need to learn next?
I was honoured to join a TEQSA/CRADLE panel yesterday, the 3rd in a series on the implications of ChatGPT (or GenAI more broadly) for higher education. Nearly 3000 people registered, with >1200 joining live, reflecting either the gravity of the situation now facing us — or the consequences of AI and assessment becoming mainstream media fodder! It’s both in fact.
In the 2nd panel in March, in my 8min slot I flagged the absence (at that early stage) of any evidence about whether students have the capacity to engage critically with ChatGPT. So many people were proposing to do interesting, creative things with students — but we didn’t know how it would turn out.
But 3 months on, we now have:
- myriad demos of GPT’s capabilities given the right prompts
- a few systematic evaluations of that capability
- myriad proposals for how this can enable engaging student learning
- and a small but growing stream of educators’ stories from the field
- with peer reviewed research about to hit the streets.
Educators can now articulate the range of critical engagement that their students are displaying, and I share what we’re learning at UTS from some of our leading educators who have been introducing assessments integrating ChatGPT. We now need to track how well these, and other interesting proposals, for AI-informed learning and assessment translate across diverse contexts.
I also urge us to harness the diverse brilliance of our student community in navigating this system shock, sharing what we’re learning from our Student Partnership in AI.
Here are my slides, and the full replay below (jumps to my 12min talk, but watch the whole panel!)
