Let's hallucinate, take the kids along

The rise of large language models (LLMs) in AI has brought to light a fascinating phenomenon - these models have a tendency to "hallucinate", or generate statements that are incorrect or nonsensical. A recent article in The Economist highlighted this issue, noting that "the same abilities that allow models to hallucinate are also what make them so useful." Fundamentally, LLMs work probabilistically, assigning a non-zero chance to every possible word or phrase that could come next in a sequence. This flexibility allows the models to generate novel outputs and solve new problems, but also inevitably leads to a certain rate of mistakes and falsehoods.

Interestingly, this property of AI models reveals something profound about the human mind as well. Our remarkable ability to imagine, create and solve problems is inextricably linked to our capacity for error. Just like LLMs, human thinking is fundamentally generative and probabilistic - we are constantly making predictions and filling in gaps based on prior knowledge and contextual cues. And in doing so, we inevitably make mistakes, jumping to conclusions and seeing patterns where none exist. In a sense, "hallucination" is a built-in feature of human cognition, not a bug.

This insight has important implications for how we approach education and learning. Too often, our educational systems are overly focused on eliminating errors and inculcating "correct" answers. While accuracy is certainly important, an excessive emphasis on being right all the time can stifle creativity and limit our ability to generate novel ideas and solutions. To truly tap into the power of the human mind, we need to create space for productive mistakes and flights of imagination.

So perhaps we should spend less time trying to prevent students from ever being wrong, and more time teaching them how to recover from errors, distinguish fact from fantasy, and harness their imaginative abilities in positive ways. By embracing a bit of beneficial "hallucination", we may actually enhance our ability to discover truth and expand the boundaries of human knowledge. The key is striking the right balance - letting our minds roam free, while also exercising our critical faculties to rein in our fantasies when needed. In this way, we can learn from the foibles of AI to better understand and cultivate the powers of our own marvelous minds.

Recommended syllabus statement on the use of AI

 

• Recommended syllabus statement on the use of AI

Any feedback is welcome

Writing instructors, why are you surprised by AI?

Why do you look surprised?  Since the 1970s, there has been a shift in your field. This change was not about refining the minutiae of grammar or punctuation. Rather, it was a movement toward valuing the creative process in writing. Think of pioneers like Donald Graves, Lucy Calkins, and Peter Elbow. They were not merely toying with new ideas; they were fundamentally altering how writing is taught, influencing college-level instruction as well.

The advent of AI technology has accelerated a shift that was already underway. Historically, while there was vocal support for creative and critical thinking, the reality often leaned towards assessing grammar and spelling. It was simpler to grade based on these concrete elements. Judging originality and creativity posed greater challenges, especially when justifying grades during student appeals.

However, it is becoming clear that the reliance on traditional assessment is no longer sustainable. It is time to genuinely embrace what has been acknowledged for decades. The focus should shift more towards teaching originality, creativity, authenticity, discernment, and critical thinking. Ideas should be valued over mechanical accuracy.

A crucial aspect of this evolution is teaching students to write with AI assistance. This approach does not diminish writing standards. Instead, it raises the bar for the final product. Students should learn to use AI as a tool to enhance their writing, not as a substitute for critical thinking or creativity.

Dear writing instructors, the time has come to adapt. And you know how to do it better than anyone else. The gradual shift many of you have been working on, is now upon us. This is a moment for re-evaluating, rethinking, and embracing a new phase in education where AI complements and enhances the teaching of writing. The future is here, and it aligns with the trajectory you have been following.

Why AI is unlikely to replace teachers

The allure of a tech-driven utopia in education is not new. Radios, televisions, the internet, MOOCs – each has been heralded as a harbinger of the traditional teacher's obsolescence. Today, AI steps into this familiar spotlight, with some prophesizing a future with fewer educators. Understanding this perspective isn't challenging, given the enormity of public education's budget, the stubborn inequalities it harbors, and its notorious resistance to reform. However, the notion of significantly reducing teacher numbers through AI implementation seems, at best, a distant fantasy.

Chatbots, the latest prodigies of AI, have proven to be exceptional personal tutors. They can tailor information delivery to individual needs, offering a level of customization that traditional education struggles to match. But here's the rub: education is not merely about transferring information. It's about fostering a unique educational relationship that optimizes learning. For all its sophistication, AI lacks the capacity to replicate this.

AI indeed creates a paradise for autodidacts. Those with a natural inclination towards self-directed learning, armed with motivation and discipline, find in AI a boundless resource. However, the majority aren't autodidacts. They thrive in a relational context that not only motivates but also facilitates learning. This is a foundational principle in major learning theories, from Vygotsky's social development theory to Bandura's social learning theory and Bruner's constructivist theory. The invisible labor of a teacher or a college instructor lies in creating and nurturing this context. Presently, there is nothing in AI that can substitute this critical human element.

Furthermore, educational institutions have become integral to societal fabric, not merely as centers of learning but as community hubs. Imagining what millions of children and young adults would do without the structure of schools and colleges opens a Pandora's box of societal and developmental questions. These institutions require adult presence, not just for educational delivery, which AI might partly assume, but for the overarching environment of care and socialization they provide.

My prognosis? Unlike other industries where automation has resulted in significant workforce reductions, the field of education, particularly the teaching staff, will likely remain unscathed in this aspect. There's no need for panic among educators, but there is a need for adaptation. Learning to harness AI's capabilities will be crucial, not to replace teachers, but to complement them, freeing up time for the more nuanced, relational, and affective aspects of their roles. Additionally, educators must remain agile, adapting curricula to include skills that future employers will value, ensuring students are well-equipped for the evolving workforce.

In essence, AI in education is not a replacement, but a tool – one that, if used wisely, can enhance the educational experience without displacing its most vital component: the human educator.

AI use is not a sin

The enduring influence of Puritan ethics in American culture presents an intriguing dichotomy. This historical ethos, with its deep roots in hard work and discipline, colors modern perspectives on technology and learning. I am really worried about the disproportional efforts to catch students using AI, as if it was somehow sinful on its own.

Puritan ethics, born from 16th and 17th-century religious reformers, celebrated hard work as a moral virtue. This belief, that success must be earned through effort and toil, subtly shapes American attitudes towards technology, including AI in education. Critics of AI in this realm often argue that it makes learning 'too easy', equating ease with moral decay. They yearn for the 'authenticity' of traditional learning methods, where struggle is seen as the only legitimate path to knowledge.

However, it's crucial to acknowledge that learning does indeed require effort; growth is impossible without it. But this effort need not be synonymous with drudgery. Suffering and effort are not interchangeable. The assumption that struggle is inherently valuable and that ease is inherently suspect is a limited view, overlooking the broader purpose of education.

The Puritanical echo in the debate over AI in education is ironic. The ethos was about self-improvement, yet rejecting AI tools seems counterproductive. AI can democratize and personalize education, making it more accessible and tailored to individual needs.

The overuse of ethical judgments in this context reflects a broader issue. Ethics is often oversimplified, leaving little room for the complexities of life. This misuse of ethics, particularly in education, can hinder innovation.

In re-evaluating these inherited ethical frameworks, it's essential to recognize that ease in learning isn't antithetical to the values of hard work and achievement. Education's true goal is empowerment and enlightenment, and AI offers a transformative potential in reaching this goal.

I'll tell you what's unethical (a rant)

Ah, the great ethical quandary of our times in education – the use of AI! Picture this: earnest educators standing as the last bastion of traditional wisdom, decreeing “Thou shalt not use AI,” with a fervor that's almost admirable, if it weren't so quaintly misplaced. This isn't just a classic case of misunderstanding technology; it's like watching someone trying to ward off a spaceship with a broomstick.

Now, let's talk about restrictions. In education, where reason should reign supreme, the rationale for any restriction must be more substantial than "because it’s always been this way." When an educator waves the flag of prohibition against AI, one can't help but wonder: where’s the logic? It’s a bit like saying you shouldn’t use a calculator for fear it might erode your abacus skills.

Here's a thought to ponder: the only justifiable ground for restricting AI use in education is if, and only if, it hinders the development of a foundational skill – one that's essential for crafting more complex abilities required for advanced learning. And, let’s not forget, the burden of proof rests with the person setting the limits. Which skill, exactly, is prevented from being developed by the use of AI? If you can explain it to students, then yes, be my guest, ban away.

AI is a very good tutor. Yes, it makes mistakes sometimes, but it is infinitely patient and always available, no appointment necessary. No need to be embarrassed when asking for the umpteenth example to illustrate an elusive concept. To withhold this resource from students isn't just a tad unethical; it's like hiding the key to a treasure chest of knowledge and saying, “Oops, did I forget to mention where it is?”

So, what's ethical and what's not in this grand AI debate? Anything that facilitates learning and growth is a big yes in the ethical column. Casting aspersions on AI without a valid reason or depriving students of its benefits is unethical.

The larger, real question we should be asking is this: What defines ethical practice in education? Is it clinging to the past because it’s comfortable, or is it embracing the future and all the tools it brings to help our students soar? At the end of the day, what’s truly unethical is anything that hinders progress under the guise of misguided caution. After all, isn't education all about unlocking doors, not closing them?

What does AI reveal about relational pedagogy?

In the ongoing narrative of education's transformation, AI's integration has prompted a profound reassessment of what constitutes uniquely human skills. Stephen Wolfram astutely observed that AI hasn't so much humanized computers as it has highlighted the machine-like aspects of certain human abilities, such as writing. This insight extends powerfully into the realm of education, reshaping our understanding of teaching and its intrinsic human elements.

Traditionally, teaching has been viewed primarily as a process of instruction, a transmission of knowledge from teacher to student. However, the advent of AI in education challenges this perspective. AI's ability to deliver instruction, personalize learning, and even interact with students reveals that the instructional aspect of teaching is not exclusively human after all. Machines can replicate, and in some cases, surpass human efficiency in these areas. This realization prompts a crucial question: if machines can instruct, what then is the unique value that human educators bring to the table?

The answer lies in the relational aspect of teaching, an area where AI cannot succeed. AI's emergence has inadvertently cast a spotlight on the importance of relationship-building in education, underscoring its irreplaceability. The human teacher's role evolves from being a mere conveyor of knowledge to a mentor, a guide, a catalyst for emotional and social growth. In this light, the human educator's value is redefined, emphasizing those qualities that machines cannot replicate: empathy, emotional intelligence, and the ability to inspire and motivate.

This shift in perspective is part of a broader redefinition of what it means to be human in an age increasingly dominated by machines. As AI takes over tasks that were once thought to require human intelligence, we are compelled to re-examine and emphasize those domains that are uniquely human. The essence of humanity is being recalibrated, focusing more on emotional, social, and creative capacities - areas where humans excel and machines falter.

In the context of education, this recalibration has profound implications. It suggests that the future of teaching lies not in competing with AI in cognitive tasks but in embracing and enhancing the relational, emotional, and creative aspects of education. Teachers, liberated from the routine cognitive aspects of their work by AI, can focus more on developing deep, meaningful relationships with students, fostering their emotional and social growth, and nurturing their creativity.

This evolution does not diminish the teacher's role; rather, it elevates it. Educators become the custodians of those aspects of learning that are quintessentially human. The classroom becomes a place where not just intellectual but emotional and social skills are developed, where students learn not just from machines but from the rich, complex interactions with their teachers and peers.

AI's integration into education does more than just streamline teaching; it prompts a reevaluation of the teaching profession and a redefinition of humanity itself. As AI assumes more cognitive tasks, the unique value of human educators comes into sharper focus, centering on the relational and emotional aspects of teaching. This shift heralds a new era in education, one where the human element is not just preserved but celebrated and elevated, defining a future where humans and machines work in tandem to create a richer, more holistic educational experience.

Assessing writing with AI

Writing with AI is a complex skill that overlaps with traditional manual writing, but it is not the same. Many instructors struggle to grasp this new skill because it is unfamiliar to them. Teaching something you haven't mastered is challenging, leading to noticeable unease at all educational levels. Even those eager to incorporate AI in teaching, often open to new innovations, face this difficulty. The issue essentially lies in redefining the objectives of writing instruction. If the belief is that students should ultimately write independently, then traditional practice is paramount, leaving no role for AI tools. However, the more challenging conceptual shift is recognizing the need to teach students how to write with AI. This is like the transition from penmanship to typing. We lose something in this shift: the beauty, the discipline, and the rigorous exercises of handwriting. I recall diligently practicing letter formations in my first-grade penmanship class. Although I was never adept at it and gladly transitioned to typewriters when they became accessible, I understand the pain of losing the esteemed art of writing, cherished for centuries. This pain, particularly acute for those who have spent decades mastering and teaching writing, must be acknowledged. Yet, this shift seems inevitable. We are dealing with a technology that is being adopted faster than any in history, and it is not a passing fad. The benefits are too clear. We face a stark paradox: educators use AI to create lesson plans and assessment rubrics, yet often bar their students from using the same technology. This is unsustainable and awkward. 

As a profession, we are only taking the first steps in integrating AI into writing instruction. Here's another baby step: I revised Sacramento State University's Undergraduate Writing Portfolio Assessment criteria, considering the new skill of "wrating." 

Writing Placement for Juniors Portfolio (WPJ)

5 - Exceptional Wraiter: Demonstrates mastery in "wraiting," producing AI-assisted compositions at a publishable level in their respective discipline. Showcases exceptional skill in generating rich, engaging prompts and collaboratively refining AI outputs. Exhibits a deep understanding of AI's strengths and limitations, skillfully navigating these in producing original, high-quality work.

4 - Strong Wraiter: Effectively employs AI tools in "wraiting," producing texts of high quality that reflect a sophisticated understanding of AI's capabilities. Demonstrates the ability to create rich prompts and engage in the iterative process of refining AI-generated content. Shows a clear grasp of AI's strengths and limitations, using them to enhance original thinking and critical evaluation.

3 - Competent Wraiter: Demonstrates a solid understanding of "wraiting," using AI tools to assist in writing tasks. Capable of creating effective prompts and engaging in the process of refining AI outputs. Shows awareness of the strengths and limitations of AI in writing, but may require further guidance to fully exploit these in creating high-quality texts.

2 - Developing Wraiter: Beginning to understand the role of AI in "wraiting." Can generate basic AI-assisted texts but requires further instruction in creating effective prompts and refining outputs. Shows potential in understanding AI's strengths and limitations, but needs more practice to integrate these effectively in writing tasks.

1 - Emerging Wraiter: Early stages of grasping "wraiting." Struggles with effectively using AI tools, often producing clichéd, uninspired texts that lack human input and originality. Needs substantial guidance in understanding AI's capabilities, constructing prompts, and refining AI-generated content.

0 - Incomplete Portfolio: Portfolio does not demonstrate the basic competencies in "wraiting" or effective use of AI in writing tasks. Requires additional work to understand and skillfully employ AI tools in the writing process. What do you think?

If a robot can beat your writing assignment, it is time to rethink it

The rise of machines, with AI bots like OpenAI's ChatGPT replicating human-like text generation, compels us to question our education system's foundations. Is reflective or expository writing a valid assessment when AI can mimic average student work? The answer isn't straightforward. However, this crisis provides an opportunity to redefine our understanding of writing and its relation to thought.

The advent of AI challenges us to de-emphasize the mechanics of writing, such as grammar, style, and syntax, that a machine can master. Instead, we should focus on more complex aspects of writing that are inherently human: original thought, artful language, and narratives that resonate with the human experience. This shift, although jarring, is necessary. It signals not just a technological revolution, but a cultural, intellectual, and educational upheaval.

The AI revolution illuminates a harsh truth: traditional education and assessment methods are no longer sufficient. The challenge is to teach students not just to write well, but to think originally, create artfully, and understand deeply. In the face of the machine, we must thrive in domains that are distinctly human.

In this technological metamorphosis, we're compelled to redefine our work and our value. Perhaps we are not merely creators, analysts, or workers. Perhaps we are artists, thinkers, dreamers. And perhaps, in this transition, we will find our survival and our redemption.

We must revisit traditional teaching methodologies, challenging the efficacy of our current writing assignments. As educators, a simple test can provide clarity: input your exact writing assignment into ChatGPT. If the AI produces a B-grade paper, it's time to rethink.

One option is to replace the writing assignment with an alternative assessment, such as oral exams, multiple choice, or short answer tests. Another option is to transform the assignment to require students to engage with AI, like ChatGPT. This approach would involve designing assignments that test not just writing ability, but also the capacity to evaluate AI outputs critically, discern the nuances differentiating human intellect from AI, and incorporate these insights creatively. In response to ChatGPT, dramatically raise your expectations of student writing, for now they have a lot of help.

AI's advent should be viewed not as a threat, but as an opportunity to explore new pedagogical frontiers. Our learning community is leading this exploration into AI-integrated education, and we invite all to join this journey.

In essence, AI's rise can help us rethink education. We must focus not just on subject mastery, but also on developing original thinking, creativity, and nuanced intelligence. In the face of the machine, we can still shine in our distinctly human domains, thriving in this technological metamorphosis. The future of education, interwoven with AI, might look different, but it promises a realm of possibilities, allowing us to redefine our unique human value.