I doubt students learned - or would remember - anything from an AI-generated paper in 20 minutes.
Teaching research? Then invite them to actually DO research. Do research about something in your school or community that matters to the students. Conduct interviews or observations. Design and conduct a short survey. Design it and defend your design. Collect data then reflect on the experience. Do a basic analysis and explain why you did it that way. Give a presentation, preferably including people from outside the classroom - answer their questions. Write about it, their own thoughts about what they learned by asking questions.
Even better, do research in teams, learn to collaborate.
I no longer teach but when I did this is how I taught. Students did something they were proud of, beyond earning a grade. It was a lot more fun teaching, too, because even lackluster students were engaged.
You can’t get AI to do it. You can’t copy from someone else or download it. Collaborative, active learning means LEARNING by DOING. Research projects, service-learning, are the experiences students will remember long after they graduate!
Thanks for the comment, Janet. I think you're conflating two different issues. Service learning and academic research are two very different things. By all means, get into the community and make connections with local constituents and engage. My point is simply that for serious academic researchers, deep research models will be the way in which advanced students conduct research in the future. Graduate students do not tend to write their dissertations by going out into the community. They need to do literature reviews and learn what has already been done in their field - all of which is going to be easier and faster with AI.
As someone who teaches writing to (and coaches) PhD students on a regular basis, I have to tell you that this post terrifies me. But I am going to force myself to process it and to figure out how to use this information. Thanks for sharing.
Yes. And these are the infant models. I will be curious how subsequent generations of graduate students produce research. Fortunately there is still enough undigitized primary source material and other texts that require deeper research, but I was on a call with the founders of Elicit and for many of the graduate students who use that platform, if it isn't available digitally, it doesn't exist.
I doubt students learned - or would remember - anything from an AI-generated paper in 20 minutes.
Teaching research? Then invite them to actually DO research. Do research about something in your school or community that matters to the students. Conduct interviews or observations. Design and conduct a short survey. Design it and defend your design. Collect data then reflect on the experience. Do a basic analysis and explain why you did it that way. Give a presentation, preferably including people from outside the classroom - answer their questions. Write about it, their own thoughts about what they learned by asking questions.
Even better, do research in teams, learn to collaborate.
I no longer teach but when I did this is how I taught. Students did something they were proud of, beyond earning a grade. It was a lot more fun teaching, too, because even lackluster students were engaged.
You can’t get AI to do it. You can’t copy from someone else or download it. Collaborative, active learning means LEARNING by DOING. Research projects, service-learning, are the experiences students will remember long after they graduate!
I wrote a book about designing, teaching, and evaluating collaborative learning: Learning to Collaborate, Collaborating to Learn: Engaging Students in the Classroom and Online. https://www.routledge.com/Learning-to-Collaborate-Collaborating-to-Learn-Engaging-Students-in-the-Classroom-and-Online/Salmons/p/book/9781620368053
Follow @Dr. Jane R. Shore for more great ideas!
Thanks for the comment, Janet. I think you're conflating two different issues. Service learning and academic research are two very different things. By all means, get into the community and make connections with local constituents and engage. My point is simply that for serious academic researchers, deep research models will be the way in which advanced students conduct research in the future. Graduate students do not tend to write their dissertations by going out into the community. They need to do literature reviews and learn what has already been done in their field - all of which is going to be easier and faster with AI.
https://futureofbeinghuman.com/p/openai-deep-research-ai-scholarship
As someone who teaches writing to (and coaches) PhD students on a regular basis, I have to tell you that this post terrifies me. But I am going to force myself to process it and to figure out how to use this information. Thanks for sharing.
Yes. And these are the infant models. I will be curious how subsequent generations of graduate students produce research. Fortunately there is still enough undigitized primary source material and other texts that require deeper research, but I was on a call with the founders of Elicit and for many of the graduate students who use that platform, if it isn't available digitally, it doesn't exist.