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Unveiling ChatGPT’s Event Mastery: Prepping, Engaging, and Extending Your Experience

This blog post provides another use case for ChatGPT – to prepare for the event beforehand by having information about the topic and the panelists and to generate potential questions at the event. ChatGPT can also create a course syllabus based on the topics covered at the event.

UCSB will host an event called Unraveling the Secrets of ChatGPT: A Panel for Scholars and Educators on May 19th, 2023. A description of the event on the webpage states

Decoding ChatGPT has become a central topic of interest at the UCSB campus, prompting numerous discussions on its research, educational, and societal impacts. As educators, researchers, and society members, it’s crucial to delve deeper into understanding ChatGPT’s functionality, limitations, and potential implications. This panel discussion will bring together UCSB experts in natural language processing, as well as scholars examining the ethical integration of AI technology in education and its broader societal ramifications. Join us as we explore the future of ChatGPT and its role in shaping learning experiences and our society at large.

Prompt: Provide potential topics covered in this event based on the information provided on this page. https://ml.ucsb.edu/unraveling-secrets-chatgpt

Based on the information provided on the page, the event “Unraveling the Secrets of ChatGPT” at the UCSB Center for Responsible Machine Learning could potentially cover the following topics:

  1. Understanding ChatGPT: This topic will likely delve into the functionality and limitations of ChatGPT. It might also explore the potential implications of this AI model. The talk titled “What do we know about ChatGPT?” by William Wang, Director of the Center for Responsible Machine Learning, will likely cover this topic.
  2. ChatGPT in Education: The panel discussion includes Lisa Berry, a Senior Instructional Consultant in Instructional Development. This suggests that the event might discuss how AI technology like ChatGPT can be integrated into educational settings and how it can shape learning experiences.
  3. Ethical Considerations of AI: The event description mentions the ethical integration of AI technology. This could mean discussions around the ethical implications of using AI models like ChatGPT in various sectors, including education and society at large.
  4. Societal Impacts of ChatGPT: The event aims to explore the societal ramifications of ChatGPT. This could involve discussions on how AI models like ChatGPT are influencing society, potentially changing the way we communicate, learn, and interact.
  5. Natural Language Processing (NLP): Given that the panel includes experts in natural language processing, it’s likely that there will be discussions around the NLP techniques used in ChatGPT and how advancements in this field are contributing to the development of AI models like ChatGPT.
  6. Future of ChatGPT: The event aims to explore the future of ChatGPT. This could involve discussions on potential improvements, new applications, and the long-term vision for AI models like ChatGPT.

In the section titled “Understanding ChatGPT”, the following topics could be potentially covered:

  1. Introduction to ChatGPT: A brief overview of ChatGPT, its purpose, and its capabilities. This could include a discussion on how it’s used in various applications and its significance in the field of AI.
  2. Architecture of ChatGPT: An exploration of the technical aspects of ChatGPT, including its underlying architecture, the GPT model, and how it processes and generates text.
  3. Training Process: A detailed explanation of how ChatGPT is trained, including the data it’s trained on, the training process, and how it learns to generate human-like text.
  4. Functionality and Features: A discussion on the key features and functionalities of ChatGPT. This could include its ability to generate creative text, answer questions, write essays, and more.
  5. Limitations of ChatGPT: An honest discussion about the limitations and challenges of ChatGPT. This could include its inability to fact-check information, potential biases in the model, and its occasional generation of nonsensical or inappropriate responses.
  6. Safety Measures: An overview of the safety measures implemented in ChatGPT to prevent misuse and to ensure it generates appropriate and safe content.
  7. Use Cases of ChatGPT: Real-world examples and case studies of how ChatGPT is being used in various sectors like education, customer service, content creation, and more.
  8. Comparisons with Other AI Models: A comparison of ChatGPT with other similar AI models, highlighting its unique features and advantages.

In the section potentially focusing on “ChatGPT in Education”, the following topics could be covered:

  1. AI in Education: An overview of how AI, and specifically ChatGPT, is being integrated into educational settings. This could include its use in tutoring, grading, and providing feedback.
  2. ChatGPT as a Learning Tool: A discussion on how ChatGPT can be used as a learning tool to aid students in various subjects. This could include its ability to provide explanations, answer questions, and generate educational content.
  3. Personalized Learning with ChatGPT: An exploration of how ChatGPT can be used to provide personalized learning experiences. This could involve its ability to adapt to a student’s learning style and pace, and provide tailored educational content.
  4. ChatGPT in Online Learning: A discussion on the role of ChatGPT in online learning platforms. This could include its use in discussion forums, virtual classrooms, and as a tool for student engagement.
  5. Limitations and Challenges: An honest discussion about the limitations and challenges of using ChatGPT in education. This could include issues of accuracy, potential biases, and the need for human oversight.
  6. Ethical Considerations: A discussion on the ethical considerations of using AI like ChatGPT in education. This could include issues of data privacy, fairness, and the potential impact on employment in the education sector.
  7. Future of AI in Education: A look at the potential future of AI in education, including the role of models like ChatGPT. This could involve discussions on upcoming advancements, potential new applications, and the long-term vision for AI in education.
  8. Case Studies: Real-world examples of how ChatGPT is being used in educational settings, including success stories and lessons learned.

In the section potentially focusing on “Ethical Considerations of AI”, the following topics could be covered:

  1. AI Ethics Overview: An introduction to the field of AI ethics, discussing why it’s important and what it encompasses.
  2. Bias in AI: A discussion on how biases can be introduced into AI systems like ChatGPT, the potential impacts of these biases, and strategies for mitigating them.
  3. Privacy and AI: An exploration of privacy concerns related to the use of AI, including how data is collected, stored, and used in systems like ChatGPT.
  4. Transparency and Explainability: A discussion on the importance of transparency and explainability in AI systems, and the challenges in achieving these with complex models like ChatGPT.
  5. Accountability and AI: A conversation about who should be held accountable when an AI system causes harm or makes a mistake, and how accountability can be ensured.
  6. Ethical Use of ChatGPT: A specific look at the ethical considerations related to the use of ChatGPT, including its potential misuse and the safeguards in place to prevent this.
  7. Regulation of AI: A discussion on the current state of AI regulation, potential future regulations, and how these might impact the use of systems like ChatGPT.
  8. Ethics in AI Education and Research: A conversation about the importance of incorporating ethics into AI education and research, and how this is being done at institutions like UCSB.
  9. Case Studies: Real-world examples of ethical dilemmas in AI, and how they were or could be addressed.

In the section potentially focusing on “Societal Impacts of ChatGPT”, the following topics could be covered:

  1. AI and Society: An overview of how AI, and specifically ChatGPT, is impacting society. This could include its influence on communication, work, and social interactions.
  2. ChatGPT in Various Industries: A discussion on how ChatGPT is being used in various industries such as customer service, content creation, entertainment, and more. This could include its benefits and potential drawbacks in these contexts.
  3. AI and Employment: An exploration of how AI like ChatGPT is affecting the job market. This could include discussions on job displacement, the creation of new roles, and the need for upskilling and reskilling.
  4. AI and Accessibility: A discussion on how AI like ChatGPT can improve accessibility, such as providing assistance for those with disabilities or language barriers.
  5. AI and Culture: A conversation about how AI is influencing culture, including the way we communicate, consume content, and interact with technology.
  6. Ethical and Societal Considerations: A discussion on the ethical and societal considerations of using AI like ChatGPT. This could include issues of privacy, bias, and the digital divide.
  7. Future Societal Impacts: A look at the potential future societal impacts of AI and models like ChatGPT. This could involve discussions on upcoming advancements, potential new applications, and the long-term vision for AI in society.
  8. Case Studies: Real-world examples of how ChatGPT and similar AI models are impacting society, including both positive and negative impacts.

In the section potentially focusing on “Natural Language Processing (NLP)”, the following topics could be covered:

  1. Introduction to NLP: An overview of what Natural Language Processing is, its importance, and its applications in various fields.
  2. NLP Techniques in ChatGPT: A discussion on the specific NLP techniques used in ChatGPT, such as tokenization, attention mechanisms, and transformers.
  3. Evolution of NLP Models: A look at how NLP models have evolved over time, leading up to advanced models like GPT-3.
  4. Challenges in NLP: An exploration of the challenges faced in NLP, such as understanding context, handling ambiguity, and dealing with multiple languages.
  5. NLP and AI Ethics: A discussion on the ethical considerations specific to NLP, such as biases in language data and the potential misuse of text generation technology.
  6. Future of NLP: A look at the potential future of NLP, including upcoming advancements, potential new applications, and the long-term vision for NLP in AI.
  7. NLP in Education and Research: A discussion on the role of NLP in education and research, including how it’s being taught and the current areas of focus in NLP research.
  8. Case Studies: Real-world examples of how NLP, and specifically models like ChatGPT, are being used in various applications, including success stories and lessons learned.

In the section potentially focusing on “Future of ChatGPT”, the following topics could be covered:

  1. Advancements in ChatGPT: A discussion on the potential advancements in the ChatGPT model, including improvements in its capabilities, accuracy, and safety measures.
  2. New Applications of ChatGPT: An exploration of potential new applications for ChatGPT in various sectors such as healthcare, finance, entertainment, and more.
  3. ChatGPT and Emerging Technologies: A look at how ChatGPT could be integrated with other emerging technologies like virtual reality, augmented reality, and the Internet of Things (IoT).
  4. Long-term Vision for ChatGPT: A discussion on the long-term vision for ChatGPT, including its potential impact on society and how it might shape the future of AI.
  5. ChatGPT and AI Policy: A conversation about the potential future regulations that could impact the use and development of AI models like ChatGPT.
  6. Sustainability of AI Models: A discussion on the sustainability of AI models like ChatGPT, including their energy consumption and environmental impact.
  7. ChatGPT in the Global Context: A look at how ChatGPT could be used and developed in different parts of the world, considering cultural, linguistic, and socioeconomic differences.
  8. Case Studies: Future-oriented case studies or scenarios showcasing how advancements in ChatGPT could impact various sectors and society at large.

Prompt: Provide background information of William Wang, Director, Center for Responsible Machine Learning; Mellichamp Professor of Artificial Intelligence; Co-Director, UCSB NLP Group and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

William Wang is the Director of the Center for Responsible Machine Learning, the Mellichamp Professor of Artificial Intelligence, and the Co-Director of the UCSB NLP Group at the University of California, Santa Barbara (UCSB). He has a strong background in machine learning, natural language processing, and artificial intelligence, which is evident from his numerous publications and research projects in these areas.

He received his Ph.D. from the School of Computer Science, Carnegie Mellon University, and has been recognized with several awards, including the DARPA Young Faculty Award, the IJCAI Early Career Spotlight, an NSF CAREER Award, and a Sloan Research Fellowship. His research interests include machine learning (ML), natural language processing (NLP), and social media.

Given his extensive work in machine learning and natural language processing, it’s likely that he has a deep understanding of models like ChatGPT. His role as the Director of the Center for Responsible Machine Learning suggests that he is particularly interested in the ethical implications of AI and ML, including issues like fairness, accountability, and transparency.

In the context of the event “Unraveling the Secrets of ChatGPT,” it’s likely that he would be interested in discussing both the technical aspects of how ChatGPT works and the broader implications of its use. This could include topics like how the model is trained, how it generates responses, and how it can be used responsibly to avoid potential issues like bias or misinformation.

Please note that this is a general interpretation based on available information about William Wang’s professional background and interests. For more specific insights into his views, it would be best to refer to his own statements or writings.

Prompt: Provide background information of Lei Li, Co-Director, UCSB NLP Group; Assistant Professor of Computer Science and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Lei Li is an Assistant Professor in the Computer Science Department at the University of California, Santa Barbara (UCSB) and serves as the Co-Director of the UCSB NLP Group. He has a strong background in natural language processing, machine learning, and data mining.

His research interests are quite diverse and include machine translation, speech translation, multilingual NLP, text generation and summarization, reasoning and question answering, information extraction, AI for drug discovery, green and efficient ML, time series mining and prediction, and probabilistic inference and Bayesian sampling methods.

Lei Li received his Ph.D. from Carnegie Mellon University and his Bachelor’s degree from Shanghai Jiao Tong University. He has been involved in numerous research projects and has published several papers in his areas of interest.

Given his extensive background in natural language processing and machine learning, it’s likely that Lei Li has a deep understanding of models like ChatGPT. His work in areas such as machine translation, text generation, and reasoning could provide valuable insights into the technical aspects of how ChatGPT works.

In the context of the event “Unraveling the Secrets of ChatGPT,” Lei Li might be interested in discussing the technical aspects of how ChatGPT works, including how it handles machine translation and text generation. He might also be interested in discussing the broader implications of its use, including how it can be used responsibly and how it might be integrated with other technologies or applications.

Please note that this is a general interpretation based on available information about Lei Li’s professional background and interests. For more specific insights into his views, it would be best to refer to his own statements or writings.

Prompt: Provide background information of Lisa Berry, Senior Instructional Consultant, Instructional Development and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Lisa Berry is a Senior Instructional Consultant in Instructional Development at the University of California, Santa Barbara (UCSB). She works individually with faculty members to enhance their courses, plans campus-wide teaching events and workshops, and directs the TA Development Program. She has broad expertise in pedagogy, course/curriculum design, educational technologies, assessment, and evaluation of teaching. Some of her particular interests include creating authentic learning experiences, positioning students as co-creators of knowledge, and leveraging technology to make large classes feel small. Before her ten years as an Instructional Consultant, she designed and taught courses for the Environmental Studies Department at UCSB. She also teaches a course for graduate students interested in a career in college and university teaching, where students gain experience in applying pedagogical theories and evidence-based teaching into course design, implementation, assessment, and evaluation (source).

Given her background and interests, Lisa Berry might bring a unique perspective to the event, focusing on the pedagogical implications of AI like ChatGPT. She might discuss how AI can be used to enhance teaching and learning experiences, how it can be integrated into course design and curriculum, and how it can be used to create more engaging and interactive learning environments. She might also explore the ethical considerations of using AI in education, including issues of privacy, fairness, and accessibility.

Prompt: Provide background information of Rita Raley, Professor of English at UCSB and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Rita Raley is a Professor of English at the University of California, Santa Barbara (UCSB). She has a strong background in digital humanities, global Englishes, and contemporary literature. Her research interests lie in the intersection of digital media and humanist inquiry, with a particular emphasis on cultural critique, artistic practices, language, and textuality.

She is the author of “Tactical Media,” a book that explores the intersection of art, critical theory, and new media, and she has published numerous articles on digital poetics, dataveillance, and interventionist art practices.

Given her background and research interests, it’s likely that she would approach the topic of ChatGPT from a critical perspective, examining its implications for language, literature, and digital culture. She might explore questions around how AI like ChatGPT is changing our understanding of textuality and authorship, and how it fits into broader trends in digital media and culture.

Prompt: Provide background information of Norah Dunbar, Professor of Communication at UCSB and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Norah Dunbar is a Professor of Communication at the University of California, Santa Barbara (UCSB). She received her Ph.D. in Communication from the University of Arizona in 2002. Her research interests include deception detection, credibility assessment, and the use of games for learning and assessment. She has conducted research on nonverbal and verbal cues to deception, the effect of suspicion on detection accuracy, and the use of immersive virtual environments to study deceptive behavior.

She is also the current Director of the Center for Information Technology and Society at UCSB. This center focuses on understanding technology’s impact on society and individual behavior, which aligns with her interest in the use of games and virtual environments for learning and assessment.

Given her research interests and her role at the Center for Information Technology and Society, it’s likely that she would approach the topic of ChatGPT from a communication and societal impact perspective. She might discuss how AI like ChatGPT can influence communication, the potential for deception or misinformation, and the societal implications of such technology.

However, to get a more accurate understanding of her views on the topic, it would be best to refer to her specific statements or writings on the subject.

Prompt: Provide background information of Joe Walther, Director, Center for Information Technology & Society; Distinguished Professor; Bertelsen Presidential Chair in Technology and Society and their potential views on the topic of this event: https://ml.ucsb.edu/unraveling-secrets-chatgpt

Joe Walther is a Distinguished Professor of Communication and holds the Bertelsen Presidential Chair in Technology and Society at the University of California, Santa Barbara (UCSB). He is also the Director of the Center for Information Technology and Society at UCSB. His research focuses on the social and interpersonal dynamics of computer-mediated communication, which has influenced the study of relationships, online groups, and interethnic interaction. He has developed original theories on these topics, including the social information processing theory of mediated communication, the hyperpersonal model of online communication (by which people experience exceptionally intense emotions and connections), and warranting theory, among others. He is currently extending his work into new explanations for online hate (source).

Given his research interests and his role at the Center for Information Technology and Society, it’s likely that he would approach the topic of ChatGPT from a communication and societal impact perspective. He might discuss how AI like ChatGPT can influence communication, the potential for deception or misinformation, and the societal implications of such technology. He might also explore the emotional and interpersonal dynamics that can arise in interactions with AI like ChatGPT, given his work on the hyperpersonal model of online communication.

However, to get a more accurate understanding of his views on the topic, it would be best to refer to his specific statements or writings on the subject.

Prompt: Provide 5 questions for each of the topic and consider the background of the potential panelists who may present on the topic.

Section 1: Introduction to ChatGPT

  1. Can you explain the basic architecture of ChatGPT and how it works?
  2. What are the key differences between ChatGPT and other language models?
  3. How has the development of ChatGPT evolved over time?
  4. What are some of the most significant challenges in developing and training a model like ChatGPT?
  5. How does ChatGPT handle different languages and cultural contexts?

Section 2: Technical Aspects of ChatGPT

  1. Can you delve into the technical details of how ChatGPT generates its responses?
  2. How does ChatGPT handle long-term dependencies in text?
  3. What are the computational requirements for training and running ChatGPT?
  4. How does ChatGPT handle ambiguity in language?
  5. Can you discuss the role of reinforcement learning in ChatGPT’s training process?

Section 3: Ethical Considerations of ChatGPT

  1. What are the main ethical concerns associated with the use of ChatGPT?
  2. How does OpenAI address potential misuse of ChatGPT?
  3. Can you discuss the potential for bias in ChatGPT’s responses and how it’s mitigated?
  4. How does ChatGPT handle sensitive or controversial topics?
  5. What measures are in place to prevent ChatGPT from generating harmful or inappropriate content?

Section 4: Applications of ChatGPT

  1. Can you provide examples of real-world applications where ChatGPT is currently being used?
  2. How can ChatGPT be used in educational settings?
  3. What potential does ChatGPT have in the field of customer service?
  4. How can ChatGPT be used to assist in creative writing or content generation?
  5. Can you discuss any potential applications of ChatGPT in the field of healthcare?

Section 5: Future of ChatGPT and AI

  1. What are the future plans for the development of ChatGPT?
  2. How do you see AI like ChatGPT evolving in the next 5-10 years?
  3. What impact do you think ChatGPT and similar models will have on society in the long term?
  4. What are the potential implications of ChatGPT for the job market?
  5. How can we ensure that the benefits of AI like ChatGPT are distributed equitably across society?

Section 6: Q&A

  1. How does ChatGPT handle languages other than English?
  2. Can you discuss any interesting or unexpected outcomes from the development or use of ChatGPT?
  3. How does ChatGPT handle humor or sarcasm?
  4. What are some of the limitations of ChatGPT and how might they be addressed in future versions?
  5. Can you share any insights from user feedback on ChatGPT?

These questions are designed to cover a broad range of topics related to ChatGPT, from technical details to ethical considerations and future implications. They should provide a comprehensive overview of the subject and prompt interesting discussions from the panelists.

The event seems to cover topics that can be explored, like a course. So, I prompted ChatGPT to create a syllabus using this prompt:

Suggest a course syllabus based on the topics discussed above. Include learning outcomes and materials. The course is 10 weeks. Include formative and summative assessments.

Course Title: Exploring ChatGPT: Technical, Ethical, and Societal Perspectives

Course Duration: 10 Weeks

Course Description: This course provides an in-depth exploration of ChatGPT, a state-of-the-art language model developed by OpenAI. Students will gain a comprehensive understanding of the technical aspects of ChatGPT, its applications, ethical considerations, and societal impacts. The course will also look ahead to the future of AI like ChatGPT.

Learning Outcomes: By the end of this course, students will be able to:

  1. Understand the technical architecture and operation of ChatGPT.
  2. Discuss the ethical considerations and potential misuse of AI like ChatGPT.
  3. Explore the applications of ChatGPT in various sectors.
  4. Understand the societal impacts of AI like ChatGPT.
  5. Discuss the future of AI and models like ChatGPT.

Course Schedule:

Week 1-2: Introduction to ChatGPT

  • Overview of ChatGPT
  • Basic architecture and operation
  • Evolution and development of ChatGPT
  • Reading: OpenAI’s ChatGPT papers and blog posts
  • Formative Assessment: Quiz on ChatGPT basics

Week 3-4: Technical Aspects of ChatGPT

  • Deep dive into the technical workings of ChatGPT
  • Understanding language processing and generation in ChatGPT
  • Reading: Technical papers on ChatGPT and related language models
  • Formative Assessment: Group discussion and presentation on a technical aspect of ChatGPT

Week 5-6: Ethical Considerations of ChatGPT

  • Ethical concerns and potential misuse of ChatGPT
  • Bias and fairness in AI
  • Reading: Articles and papers on AI ethics
  • Formative Assessment: Case study analysis on an ethical issue related to ChatGPT

Week 7-8: Applications and Societal Impacts of ChatGPT

  • Real-world applications of ChatGPT
  • Societal impacts of AI like ChatGPT
  • Reading: Case studies on ChatGPT applications and societal impacts
  • Formative Assessment: Project on designing a novel application of ChatGPT

Week 9-10: Future of ChatGPT and AI

  • Future developments of ChatGPT
  • Long-term societal implications of AI
  • Reading: Futuristic articles and papers on AI
  • Summative Assessment: Final essay on the future of AI and models like ChatGPT

Assessment:

  • Formative Assessments (40%): Quizzes, group discussions and presentations, case study analysis, and project.
  • Summative Assessment (60%): Final essay on the future of AI and models like ChatGPT.

Materials:

  • OpenAI’s ChatGPT papers and blog posts
  • Technical papers on ChatGPT and related language models
  • Articles and papers on AI ethics
  • Case studies on ChatGPT applications and societal impacts
  • Futuristic articles and papers on AI

Note: This is a suggested syllabus and can be modified based on the specific needs and objectives of the course.


Embracing Technology in Higher Education: Lessons from the Past

As an IT and student affairs professional with a long history in higher education, I’ve seen how technology has changed various aspects of academia. New technologies often face skepticism or concerns about how they might affect the values we hold dear. By learning from our experiences, we can better understand and address these concerns. ChatGPT, an AI language model, has recently sparked discussions about academic integrity, reminding me of a similar situation.


A few weeks ago, I read an article saying we shouldn’t automate what we care about. This idea reminded me of the resistance we encountered in 2005 when we introduced electronic medical records (EMRs) to counseling psychologists on our campus. They worried that using technology would make their profession less human and personal.


But what if we think about technology differently? Instead of seeing it as a replacement for what we care about, we can use it to make routine and supporting tasks more efficient. This way, we have more time to focus on what truly matters, like giving our students the attention they need.


The adoption of EMRs is a great example. At first, counseling psychologists were skeptical, but over time they found that the technology made their work more efficient, giving them more time to spend with their clients. They realized that using technology didn’t take away the human element; it allowed them to focus more on what they cared about.


We can apply this same perspective to ChatGPT and academic integrity concerns. By having open conversations with educators and students, we can address their concerns and show them the potential benefits of using technology like ChatGPT to improve efficiency in education. By tackling the challenges directly and refining the technology, we can ensure it fits the core values of teaching and learning.


It’s important to remember that ChatGPT, or any technology, isn’t inherently good or bad. How we use, regulate, and adapt it to our specific needs determines its impact on academic integrity. By changing how we think about technology and learning from our past experiences, we can better prepare ourselves to face the challenges and opportunities of new technologies like ChatGPT, ultimately making education better for everyone involved.


ChatGPT, AI, and Higher Education

The following is a list of personal blog posts focusing on the applications and implications of ChatGPT in higher education. The topics covered range from the potential benefits and applications of ChatGPT in student learning and teaching to the risks and challenges of implementing it in campus cybersecurity and student conduct. Other topics include the impact of ChatGPT on higher education, its coding functionality, and its use in social justice and Filipino-American history education. Some posts also explore the future of higher education and the role of ChatGPT in it, and its potential to serve stakeholders through the Jobs-To-Be-Done theory.

Collection of higher education and ChatGPT resources, events, and articles.

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ChatGPT’s General Use and Implications in Higher Education

Transforming Higher Education: How AI and Skilled Educators Can Shape the Future of Learning

The Case Against Generative AI in Higher Education: 100 Arguments

The Jobs-To-Be-Done Theory and ChatGPT: How AI Can Serve Stakeholders in Higher Education

Exploring the Social Justice Implications of ChatGPT and Higher Education’s Responses

ChatGPT’s Impact on Higher Education: Examining its Applicability through Chickering’s Seven Principles for Good Practice in Undergraduate Education

Applying ChatGPT in Student Affairs Education: AI-Generated Case Studies for Realistic Learning

The Many Applications of Generative AI, Beyond Student Learning and Teaching

Exploring the Social Justice Implications of ChatGPT and Higher Education’s Responses

The Future of Education: Expert Panel Weighs in on the Metaverse, AI, and Blockchain in Higher Learning

The Future of Higher Education: A Roundtable of Higher Education Leaders: Discussing the Future of Higher Education – ChatGPT Style.

ChatGPT as Training/Quiz Generator

ChatGPT 101: An Introduction to the Revolutionary AI Technology for Higher Education IT Professionals

ChatGPT 101 for Student Health Services: An Introductory Training

Student Conduct Officers: Are You Prepared to Deal with ChatGPT?

ChatGPT as Quiz Generator

ChatGPT as a Learning Tool

Unveiling ChatGPT’s Event Mastery: Prepping, Engaging, and Extending Your Experience

The Joy of Self-Study: Learning Python with ChatGPT

ChatGPT, Explain Filipino-American history from 1965 to the present in 500 words using Taglish. (Tagalog/English)

Discovering the Power of Incidental Learning: What I Learned Alongside ChatGPT

ChatGPT and Cybersecurity

In the Line of Fire: Four Cybersecurity Tabletop Exercises for Campus Emergency Preparedness

Navigating the Cybersecurity Risks of ChatGPT in Higher Education

ChatGPT: A Game-Changer for Cybersecurity or a New Source of Threats for the Enterprise?

Navigating the Cybersecurity Risks of ChatGPT in Higher Education

ChatGPT for Workplace Efficiency

How ChatGPT’s Coding Functionality Can Save You Time and Effort: A Demo Using Google Sheets and Apps Script

ChatGPT as Interview Questions Generator

ChatGPT and Diagram IT Plugin: New Tools for Enterprise Architects

 

 


Transforming Higher Education: How AI and Skilled Educators Can Shape the Future of Learning

I once taught first-year international students an introduction to a university course. Several students mentioned they recorded their lectures because it was a challenge for them to follow their instructors with the language barrier and the instructors speaking style. They would then review their recordings after the class. With this method, students can focus on the instructor with their heads up instead of having their heads down to take notes thereby missing some visual and oral cues from the professor when they’re emphasizing essential concepts.

An instructional designer told me that seats behind the third row in a big lecture hall may as well be considered distance learning. The students who engage by asking questions and participating in discussions are few and often seated in front of the class. During the pandemic, the same instructional designer also noted that Zoom sessions might appear more intimate for students because they can see the instructor up close, including their facial expressions, rather than a minuscule figure in front of an auditorium.

The thoughts above made me think ChatGPT and other generative AI tools could enhance learning and drive transformative changes to higher education. Here are some possibilities:

Flipped classroom. Just like the first example I provided above, AI tools that summarize materials, and introduce concepts in different modes beyond lecture format that may resonate more with the student’s learning styles, can prepare students for active discussions in the classroom. Instructors can provide asynchronous materials (videos, etc.) that students can study before class, and the instructors can then use the class sessions for interactive discussions.

Guide on the side instead of the sage on the stage. Related to the idea above, if higher education is concerned about ChatGPT being used as a cheating device or leading students to become lazy/disengaged, the role of instructors could shift from someone who lectures on stage to an active facilitator. When I attended courses at the UC Berkeley Haas Business School for my executive leadership program and a leadership academy, I was in awe of the caliber of the faculty members. They were experts in their respective fields and skilled facilitators who fostered an engaging and collaborative learning environment. Using the Socratic method, they solicited students’ ideas through dialogues instead of monologues, which was a refreshing experience for a student like me.

Personalized learning. Generative AI as a feedback mechanism can help bridge the gap for students who may be struggling with language barriers and enhance the overall learning experience for all students by addressing their unique strengths and areas for growth. AI tools like ChatGPT can enable personalized learning experiences by providing students with targeted resources and customized feedback based on their learning needs and preferences.

Enhanced accessibility. AI-powered transcription and translation services can make course content more accessible for international students, students with disabilities, or those who prefer learning through different modalities. For example, universities can provide recorded lectures transcribed and translated into other languages, and visual aids can describe visual objects for students with visual impairments in detail, similar to ChatGPT for Be My Eyes.

Virtual mentorship and coaching. Universities can use AI tools like ChatGPT to provide personalized guidance, mentorship, and coaching to students outside the classroom. Students can access on-demand support, helping them navigate academic and personal challenges and improving their overall university experience. An application of this concept is to provide students with self-service applications that can “nudge” or remind them to take certain actions based on information available in student information, learning management systems, or other university systems.

Data-driven teaching and learning. AI tools can analyze vast amounts of student performance and engagement data, allowing instructors to make real-time data-driven decisions or to have better information about their students. One example of this concept is a dashboard for faculty that includes information about their students, including their socioeconomic status, demographic backgrounds, and academic performance in their current or previous courses related to or prerequisites to their class. Along with the data are suggestions for adjusting their courses to improve their students’ performance. The use of generative AI in this way can help faculty members identify struggling students early on, provide targeted support, and continuously improve their teaching strategies and course content.

By adopting the concepts above and integrating AI tools like ChatGPT into higher education, institutions can create more engaging, inclusive, and effective learning environments that enhance student success and better prepare students for the dynamic world they will enter upon graduation. In this new paradigm, faculty members will continue to play a crucial role, not as the sole distributors of knowledge but as skilled facilitators and guides who support and empower students on their learning journeys.


Why IT Needs to Be at the Table in Campus Operations

As an IT leader in a higher education institution overseeing critical, including COVID-19-related, systems, I appreciate the importance of IT being at the table and data-informed decision-making. A particular incident during the height of the COVID-19 pandemic highlighted the importance of IT representation in the institution’s core operations.
When a monthly process required a reboot of some systems, it became a source of concern when a well-meaning and concerned staff member, a campus COVID-19 coordination team member, reported that the system would be down for two days. This misinformation caused a mild panic that could have led to months of re-work of our systems, pausing other projects, hundreds of hours from our staff, and frustrations.
Fortunately, having someone in IT explain the situation corrected the misinformation. At the request of the coordination committee, I joined their team meeting to ensure our team’s commitment to addressing their concerns and to provide our perspective. To analyze the impact of the downtime, my team and I reviewed the logs and used an application that alerts downtimes. We discovered the systems were only disrupted for five minutes, much less than the reported two-day outage. This incident demonstrated the importance of data-informed decision-making in addressing complex issues.
It was clear that there was a need for collaboration between IT and our partners to address the issue. The incident highlighted the importance of having IT representation in the institution’s core operations. Electronic medical records, testing, and reporting are complex systems that require constant monitoring and attention. I requested to my supervisor that I become a standing member of the committee moving forward, which she approved. As part of the committee, I could address any concerns in real-time and better understand the actions requested by my team.

Our organization has emphasized the importance of collaboration and data-informed decision-making. Only through working collaboratively towards a solution could we identify the root cause of the issue and take steps to prevent it from recurring. We have also explored ways to make our systems more redundant and have coordinated with the campus for communication before any potential downtime.

The incident we experienced during the COVID-19 pandemic highlighted the criticality of having IT at the table and data-informed decision-making. Mis-information can cause panic, frustration, and waste resources. By working collaboratively, we can identify and address issues promptly, ensuring that operations run smoothly and effectively.


Understanding the Needs and Wants of Your Students: A Must for Administrators

How can we effectively provide service to those we serve if you don’t spend some time with them and understand their world?

I’ve been a staff advisor for student organizations for the last two decades and learned a very important lesson a few years ago. There was a year when I assumed I could maintain my relationship with the organizations I advise and the incoming student leaders and their needs and wants because I’d been their advisor for many years before that. I was caught off guard when I sensed a shift in attitude; quite challenging to explain, but I felt it. I had to ask my colleagues if they were experiencing a change in student attitudes, and they confirmed my observation. It was neither bad nor good; it was just different. Another time, students started talking about “clickers,” and I had no clue what they were talking about.

One time, I was playing Pokémon with some students, and my supervisor, the Vice Chancellor for Student Affairs, happened to see us. The students thought I would be in trouble, but it’s quite the opposite. She was glad I spent time with students and pleased I played Pokémon walking around on campus so “I can experience paths where students go that I miss otherwise.” One of the most enduring pieces of advice she gave me is that as an administrator,” one of the most important insights we have to represent our students are the one-on-one conversations we have with them.” It’s also important to note that administrators probably spend time with student leaders and those already engaged. But the students we need to reach out are those who feel marginalized and suffer in silence because they either don’t know the services offered or don’t trust the campus.

Some communities require trust for staff/faculty/administrators to be genuinely invited into their communities. Often, it may take me more than a couple of years, even getting the urging of their peers comfortable with me, for younger students to meet with me. When I meet with them, they regret not accepting my offer for lunch sooner after finding out that I’m not as intimidating as they had presumed. I asked them why they didn’t meet with me sooner. They tell me they are unsure how to respond to staff/faculty asking them to meet for casual lunch or coffee because they don’t experience that offer.

There’s a saying in the student affairs world to “meet students where they are,” which means making ourselves available at their events or just perusing what’s going on in social media to get a pulse of what’s going on. I follow the Facebook parents page, TikTok, Twitter, and I also have my alert on for Reddit posts on an unofficial campus subreddit. Even today, I’ve heard some colleagues reticent to using social media, but as my supervisor said, “you’re missing half the conversation if you don’t engage online.”

When we make decisions based not on students’ input or lack of understanding about their current world, not what we experienced as undergrads many decades ago, even with the best intentions, they can harm our students.


Turning Pain into Purpose: Using Your Story to Empower and Connect with Others

Let me tell you the story of a person who has gone through many painful experiences throughout their life but has used these experiences to serve others. This person was mocked and made fun of as a young kid when they immigrated to the United States at the age of 11. This traumatic taunting led them to stuttering and a paralyzing fear of public speaking for half their life.

However, decades later, this person was able to overcome their fear of public speaking and stuttering. They decided to share their painful experiences and vulnerabilities with others, specifically with first-generation and marginalized students. They have had the privilege of being a keynote speaker for First-Generation Graduation, speaking at high school conferences, and Pilipino Graduation ceremonies. They have even conducted public speaking workshops for students who share their background as an immigrant.

This person’s story doesn’t end there. During their undergraduate years, they experienced painful moments as a student leader. As an inexperienced student leader, they made many mistakes and felt shunned by the community they cared about. These painful memories stayed with them for decades. But instead of letting these experiences defeat them, this person used them to provide guidance to the students they advised in the last two decades.

Recently, a group of student leaders this person advised found themselves in a difficult situation that led them to question themselves and their ability to lead. The situation even impacted their mental health, relationships, and academics. This person could relate to their struggles and offered them the perspective of someone who had faced similar challenges. They shared with the students that the moments of struggle and failure contributed to their growth and the lessons they still use today in their leadership position at their university.

This person’s story is a testament to the fact that our painful experiences and weaknesses can be used to serve others. By sharing our vulnerabilities, we can offer guidance and support to those who are going through similar struggles. This person’s journey shows that our struggles can contribute to our growth and help us become better versions of ourselves.

That person is me.


In the Line of Fire: Four Cybersecurity Tabletop Exercises for Campus Emergency Preparedness

created by Bing AI

As a member of our campus’ emergency operations center teams and cybersecurity stakeholders (hint: everyone on campus), we need to recognize the importance of being prepared for a wide range of disruptions and disasters that can affect higher education institutions. In recent years, my campus has experienced various natural and man-made incidents, including floods, fires, technology disruptions, and power outages. In addition to these challenges, the increasing prevalence of cybersecurity threats, such as ransomware, distributed denial of service (DDoS), and other forms of attacks, has heightened concerns within higher education. This is primarily due to the valuable student, research, medical, employee, and financial data that higher education systems possess. To enhance our preparedness and response capabilities, we regularly conduct tabletop exercises that focus on various scenarios.

Coming up with engaging and realistic tabletop scenarios can be a challenge at times. This is where ChatGPT, an AI language model, can provide value by suggesting scenarios and guiding questions to consider. As a principle, cybersecurity professionals and others who design and coordinate these tabletop exercises should use ChatGPT as an initial attempt or as an idea generator to stimulate creative thinking and ensure a comprehensive approach to their exercises.

Below are four tabletop exercises designed to address different aspects of campus preparedness and cybersecurity concerns. These exercises, generated by ChatGPT, include detailed scenarios and guiding questions to help participants better understand the potential risks and challenges and facilitate discussions on effective response strategies:

Exercise: Multi-Vector Cyber Attack
Exercise: Unauthorized Access to Sensitive Data
Exercise: Social Engineering Attack on Physical Security
Exercise: Supply Chain Compromise

By engaging in these tabletop exercises, campus’ emergency operations center team and cybersecurity stakeholders can proactively identify gaps in our preparedness and response plans, refine our strategies, and strengthen our ability to protect the campus community and its valuable data assets. These exercises, whether generated by ChatGPT or other means, encourage collaboration, foster communication among departments, and promote a culture of continuous improvement in our emergency response and cybersecurity efforts. Using ChatGPT as a tool to generate initial ideas for tabletop scenarios can significantly streamline the process and provide valuable insights for enhancing campus preparedness.


Applying ChatGPT in Student Affairs Education: AI-Generated Case Studies for Realistic Learning

This blog post is about the value of using case studies and Generative Artificial Intelligence (GAI), including ChatGPT, for practical and effective learning for student affairs professionals, student leaders, and programs for undergraduate and graduate programs.

Over the past few years, I have been a judge for a national virtual student affairs-focused case study competition. I recently completed this year’s competition, which inspired me to explore new ways of generating case studies for student affairs professionals. Additionally, I have been a mentor for the NASPA Undergraduate Fellowship Program (NUFP) for the past eight years, working with undergraduate students from underrepresented communities who are interested in pursuing student affairs as a career. As a staff advisor for student organizations for the last two decades, I have advised student leaders in navigating challenging scenarios; these scenarios are expected as they consistently appear every year, but some scenarios are unique for that particular year.

These experiences, coupled with my interest in the potential of ChatGPT in higher education, led me to consider how Generative AI, like ChatGPT, can be used to create student affairs-focused case studies for undergraduate fellows, graduate programs, student leaders, advisors, and student affairs professionals.

The Value of a Well-Designed Case Study

A well-designed case study is an invaluable learning tool, especially in student affairs. It provides students and professionals with a realistic scenario that allows them to apply their knowledge, skills, and critical thinking abilities to real-life situations. This kind of experiential learning fosters a deeper understanding of theories and concepts, encourages reflection, and promotes the development of problem-solving skills.

Using ChatGPT to Generate Student Affairs Case Studies

ChatGPT, developed by OpenAI, is a powerful language model demonstrating its capacity to generate human-like text based on given inputs. By leveraging the capabilities of ChatGPT, we can generate a wide range of student affairs-focused case studies tailored to specific learning objectives and outcomes. These case studies can be used in various educational settings, such as classrooms, workshops, and professional development programs.

Below are some ways ChatGPT-generated case studies can benefit student affairs professionals and students:

  1. Customization: ChatGPT allows educators and professionals to customize case studies based on their needs, goals, and contexts. This means that case studies can be tailored to address the unique challenges and situations most relevant to a particular group of learners or professionals.
  2.  Variety: With ChatGPT, we can generate various case studies to expose learners to various issues and scenarios. This variety provides learners with new scenarios instead of those presented with the same problems and contexts that may need to be updated or relevant today.
  3.  Time and Cost Efficiency: Creating case studies can be time-consuming and costly. ChatGPT streamlines the process by generating case studies quickly and efficiently, allowing educators and professionals to focus on other essential aspects of their work. It is important to note that the generated case studies may need to be modified for accuracy and more details.
  4.  Adaptability: As the field of student affairs continues to evolve, ChatGPT-generated case studies can be easily adapted and updated to reflect new trends, challenges, and best practices, ensuring that learners are constantly engaged with the most current and relevant material.

Here are examples of case studies generated by ChatGPT:

Case study 1: Balancing Academic and Extracurricular Involvement
Case study 2: Supporting Students’ Mental Health
Case Study 3: Enhancing Diversity and Inclusion in Student Organizations
Case Study 4: Addressing Student Food Insecurity
Case Study 5: Building a Comprehensive Campus Wellness Program

Conclusion

As the needs of our students and the nature of our work as student affairs professionals evolve, we must continue to explore and embrace new technologies and methodologies that enhance our ability to educate and prepare the next generation of student affairs professionals. The integration of ChatGPT in generating student affairs-focused case studies holds the potential to enrich the learning experiences of students and professionals alike.


The Many Applications of Generative AI, Beyond Student Learning and Teaching

Generative AI, including ChatGPT, is a technology that can potentially transform higher education across all areas of campus operations. Using the Higher Education Reference Model, which outlines the core capabilities of learning and teaching, research, and enabling capabilities, this document, Higher Education Reference Model (HERM) Capability Model & Generative Artificial Intelligence provides ideas on how Generative AI can be applied in higher education.

While generative AI has already proven its potential to revolutionize/disrupt the student learning experience, it can streamline admissions, automate administrative tasks, and support facilities management and IT support. Additionally, AI can help researchers make sense of large amounts of data, identifying patterns and trends and generating new hypotheses.

However, ensuring that AI is used ethically and transparently is vital. As professionals in higher education, we must continue to explore the various applications of generative AI and its potential to transform higher education beyond the classroom.

Source: https://library.educause.edu/resources/2021/9/the-higher-education-reference-models


The Future of Education: Expert Panel Weighs in on the Metaverse, AI, and Blockchain in Higher Learning

Through the power of ChatGPT, we summon our facilitator, Percy, once again to moderate a round-table conversation amongst thought leaders in the field of higher education and technology. Previously, Percy moderated the topic around The Future of Higher Education: A Roundtable of Higher Education Leaders: Discussing the Future of Higher Education – ChatGPT Style.

The topic for today is “imagine a future where a higher education institutions operate in a time and space in the metaverse, artificial intelligence, and blockchain.” The first question is “How imminent will this happen and what are the implications to higher education?” The second question is “what is the worst case scenario?” and the last question is “what’s the best case scenario?”

Percy: Thank you all for joining this round table discussion. Today, we’ll be exploring a future where higher education institutions operate in the metaverse, leveraging artificial intelligence and blockchain technologies. Our first question is, “How imminent will this happen and what are the implications for higher education?” Let’s hear from Ray Kurzweil first.

Ray Kurzweil: In my view, the integration of these technologies into higher education is not only imminent, but it’s already happening. Within the next decade, we’ll see a significant shift towards virtual, AI-assisted learning environments. The implications include increased accessibility, personalization, and collaboration in education, but also the risk of exacerbating existing inequalities.

Percy: Thank you, Ray. Don Tapscott, would you like to weigh in on this question?

Don Tapscott: I agree with Ray on the timeline. However, I’d like to emphasize the potential of blockchain technology in this context. It can revolutionize higher education by providing secure, decentralized systems for credentials and academic records. This will create more trust and transparency in the sector, ultimately benefiting students and institutions alike.

Percy: Cathy N. Davidson, your perspective would be invaluable here.

Cathy N. Davidson: Building on Ray’s and Don’s points, I see this transformation as an opportunity to rethink our traditional educational models. By embracing the metaverse and AI, we can break free from the constraints of time, space, and bureaucracy. This has the potential to create more inclusive, engaging, and learner-centric experiences, but it also demands a shift in how we prepare educators for this new reality.

Percy: Now, let’s hear from Joi Ito on this topic.

Joi Ito: I agree that this future is imminent, and I’d like to highlight the implications for creativity and innovation. AI and the metaverse will enable new forms of collaboration, fostering a global community of learners and researchers. However, we must be cautious not to let technology dictate the educational experience, but rather use it as a tool to support and enhance human connection and discovery.

Percy: Finally, Cathy O’Neil, what are your thoughts?

Cathy O’Neil: I think my colleagues have covered the potential benefits well, but I’d like to emphasize the potential risks. As AI and blockchain become more prevalent, we need to ensure that privacy, security, and ethical considerations are addressed. Furthermore, we must work to prevent a digital divide in education, where access to these technologies becomes a new source of inequality.

Percy: Let’s dive into the second question: “What is the worst-case scenario for a future where higher education institutions operate in a time and space in the metaverse, artificial intelligence, and blockchain?” I’d like to invite Don Tapscott to share his thoughts first. Don, as a leading expert on the intersection of technology and education, what concerns do you have about this future?

Don Tapscott: The worst-case scenario in my view would involve the exacerbation of existing inequalities in higher education. Institutions that can afford cutting-edge technologies will gain a massive advantage, while others will be left behind. Additionally, there’s a risk of personal data being mishandled on these platforms, putting student privacy at stake.

Percy: Cathy N. Davidson, as a scholar who has focused on the future of learning and digital literacy, how do you see the potential pitfalls in this scenario?

Cathy N. Davidson: I share Don’s concerns about inequality. We need to ensure that access to quality education in the metaverse is not restricted to a privileged few. Moreover, the overemphasis on technology may lead to a devaluation of human interaction, which is essential for critical thinking and creativity.

Percy: Joi Ito, as an entrepreneur and technologist who has been involved with the development of the internet and its impact on society, do you have any thoughts on this worst-case scenario?

Joi Ito: I think there’s a danger of monopolistic behavior by large corporations that could stifle innovation and limit access to these new educational opportunities. Also, we must be cautious of surveillance capitalism, where student data is used to manipulate and control, instead of empowering learners.

Percy: Cathy O’Neil, as a mathematician and author who has written about the dark side of algorithms, what do you think could go wrong in this future?

Cathy O’Neil: The use of AI in higher education could lead to biased decision-making and further marginalize underrepresented groups. We need to make sure algorithms are transparent and accountable to prevent this.

Percy: Ray Kurzweil, as a futurist and inventor who has extensively written about AI and its future impact, what are your thoughts on the potential negative consequences?

Ray Kurzweil: While I’m generally optimistic about technology, I recognize the potential for AI to become an oppressive force if misused. In the worst-case scenario, AI could be used to control students’ thoughts and actions, leading to a dystopian educational environment.

Percy: Thank you all for your insights. It seems that the main concerns in the worst-case scenario involve inequality, surveillance, loss of human interaction, and the misuse of AI. Let’s continue the conversation and explore potential solutions and best-case scenarios.

Percy: That’s a compelling vision, Don. Cathy N. Davidson, you have long advocated for the importance of rethinking traditional education structures. What do you think about the best-case scenario?

Cathy N. Davidson: Building on Don’s ideas, I believe the best-case scenario would also involve a shift from the traditional one-size-fits-all approach to a more diverse and flexible education system. The metaverse and AI can help create an environment where students can explore their passions, and collaborate with people from different backgrounds and disciplines. Blockchain could facilitate a more modular and customizable credentialing system, allowing students to build their own unique learning paths. It’s a future where education becomes a lifelong, adaptable journey.

Percy: Thank you, Cathy. Joi Ito, as someone with a background in both technology and education, what are your thoughts on the best-case scenario for higher education in this new era?

Joi Ito: I agree with Don and Cathy, but I’d like to emphasize the importance of maintaining a strong human component in this new educational landscape. While AI and the metaverse can empower students and educators, we must ensure that these technologies are designed ethically and with empathy. In the best-case scenario, we strike a balance between harnessing technology and fostering human connections. It’s crucial that we create spaces within the metaverse where diverse perspectives can come together, fostering creativity and innovation.

Percy: That’s an important point, Joi. Cathy O’Neil, you have been critical of the potential pitfalls of AI and big data. In your view, what would be the best-case scenario for higher education institutions utilizing these technologies?

Cathy O’Neil: I believe the best-case scenario would be one where AI and blockchain are used responsibly and transparently. Education institutions should ensure that the algorithms they use are fair, unbiased, and do not perpetuate existing inequalities. In addition, they must be transparent about the data collected and used to make decisions about students’ learning experiences. By being accountable and transparent, we can harness these technologies to create an equitable and just educational system for all.

Percy: Thank you all for sharing your perspectives on the best-case scenario for higher education institutions in the age of the metaverse, AI, and blockchain. It’s clear that while there are many potential benefits, it’s crucial to ensure that these technologies are used ethically and responsibly to create a more inclusive, accessible, and innovative education system.


Bing-AI Aided NCAA Men’s Basketball Bracket Picks

I would like to know how predictions aided by Bing AI would perform the winners of the 2023 NCAA Men’s Basketball Tournament. I have not typically participated in completing my predictions, so this is an unscientific exercise from a novice who is curious about how a Bing AI-aided picks would fare. Here are the picks. The Final Four teams include Alabama, Tennessee, Penn State, and Gonzaga. Alabama an Gonzaga play for the championship with Alabama as the national champion.


The Heart of Legacy: Creating a Lasting Impact Through People-Centric Leadership

A few weeks ago, during our stay interview at work, I was asked, “What legacy would you like to leave at UCSB?” This question resonated with me and prompted me to think about what I want my impact to be. I invite you to reflect on this question: What legacy do you envision leaving behind in your organization?

At the same time, I’m working with a team to implement a mentorship program for our IT professionals. One goal is to provide opportunities for future leaders. The question above and this mentorship program got me thinking about the most significant impact we can have in our organizations – the opportunities and interactions we share with the folks we work with and serve. How we treat them and set them up for success can affect their lives, even generations to come, and all the people they will interact with. As a wise colleague recently told me, at the end of the day, our work begins and ends with people. People will forget the systems we build and the projects we work on, but our impact on others lasts much longer. Sometimes, amid our busy work lives, we focus on what’s right before us and only think about the future within our time in our organizations. A wise student once told me, “As leaders, we are hard on ourselves, thinking our efforts don’t yield any meaningful results, but we are planting seeds today which will bloom beyond our time.” What seeds are you planting today that will contribute to the legacy you want to leave behind?

When asked about the legacy I’d like to leave, my immediate response was “Acts 13:36,” which I’ve come to translate as “he served God’s purpose in his generation.” This verse and my wife’s and I’s shared mission statement: “To make positive impacts globally through acts of compassion, inspiration, and education. In pursuit of this goal, practice an attitude of gratitude and an abundance mindset,” provides direction for our purpose in life. How do your values and beliefs shape the legacy you want to create?

As leaders and colleagues, we have a moral and ethical responsibility to ensure that those we work with and those we serve are treated with dignity and respect and given equal opportunities to succeed – not despite their differences but because of their uniqueness to our organization.

Through my experiences growing up, feeling marginalized in school and even at work when I didn’t fit the norms, I’ve come to value equal access to opportunities, inclusion, and appreciation for diversity. What values do you believe can contribute to a positive legacy? How can you invest in the people around you to help them reach their full potential?

With this in mind, our mentorship program aims to empower IT professionals and future leaders by focusing on their growth and development. By investing in people and fostering a sense of community, we can create a lasting legacy that carries on through those we’ve mentored and the people they’ll go on to mentor themselves.

Let us remember that our work and the legacy we leave in our organizations begin and end with people. People will forget the systems we build and our contributions to projects. However, our impact on others can resonate for generations to come. By focusing on developing meaningful relationships, mentoring future leaders, and living out our purpose with an attitude of gratitude and an abundance mindset, we can make an impactful difference in those around us and leave a legacy that will long outlive the systems we create. So, what legacy do you envision leaving behind?


ChatGPT 101: An Introduction to the Revolutionary AI Technology for Higher Education IT Professionals

The content of this training is generated by ChatGPT in response to a prompt provided by Joe Sabado.

Learning Outcomes:

By the end of this 55-minute training, participants will be able to:

  • Understand the concept of ChatGPT and its relevance to higher education IT professionals.
  • Identify potential use cases for ChatGPT in their respective areas of IT operations and management.
  • Explain the benefits of using ChatGPT for internal and external communication, knowledge management, automation, and leadership/management.
  • Evaluate the potential risks and challenges associated with ChatGPT in cybersecurity and HR.
  • Develop strategies for responding to cybersecurity, HR, and other IT-related concerns involving ChatGPT.

Outline:

I. Introduction (5 minutes)

  • Welcome and introductions
  • Overview of the training objectives and agenda
  • Explanation of ChatGPT and its relevance to higher education IT professionals

II. Understanding ChatGPT (10 minutes)

  • Explanation of the concept of ChatGPT
  • Overview of how ChatGPT works
  • Potential use cases for ChatGPT in higher education IT operations and management

III. Benefits of ChatGPT (15 minutes)

  • Improved internal and external communication
  • Streamlined knowledge management
  • Increased automation
  • Enhanced leadership and management

IV. Risks and Challenges of ChatGPT (10 minutes)

  • Potential cybersecurity risks
  • HR concerns
  • Other IT-related challenges

V. Case Study Activities (10 minutes)

  • Small group discussions on potential use cases for ChatGPT
  • Group presentations and feedback

VI. Responding to Concerns (5 minutes)

  • Strategies for addressing cybersecurity risks
  • Approaches to HR concerns
  • Other IT-related responses

VII. Q&A and Next Steps (5 minutes)

  • Recap of key takeaways
  • Questions and answers
  • Next steps for implementing ChatGPT in higher education IT operations and management

Case Study Activities:

Case Study 1: ChatGPT for Internal Communication (3 minutes)

  • Small group discussion on how ChatGPT can improve internal communication in a higher education IT department (5 minutes)
  • Group presentation and feedback (2 minutes)

Case Study 2: ChatGPT for External Communication (3 minutes)

  • Small group discussion on how ChatGPT can improve external communication with students, faculty, and other stakeholders in higher education (5 minutes)
  • Group presentation and feedback (2 minutes)

Case Study 3: ChatGPT for Knowledge Management (3 minutes)

  • Small group discussion on how ChatGPT can be used to manage institutional knowledge in higher education (5 minutes)
  • Group presentation and feedback (2 minutes)

Responding to Concerns:

  • Cybersecurity risks: Ensure proper authentication and access control measures, regularly monitor ChatGPT for suspicious activity, and implement regular security audits. (1 minute)
  • HR concerns: Develop guidelines for appropriate use of ChatGPT, including the avoidance of sensitive or discriminatory language, and provide training on best practices for ChatGPT usage. (2 minutes)
  • Other IT-related concerns: Develop a comprehensive risk management plan that addresses potential challenges and risks associated with ChatGPT, including data privacy and ethical considerations. (2 minutes)

Time Allocation:

  • Introduction – 5 minutes
  • Understanding ChatGPT – 10 minutes
  • Benefits of ChatGPT – 15 minutes
  • Risks and Challenges of ChatGPT – 10 minutes
  • Case Study Activities – 10 minutes
  • Responding to Concerns – 5 minutes

Q&A and Next Steps – 5 minutes

========================================================

Email me at joepsabado@gmail.com for a facilitator’s guide for this training which includes scenarios for the case study section and details for each section.


ChatGPT 101 for Student Health Services: An Introductory Training

The content of this training is generated by ChatGPT in response to a prompt provided by Joe Sabado.

Training Purpose: To provide administrative and medical staff at the student health center with an introduction to ChatGPT, a large language model trained by OpenAI, and how it can be used to support student health service-related concerns. The training will also address privacy, appropriate use, and other FERPA/HIPAA concerns related to ChatGPT usage, and offer approaches to responding to student health service-related concerns involving ChatGPT while ensuring confidentiality, privacy, and appropriate use of the tool.

Learning Outcomes:

  • Understand what ChatGPT is and how it can be used to support student health service-related concerns.
  • Identify potential privacy, appropriate use, and other FERPA/HIPAA concerns related to ChatGPT.
  • Develop approaches to responding to student health service-related concerns involving ChatGPT while ensuring confidentiality, privacy, and appropriate use of the tool.

Introduction (5 minutes):

  • Greet the participants and introduce yourself as the facilitator.
  • Explain the purpose of the training, which is to introduce them to ChatGPT and provide an overview of the training agenda.

ChatGPT Overview (10 minutes):

  • Explain what ChatGPT is and how it works.
  • Discuss the potential benefits of using ChatGPT for student health service-related concerns.
  • Provide examples of how other organizations have successfully integrated ChatGPT into their operations.

Case Studies (30 minutes):

  • Divide participants into groups and distribute case studies related to ChatGPT usage in student health service.
  • Each group will analyze the case study and identify potential privacy, appropriate use, and other FERPA/HIPAA concerns.
  • After analyzing the case study, each group will report its findings to the larger group and engage in a discussion about the best ways to address those concerns.

Approaches to Responding to Concerns (10 minutes):

  • Provide some approaches to responding to student health service-related concerns involving ChatGPT.
  • Highlight the importance of confidentiality, privacy, and appropriate use of the tool.
  • Encourage participants to share their experiences and suggestions for dealing with these types of concerns.

Wrap-up (5 minutes):

  • Summarize the key takeaways from the training.
  • Encourage participants to ask questions or provide feedback.
  • Provide any additional resources, if available.

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Email me at joepsabado@gmail.com for a facilitator’s guide for this training which includes scenarios for the case study section and details for each section.


Student Conduct Officers: Are You Prepared to Deal with ChatGPT?

I have yet to read many articles on how higher education student conduct officers should respond to ChatGPT-related academic and behavioral misconduct incidents. So, to get some general ideas on the topic, I prompted ChatGPT with ideas on what a 1-hour training to introduce ChatGPT, the relevance to their jobs, and potential approaches they may have when such incidents arise.

This blog post aims to:

  1. Share a 1-hour training session plan that can be used as a baseline for others to adapt.
  2. Illustrate the utility of ChatGPT as a learning tool.
  3. Use ChatGPT to develop training activities.

One important note: The value of a knowledgeable instructor/practical facilitator who can lead inclusive, diverse, and productive discussions cannot be understated. For this interactive training, the approach of “guide by the side,” whereby the teacher acts as a facilitator or guide for the learning process, is more effective than “sage on the stage,” whereby the teacher lectures, and the students listen and take notes.

Learning Outcomes/Objectives:

  • Define what ChatGPT is and how it works
  • Understand the potential impact of ChatGPT on academic and behavioral misconducts
  • Analyze case studies involving ChatGPT and academic or behavioral misconducts, and recommend appropriate responses
  • Develop a plan of action to respond to academic and behavioral misconducts involving ChatGPT

By the end of this training, student conduct officers should be able to:

  • Define what ChatGPT is and explain how it works, and recognize its potential applications in various fields
  • Understand the potential impact of ChatGPT on academic and behavioral misconducts, and recognize its relevance to student conduct officers’ work
  • Analyze case studies involving ChatGPT and academic or behavioral misconducts, and recommend appropriate responses, taking into account ethical considerations and best practices
  • Develop a plan of action to respond to academic and behavioral misconducts involving ChatGPT, using guidelines and best practices, and involving AI experts and stakeholders as necessary

Time Allocation:

I. Introduction (5 mins)

  • Welcome and introductions
  • Brief explanation of the purpose of the training session
  • Overview of what ChatGPT is and how it works

II. Importance and Relevance (10 mins)

  • Discuss why it is important for student conduct officers to be aware of ChatGPT
  • Explain how ChatGPT can be relevant to academic and behavioral misconducts
  • Provide examples of how ChatGPT can impact academic and behavioral misconducts

III. Case Study Activities (30 mins)

  • Divide the group into small groups
  • Provide each group with a case study activity involving ChatGPT and academic or behavioral misconduct
  • Allow each group time to analyze the case study and discuss potential responses to the situation
  • Reconvene the group and allow each group to present their analysis and recommended response

IV. Responding to Misconduct (10 mins)

  • Discuss potential approaches to responding to academic and behavioral misconducts involving ChatGPT
  • Provide guidelines for investigating and addressing potential misconduct involving ChatGPT
  • Discuss the importance of involving AI experts and developing policies to prevent future misconduct

V. Conclusion and Learning Outcomes (5 mins)

  • Recap the main points covered in the training
  • Reiterate the importance of being aware of ChatGPT and its potential impact on academic and behavioral misconducts
  • Provide learning outcomes for the training

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It is imperative that student service practitioners, including student conduct officers, engage in learning about ChatGPT to gain competencies to better serve and prevent harm to students and other campus constituents. Ill-informed policies and practices implemented do have social justice implications.

While a significant portion of the conversations related to ChatGPT center around academic integrity and teaching/learning, higher education institutions consist of many areas/capabilities in the learning and teaching, research, and enabling capabilities that warrant explorations on the implications and utilities of this technology. 

Email me at joepsabado@gmail.com for a facilitator’s guide for this training which includes scenarios for the case study section and details for each section.


Student Success Support Model

What are your thoughts on what makes an effective student success support system that is suitable for the current and future needs of college students?

Can you share your ideas and/or provide feedback on what is missing from the proposed approach I have provided below? This model aims to meet student success (academic, career readiness, preparation for life (citizen), and well-being. Thank you.

Version 2 based on suggestion – Emphasize/separate direct face-to-face connection with staff.

Version 2.
Version 1.


In Their Shoes: How Understanding Users Enhances Impact of IT in Higher Education

As IT leaders and practitioners in higher education, it is essential in our roles to have a fundamental understanding of those impacted by the services and systems we provide. This understanding is a cornerstone for enhancing user experiences, enabling successes, and fostering the achievement of institutional goals. In addition, adopting a framework that ensures equitable access to resources and incorporates fairness into every process is essential.

A faculty member inspired me with the idea of viewing the impact of the work we do in IT who shared this thought “Joe, it would be nice to understand the experiences of our staff and students so we have some insights into their challenges, and we can find opportunities ourselves to assist them. I would like to know that my student employees are getting paid on time and that I can assist a student who may have issues outside the classroom by knowing who to contact in student affairs.

An international student (female Indian) also shared a frustrating and heartbreaking experience. I spoke with her about her experience on campus, specifically related to IT. She said, “I am a Computer Science Ph.D. student about to graduate. I feel like an impostor sometimes because, throughout my time here, I couldn’t even provision a computer to do my research at this university. The systems are so locked down I have to ask for an IT staff to create a virtual system on my behalf.” She also mentioned that when she finally got access to systems, she didn’t have instructions on installing software to conduct her work and had to figure it out independently.

Working for a campus that is a minority-serving institution (MSI), designated as Hispanic Serving Institution and Asian American Native American Pacific Islander Serving Institution (AANAPISI), as IT providers, we must keep this commitment to diversity, equity, inclusion, and belonging at the forefront of the solutions we implement and in how we provide our services. Access to digital technology as a basic need came to light during the pandemic when our students were required to attend courses and conduct research away from campus. The digital divide became apparent early on when we had to provision Chromebooks and assist students in finding affordable internet access in their local residences. 

The experiences above led me to ask this guiding question:

How does information technology positively impact the success of the university by providing the utmost support for staff, faculty, students, and administrators along their life cycles and touchpoints with the university, and in alignment with their unique desires and needs (“Jobs To Be Done”),  to help them achieve their goals and contribute to the overall mission of the university?

Understanding our users involves mapping out the desires, needs, aspirations, and success parameters of various university constituents, namely undergraduate and graduate students, staff, faculty, researchers, and administrators. A general understanding of the unique lifecycles and university touch points for the various community members is essential for delivering IT services and solutions that positively contribute to the experience and success of each of these communities. It is imperative, however, to view this understanding through a lens that places equity and fairness at the forefront. This approach aspires to assure every user, regardless of their backgrounds, roles, or circumstances, experiences equal and fair access to technology resources and support. IT providers must align our procedures and policies with these principles, strengthening the commitment to equal opportunities within the university communities.

Incorporating user understanding has numerous benefits for IT providers and those we serve. This user-centric approach assists us in designing and delivering technology solutions that appropriately meet user requirements, ensuring technology supports users’ needs and purposes and enhancing their overall experience. User understanding contributes to increased adoption and engagement, enabling the creation of solutions that resonate with users’ needs and preferences. Finally, understanding users’ backgrounds, contexts, and goals empowers IT providers to communicate and offer support more effectively.

As IT providers, we must incorporate social justice principles into our approach. We should strive for equitable access, ensuring all users have equal access to technology resources and support, promoting inclusivity and social justice. We should aim for transparency in decision-making processes and uphold data privacy and security to maintain trust and respect the rights of individuals within the university community.

By weaving together user understanding, knowledge of their lifecycles, university touchpoints, and social justice principles, we can enhance our effectiveness in contributing to our user communities’ success. We can have a better chance to offer tailored, inclusive, and equitable technology solutions, fostering a culture of fairness and justice. In adopting these principles, we in IT can realize the potential values and provide maximum contributions to the university.

The following are high-level representations of each community’s lifecycles, touchpoints, desires and needs, and success metrics. Included as well is a campus perspective.

By understanding the unique needs of our diverse user communities and incorporating principles of social justice into our approach, IT providers in higher education can play a vital role in promoting an inclusive and fair university environment. This approach helps to create tailored, equitable technology solutions that empower users to achieve their goals, fostering a culture of fairness and justice within the university community.

The images above can be downloaded here:

Note: Concept by Joe Sabado and content of the lifecycles, desires and needs, and success metrics primarily provided by ChatGPT and other sources.


ChatGPT and Diagram It Plugin: New Tools for Enterprise Architects

I had a conversation with a colleague last week who shared an interest in exploring ChatGPT for their role as an enterprise architect. Coincidentally, I was able to have access to ChatGPT Plugins soon after the conversation. According to OpenAI, they are tools designed specifically for language models with safety as a core principle and help ChatGPT access up-to-date information, run computations, or use third-party services. One of the plugins I noticed was “Diagram It,” which allows the creation of diagrams and connects a website called Mermaid.live which provides the ability to edit the generated diagrams.

I am also currently leading a campus mentorship program for IT professionals. So I used ChatGPT and Diagram It plugin to create basic architecture models and stimulate some ideas. Admittedly, the prompt is very generic, and with more detailed prompts, the outputs would be more complex and with more details.

Here is the prompt: 

Design a mentor/mentee matching web application using a Business Process Modeling (BPM) diagram.

The editable Business Process Modeling (BPM) diagram here: https://showme.redstarplugin.com/s/osG31

Design a mentor/mentee matching web application using a UML diagram.


The editable UML diagram here: https://showme.redstarplugin.com/s/osG31Zx4

Design a mentor/mentee matching web application using a Use Case diagram.

The editable Use Case diagram here: https://showme.redstarplugin.com/s/lWVfT8NT

Design a mentor/mentee matching web application using an Activity diagram.

The editable Activity diagram here: https://showme.redstarplugin.com/s/8Ntgfxc5

Design a mentor/mentee matching web application using a Sequence diagram.

The editable Sequence diagram here: https://showme.redstarplugin.com/s/4VAKBOhw

Design a mentor/mentee matching web application using a Class diagram.

The editable Class diagram here: https://showme.redstarplugin.com/s/EEZaPLk

I also went ahead and prompted ChatGPT to generate some code for the MatchingApplication class above.

As demonstrated in this blog post, ChatGPT used along with a plugin, can provide initial ideas and diagrams that can be used for learning, prototyping, or with more advanced prompts, can be used for actual projects.


The Human Element of Higher Ed IT: Why Organizational Character Matters

Most of the conversations around strategic planning and our roles as service providers center around our products and services. However, more is needed about who or what we envision ourselves to become. In this blog post, I want to share my thoughts and reflections on the organizational character of higher education IT departments and extend a call to action for other IT leaders to join me in this journey.

The idea of organizational character has been a constant topic on my mind as I lead my organization. Over the last three years, our organization has undergone significant changes through integration, and we continue that process today. In that period, especially during Covid, the critical role of IT was highlighted in delivering health and safety to the campus community and ensuring continuity of operations, research, and instruction.

Organizational character comprises several key components that shape an organization’s culture, identity, and overall direction. As I see it, these components include:

  1. Vision: A long-term, aspirational view of the organization’s desired future.
  2. Mission: The core purpose and function of the organization, which outlines its primary objectives and guiding principles.
  3. Values: The fundamental beliefs and ethical standards that drive the organization’s culture, decision-making, and behavior.
  4. Purpose: The underlying reason for the organization’s existence, which connects its mission and goals to the broader societal context.

I’ve also come to realize that it’s not just about defining and articulating these components; the true power of organizational character lies in the manifestation of these elements through day-to-day practice and the embracing of these principles by every member of the department.

As a leader, it is crucial for leaders to continually communicate and practice the organizational character because, as the adage says, “Even the choir forgets the words sometimes.” Ensuring that the organizational character remains a focal point within the department requires consistent reinforcement and modeling. This constant emphasis helps to keep the character alive and relevant in the minds of team members.

By focusing on developing and practicing a strong organizational character, we, as IT leaders, can help build departments that effectively support our institutions and contribute to their long-term success. Embracing the principles of organizational character and fostering a culture of collaboration, trust, and continuous improvement will benefit our IT departments and have a lasting impact on our institutions.

As leaders in higher education IT departments, we have a shared responsibility and commitment to building strong organizational character by actively practicing and embodying these components in our daily work, decision-making, and interactions with others.

I call on my fellow IT leaders to join me in fostering a culture of trust and open communication where team members feel empowered to voice their concerns, ideas, and suggestions. By creating an environment where everyone feels heard and valued, we can help develop a sense of belonging and psychological safety, encouraging staff to bring their diverse experiences and ideas.

Let us also commit to continually assessing and adapting our approaches to ensure that our departments remain agile and responsive to the evolving needs of our institutions and stakeholders. This may involve revisiting our organizations’ visions, missions, values, and purposes periodically to ensure they remain relevant, effective, and aligned with broader strategic goals.

As we embark on this journey, let us remember the power of vulnerability and openness in leadership. We must be receptive to feedback and challenges from our team members, address inconsistencies, and work collaboratively to create cohesive and resilient departments that effectively support our institutions during periods of change and beyond.

As we move forward, it’s essential to remember that pursuing a strong organizational character requires constant reflection, adaptation, and growth. As IT leaders, we must proactively identify opportunities for improvement, nurture an environment that fosters learning and innovation, and promote a culture that values transparency and accountability.

In our quest to strengthen our departments’ organizational character, let us also recognize and celebrate the successes and milestones we achieve. By acknowledging our progress, we can motivate and inspire our teams to continue striving for excellence and remain committed to the shared vision, mission, and values that define our organizations.

By committing to developing and practicing a strong organizational character, we can create IT departments that are more agile, innovative, and responsive to the evolving needs of our institutions. So, I encourage you, my fellow IT leaders in higher education, to join me in this journey of reflection, growth, and transformation. Together, we can make a difference in our departments, staff, and those we serve, ultimately driving positive change in higher education IT and contributing to the success of our institutions.


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