Tag: ChatGPT

2
Mar/23

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

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I set out to learn ChatGPT, and along the way, my curiosity led me to discover other related topics I did not intend to discover. I asked ChatGPT, “what’s the term called when you accidentally learn something new when learning something else?” There’s a term for that. It’s called incidental learning. Here’s the response: 

As an auto-didact, the last three months have been a fun time for learning.

Here are three topics I am discovering along the way.

  1. I learned how to use Discord. While I had used Discord a couple of years ago, I only really knew how it worked once I got interested in creating images through MidJourney, a text-to-image AI platform that works on Discord. For example, I learned how to use /imagine command to generate a unique image from a short text description (a prompt). I read some examples on Twitter that showed how to use ChatGPT to generate descriptive text, which you can use as a MidJourney prompt. Here’s an example of an image generated by MidJourney. The prompt is “bahay kubo.”

2. I got curious about learning the areas of Artificial Intelligence. What are the disciplines (and their sub-disciplines), and where does ChatGPT belong? I use Airtable to store the information and the relationships between these disciplines. Airtable has an extension called “Flowchart” that enabled me to display the relationships visually, like below. Here’s a more readable version of the diagram below. 

3. I was introduced to Obsidian, a note-taking app that allows users to create, organize, and link their notes using “markdown.” It is designed for knowledge management and personal productivity and offers a range of features to help users connect their ideas and thoughts. Though I have switched to using Airtable to store links to articles related to ChatGPT, Obsidian was where I managed links and my notes associated with Artificial Intelligence.

4. I am learning to analyze conversations around ChatGPT using sentiment analysis and topical modeling. Soon after ChatGPT was introduced in December 2022, I began to track how ChatGPT is discussed on the web and social media by higher education professionals and analysts. I am also compiling higher education institutions’ responses to ChatGPT, which vary from banning the tool, to providing guidance and policies, and presentations around the topic. This is a running list built on Airtable. This journey started with a simple prompt: “How would I analyze the responses around chatGPT? I want to know topics being discussed and sentiments towards ChatGPT.” 

My interest in doing informal research around ChatGPT led me to conversations with faculty members on our campus for their guidance on how to do this research. I intend to share my research finding and maybe even collaborate with scholar(s) more experienced with formal research. One faculty member also expressed the need for IT support on campus as he has chosen to remove the essay and exams from our learning management system and switch to handwritten essays due to ChatGPT.

I am in the starting phase of this learning journey, which started with my curiosity about ChatGPT. I look forward to continuing a deeper understanding of the abovementioned topics and discovering more areas incidentally.

What’s your experience with incidental learning?

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1
Mar/23

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

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ChatGPT can provide answers to natural language or summarize given text. One of the benefits I have used as one who needs more time to develop simple code is to use ChatGPT to interpret my prompt and write code. I use Google Sheets quite often, and I use appscript to transfer and manipulate the data. As someone who used to be a software developer but no longer practices it, I don’t have the level of proficiency I used to have, nor the time to develop. I have used ChatGPT to manage my department’s projects and resources. It’s important to note that I did not share any company data to ChatGPT.

Before ChatGPT, it took me days of late-night coding to learn Apps Script and build code that works. Since using ChatGPT, the same code that took me many hours is now possible in seconds. Quite amazing!

The purpose of this blog is to illustrate ChatGPT’s coding functionality. I asked Bing AI to provide me with a list of public APIs I can use, and it listed this site (data.gov). I chose “Demographic Statistics By Zip Code – Demographic Statistics By Zip Code.”

Here is my prompt:

ChatGPT:

ChatGPT also provides some instruction.

To run this code, you will need to follow these steps:

  1. Open the Google Sheet where you want to insert the data.
  2. From the menu, select Tools -> Script editor. This will open the Google Apps Script editor in a new window.
  3. Paste the code into the editor.
  4. Save the script and give it a name.
  5. Run the script by clicking the Run button or by selecting Run -> insertJSONdata from the menu.

The script will fetch the JSON data from the specified URL, parse it, and insert it into the Data worksheet of the specified Google Sheet. The first row will contain the headers, and each subsequent row will contain the data. If there was any previous data on the sheet, it will be cleared before the new data is inserted.

I followed the instructions above and the screenshot below shows the successful execution of the code. I did not have to change the code provided!

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Here is the result:

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One more functionality of ChatGPT is that it provides test cases.

I prompted it with the following: Provide test cases for the code above.

Here is ChatGPT’s response:

To test the code, you can follow these steps:

  1. Open the Google Sheet where you want to insert the data.
  2. From the menu, select Tools -> Script editor. This will open the Google Apps Script editor in a new window.
  3. Paste the code into the editor.
  4. Save the script and give it a name.
  5. Run the script by clicking the Run button or by selecting Run -> insertJSONdata from the menu.

After running the script, you should see the data from the provided JSON source inserted into the Data worksheet of the specified Google Sheet.

Here are some test cases you can use to verify that the code is working correctly:

Test Case 1: Verify that headers are inserted correctly

  • Verify that the first row of the Data worksheet contains the headers of the JSON data source in the correct order.

Test Case 2: Verify that data is inserted correctly

  • Verify that the data from the JSON data source is inserted into the Data worksheet in the correct order.
  • Verify that the data types of the inserted data match the data types of the corresponding columns in the JSON data source.

Test Case 3: Verify that the worksheet is cleared before new data is inserted

  • Insert some data into the Data worksheet manually.
  • Run the script and verify that the previously inserted data is cleared before the new data from the JSON data source is inserted.

Test Case 4: Verify that the script runs without errors

  • Run the script and verify that it runs without throwing any errors.

This blog post is to illustrate one of ChatGPT’s functionality. It fits my use case as someone who needs simple scripts but does not have time nor the interest to spend hours to code. Other alternative AI tools exist for more sophisticated coding, like GitHub Copilot and other alternatives.

How have you used ChatGPT?

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28
Feb/23

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

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credit: Midjourney. Campus and technology

The advent of ChatGPT provides opportunities to examine how to frame the adoption and utilities of these new technologies consistent with the mission and values of an organization. One question to consider is the following:

How does ChatGPT contribute to the stakeholders of an organization and their intended “jobs” or “purpose”? 

Clayton Christensen’s “Jobs To Be Done” theory is a framework for understanding customer behavior and needs. It suggests that people buy products or services to do “jobs” that solve a problem or fulfill a desire. This theory applies to higher education, with Southern New Hampshire University as an example. Southern New Hampshire University (SNHU) grew from 2,500 students to more than 80,000 by applying the jobs-to-be-done theory from Clayton Christensen. SNHU understood why different students attend college and provided better services accordingly. I prompted ChatGPT to provide how the theory applies to the various groups affiliated with an institution:

  1. Job to be done for students: The primary job to be done for students is to obtain a degree or credential that will help them achieve their career goals. However, there are other jobs that students need to accomplish to be successful in their academic journey. For example, students may need to find resources to help them study effectively, get feedback on their work, or build a network of peers and mentors.
  2. Job to be done for faculty: The job to be done for faculty is to provide high-quality education to their students. However, there are other jobs that faculty need to accomplish to be successful in their role. For example, faculty may need to find ways to engage their students, develop new courses or programs, or conduct research that advances their field.
  3. Job to be done for administrators: To be done for administrators is to support the institution’s mission and ensure that it runs efficiently and effectively. However, there are other jobs that administrators need to accomplish to be successful in their roles. For example, administrators may need to find ways to recruit and retain students, manage budgets and resources, or build relationships with community partners.
  4. Job to be done for staff: The team’s primary job is to support the institution’s mission and ensure that it is running smoothly. However, there are other jobs that staff need to accomplish to be successful in their roles. For example, staff may need to provide excellent customer service to students and other stakeholders, manage budgets and resources, or maintain facilities and equipment.
  5. Job to be done for managers: The job to be done for managers is to lead and support their staff in achieving their goals. However, there are other jobs managers need to accomplish to succeed in their roles. For example, managers may need to develop and implement policies and procedures, manage budgets and resources, or build stakeholder relationships.
  6. Job to be done for support staff: The job to be done for support staff is to provide administrative support to other departments or individuals within the institution. However, there are other jobs that support staff need to accomplish to be successful in their roles. For example, support staff may need to manage schedules and appointments, maintain databases and records, or provide technical support.
  7. Job to be done for prospective students: The primary job to be done for prospective students is to find a college or university that meets their academic, career, and personal goals. However, there are other jobs that students need to accomplish to be successful in their college search. For example, students may need to navigate the application process, understand financial aid options, or learn about campus culture and student life.
  8. Job to be done for parents: The job to be done for parents is to support their child in finding a college or university that is a good fit and provides a quality education. However, there are other jobs that parents need to accomplish to be successful in this process. For example, parents may need to understand the financial implications of college attendance, research and visit potential colleges with their child, or provide emotional support and guidance throughout the process.
  9. Job to be done for alums: The primary job to be done for alums is to maintain a connection with their alma mater and to feel a sense of belonging to the institution. This can include staying informed about institutional updates and events, receiving career support and networking opportunities, and giving back to the institution through donations or volunteer work.

So, for each of the groups above and their “jobs to be done,” consider the impacts and consequences (even unintended) of adopting ChatGPT as a tool. For example, the consideration of using ChatGPT for students could be to address “time poverty.” Wladis et al. (Citation 2018) define time poverty as insufficient time to devote to college work (i.e., lack of available time to maintain academic well-being). Students’ time in physical lines to campus offices or virtual queues for their questions to be answered may prevent them from attending classes or studying. Often, marginalized students with financial needs may be the ones who are not only experience financial poverty but time poverty as well.

I recently read an article stating, “don’t automate things that you care about.” Considering the controversy around Vanderbilt University’s use of ChatGPT to write a statement about a tragedy at another school, I agree with the sentiment. However, one could frame the use of automation this way – automate transactional and repeatable processes so staff can spend more time with students who require care. This is a lesson I learned many years ago when I was reminded by an Enrollment Services administrator at my campus that admissions, financial aid, and registrar deal with highly emotional situations. I saw these situations firsthand as I observed students occasionally sobbing after visiting one of these offices. So, if students can be provided self-service via ChatGPT or other chatbots and staff’s time towards transactional and repeatable processes can be reduced to spend more time advising students in need, I think there’s a case to be made about the value of technologies such as ChatGPT.

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27
Feb/23

Navigating the Cybersecurity Risks of ChatGPT in Higher Education

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Introduction

As technology continues to advance, so do the risks associated with cybersecurity. Higher education institutions are particularly vulnerable to cyber threats due to the vast amount of sensitive data they store, including financial records, personal information, academic records and research data. Cyberattacks can disrupt online learning, compromise academic integrity, expose sensitive information, or damage institutional reputation. Given the potential consequences, cybersecurity is everyone’s responsibility. Consider the following statistics:- Education is the most targeted industry, with an average of 2297 cyberattacks against organizations each week in the first half of 2022; a 44% increase compared to the first half of 2021. [source]- Around 41% of higher education cyber incidents and breaches were caused by social engineering machinations². [source]- In 2021, 40% of victims in the higher education sector took longer than one month to recover from a cyberattack. [source]- The FBI’s Cyber Division recently warned that ransomware poses a considerable risk for higher education, as cybercriminals using this type of attack are now focusing heavily on colleges and universities. [source]Some possible repercussions of cybersecurity attacks in higher education are:

  • Disruption of remote learning and teaching due to malware infections or denial-of-service attacks. [source]Loss of sensitive data such as student records, research data, financial information, or intellectual property. [source]Damage to reputation and trust among students, faculty, staff, alums, donors, and partners.Legal liability and regulatory fines for non-compliance with data protection laws or contractual obligations.

Here are some recent cases of cybersecurity attacks in higher education:

  • In September 2021, Howard University suffered a ransomware attack that forced it to shut down its online classes and campus network for several days. [source]In July 2021, the University of California San Diego Health reported a data breach that exposed the personal information of half a million patients. [source] In July 2020, the University of Utah Health disclosed another data breach that affected over 10,000 patients due to an attack on its email system.[source]

One such technology that can potentially introduce cybersecurity risks in higher education is ChatGPT.ChatGPT is a large language model trained by OpenAI that can generate human-like text responses to a wide range of prompts. While ChatGPT has the potential to contribute to the core mission of student success/experience, learning & teaching, and research higher education professionals who use ChatGPT may unwittingly expose themselves to phishing attacks, social engineering scams, and information leaks.In this blog post, we will discuss the potential cybersecurity risks associated with ChatGPT in higher education and provide recommendations for protecting against them. We will also outline the steps that higher education professionals can take to secure ChatGPT in their environments, ensuring that they can safely use this technology to enhance their work without putting themselves or their institutions at risk.

What is ChatGPT?

ChatGPT, a large language model trained by OpenAI, uses machine learning algorithms to create human-like text responses to many prompts. ChatGPT analyzes massive data from books, webpages, and other text-based sources. It then builds a language model to guess and generate text based on a prompt. To improve its responses in areas like education, ChatGPT can be tuned.ChatGPT could improve teacher, staff, and student collaboration in higher education. For instance, it can augment campus capacity by providing departments with 24/7 self-service capability to provide information to students via chatbots. This student success support model highlights potential areas of student/university interactions where chatbot technology can enhance the experience. ChatGPT can help study and data analysis by generating insights and recommendations from large datasets. Additional insights on ChatGPT and higher education through web articles, presentations, and campus policies/guidance are compiled here.Some faculty members, including Ethan Mollick’s experiment with AI in the classroom, showed that AI tools like ChatGPT could enhance the learning experience with proper training and guidance.ChatGPT may help higher education, but it also poses cybersecurity risks. The language model can create convincing phishing emails or social engineering attacks to trick higher education professionals into divulging sensitive information or installing malware on their devices. If not secured, ChatGPT can leak private information. Thus, higher education professionals must understand these risks and defend themselves and their institutions.

Potential Cybersecurity Risks Introduced by ChatGPT in Higher Education

While ChatGPT has many potential benefits for higher education, it also introduces new cybersecurity risks. These risks can include the following:

  • Phishing attacks: ChatGPT can generate convincing phishing emails that appear to be from legitimate sources, such as the IT department or a trusted colleague. These emails can trick higher education professionals into revealing sensitive information or installing malware on their devices. Here’s an example:

Social engineering attacks:

ChatGPT can also be used to generate convincing messages that manipulate higher education professionals into taking specific actions, such as downloading a file or clicking on a link. Social engineering attacks can be particularly dangerous because they exploit human psychology and can be difficult to detect.

  • Information leaks: ChatGPT has the potential to generate responses that reveal confidential information, such as financial records or personal data. If not properly secured, this information could be leaked to unauthorized users, leading to significant harm to individuals and institutions.

Best Practices for Protecting Against Cybersecurity Risks

There are several recommended practices that higher education community members can follow to protect against cybersecurity risks associated with ChatGPT in higher education. These include:

  • Be cautious of phishing attacks: Cybercriminals can use ChatGPT to conduct phishing attacks, so be cautious of any suspicious links or emails that ask for personal information.
  • Keep personal information private: Do not share personal information, such as passwords or social security numbers, with ChatGPT or any other third-party applications.
  • Use two-factor authentication: Use two-factor authentication to add an extra layer of security to your accounts and prevent unauthorized access.
  • Use strong passwords: Use strong passwords that are difficult to guess or crack. Do not reuse passwords across different accounts.
  • Be aware of chatbots imitating ChatGPT: Cybercriminals can create chatbots that imitate ChatGPT to steal personal information or spread malware. Be cautious of chatbots that ask for personal information.
  • Keep software up to date: Keep your software, including web browsers and operating systems, up to date to prevent security vulnerabilities.
  • Report suspicious activity: Report any suspicious activity related to ChatGPT, such as unusual messages or requests for personal information, to your IT department or cybersecurity team.

Conclusion

In today’s digital age, cybersecurity risks are a constant concern for higher education institutions. As a new and powerful technology, ChatGPT has the potential to revolutionize higher education’s core missions of student success and experience, learning and teaching, research, and the enabling capabilities that support these core missions. However, it also introduces new cybersecurity risks that higher education staff, faculty, researchers, and students must be aware of and take appropriate measures to protect themselves.

To ensure the safe and effective use of ChatGPT, higher education institutions should implement best practices for protecting against cybersecurity risks. These practices include employee training, multi-factor authentication, encryption, and regularly updating security protocols. Additionally, institutions should take steps to secure ChatGPT in their environments, such as configuring access control, monitoring for anomalous behavior, and partnering with trusted vendors.

By following these recommended practices and taking these steps, higher education professionals can minimize the risks posed by ChatGPT to enhance their work and improve communication and collaboration in their institutions. With a comprehensive approach to cybersecurity, higher education institutions can protect themselves and their sensitive data from potential cybersecurity threats and stay ahead of emerging risks.

Note: ChatGPT and Bing AI were used for the content of this article.

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24
Feb/23

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

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I prompted chatGPT with this: “Explain Filipino-American history from 1965 to present in 500 words using Taglish.” Taglish is a combination of Tagalog/English. The first section below is Taglish and English translation is at the bottom.

ChatGPT:

“Nung 1965, nagsimula ang mas malawakang pagmigrate ng mga Pilipino patungong Estados Unidos dahil sa pagsulong ng Immigration and Nationality Act. Marami sa kanila ay nagtrabaho sa mga sakahan at pabrika sa California, Hawaii, at iba pang bahagi ng Amerika.

Sa paglipas ng panahon, lumalaki ang komunidad ng mga Filipino-American sa Amerika, kung saan sila’y naging bahagi ng mga kilusang pangkarapatan at nagsulong ng kanilang mga kulturang nakagisnan. Isa sa mga halimbawa ay ang pagkampanya para sa “historic recognition” ng mga veteranong Filipino na lumaban sa panahon ng World War II.

Sa politika, maraming Filipino-American ang nahalal sa mga opisyal na posisyon, kasama na si Ben Cayetano, ang unang Filipino-American governor ng Hawaii, at si Robert Bunda, ang kauna-unahang Filipino-American na nahalal sa Hawaii State Senate.

Sa larangan ng sining, sumikat ang mga Filipino-American artist tulad nina Carlos Bulosan, Jose Garcia Villa, at Al Robles. Nagsilbing inspirasyon din sa mga bagong henerasyon ng Filipino-American ang paglulunsad ng Asian American Movement, na nagsulong ng pagkilala sa kanilang mga karanasan at pagmamalaki sa kanilang mga kultura.

Ngunit hindi rin naging madali ang buhay ng mga Filipino-American sa Amerika. Marami sa kanila ay nakaranas ng diskriminasyon at pananakit mula sa ibang mga Amerikano, at napilitan silang magtago ng kanilang kultura upang magpakasakop sa lipunang kanilang piniling tirahan.

Sa kasalukuyan, ang komunidad ng mga Filipino-American ay patuloy na nakikibaka para sa kanilang mga karapatan at pagkilala. Isa sa mga pangunahing isyu ay ang pangangailangan para sa “comprehensive immigration reform” upang mabigyan ng oportunidad ang mga undocumented Filipino sa Amerika.

Higit pa rito, nakikipag-ugnayan ang Filipino-American community sa iba pang mga Asian-American at Pacific Islander groups upang mapagtibay ang kanilang boses at makamit ang pagkakaisa sa larangan ng politika, kultura, at lipunan.”

Prompt: Translate the response in English.

ChatGPT:

“In 1965, the larger migration of Filipinos to the United States began due to the advancement of the Immigration and Nationality Act. Many of them worked in farms and factories in California, Hawaii, and other parts of America.

Over time, the Filipino-American community grew in size, where they became part of the civil rights movement and promoted their cultural heritage. One example is the campaign for the “historic recognition” of Filipino veterans who fought during World War II.

In politics, many Filipino-Americans were elected to public positions, including Ben Cayetano, the first Filipino-American governor of Hawaii, and Robert Bunda, the first Filipino-American elected to the Hawaii State Senate.

In the arts, Filipino-American artists such as Carlos Bulosan, Jose Garcia Villa, and Al Robles gained prominence. The launch of the Asian American Movement also served as an inspiration for the new generation of Filipino-Americans, which advocated for the recognition of their experiences and pride in their cultures.

However, life was not easy for Filipino-Americans in America. Many of them experienced discrimination and violence from other Americans and were forced to hide their culture to assimilate into the society they chose to live in.

Currently, the Filipino-American community continues to struggle for their rights and recognition. One of the main issues is the need for comprehensive immigration reform to provide opportunities for undocumented Filipinos in America.

Moreover, the Filipino-American community collaborates with other Asian-American and Pacific Islander groups to strengthen their voice and achieve unity in the fields of politics, culture, and society.”

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