How to stop worrying and love (or at least live with) ChatGPT : NPR

January 24, 20235:45 PM ET

Heard on All Things Considered


NPR’s Mary Louise Kelly talks with Wharton professor Ethan Mollick about his decision to embrace artificial intelligence tools like ChatGPT in the classroom.

transcript @: How to stop worrying and love (or at least live with) ChatGPT : NPR

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Awesome ChatGPT Prompts | This repo includes ChatGPT prompt curation to use ChatGPT better.

🧠 Awesome ChatGPT Prompts

Welcome to the “Awesome ChatGPT Prompts” repository! This is a collection of prompt examples to be used with the ChatGPT model.

The ChatGPT model is a large language model trained by OpenAI that is capable of generating human-like text. By providing it with a prompt, it can generate responses that continue the conversation or expand on the given prompt.

In this repository, you will find a variety of prompts that can be used with ChatGPT. We encourage you to add your own prompts to the list, and to use ChatGPT to generate new prompts as well.

To get started, simply clone this repository and use the prompts in the file as input for ChatGPT. You can also use the prompts in this file as inspiration for creating your own.

We hope you find these prompts useful and have fun using ChatGPT!

Find the prompts here: Awesome ChatGPT Prompts | This repo includes ChatGPT prompt curation to use ChatGPT better.

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Worried About ChatGPT? Don’t Be | Inside Higher Ed

ChatGPT raises questions about what we value in writing instruction, Hetal Thaker writes.

Hetal Thaker
January 23, 2023

A silver robotic hand holds a pencil as if to write.

(baona/iStock/Getty Images Plus)

Perhaps because it showed up at the end of the fall semester, when so many of us were exhausted from grading, from the tripledemic, from Zoom meetings, or maybe because we knew something like this was coming—we just knew it—but news of ChatGPT’s ability to write what many consider to be perfectly adequate student essays has not settled well on higher education.

Stephen Marche tells us “The College Essay Is Dead,” while, in a separate essay for The Atlantic, Daniel Herman considers “The End of High-School English.” Even Google seems concerned about sharing its turf. Google!

Continue Reading: ChatGPT and what we value in writing instruction (opinion)

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School Librarians Explore Possibilities of ChatGPT | School Library Journal

by Kara Yorio
Jan 17, 2023 | Filed in News & Features

Image of Robots types on laptops.  copyright: iLexx/Getty Images

Lexx/Getty Image

The internet. Smartphones. Google. All technological advancements that changed the way we live and work. Will ChatGPT be added to the list?

On November 30, 2022, OpenAI released ChatGPT, an artificial intelligence-powered chatbot using software that replicates human conversation and can create original material from simple or complex prompts. Need a five-paragraph essay on the theme of loss in literature? Done. Want to write an email to a professional colleague thanking them for their time and assistance? ChatGPT can do that too.

New Jersey high school librarian Elissa Malespina says that ChatGPT could be as revolutionary as Google, maybe more so.

Continue Reading: School Librarians Explore Possibilities of ChatGPT | School Library Journal

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ChatGPT: Grading artificial intelligence’s writing | CBS News

OpenAI’s artificial intelligence writing program ChatGPT will, with a few prompts, compose poetry, prose, song lyrics, essays, even news articles. And that has ethicists and educators worried about the program’s ease at replacing human ideas with chatbot-generated words. Correspondent David Pogue delves into the minefield of AI communications and what it might mean for homework.

ChatGPT: Grading artificial intelligence’s writing

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Why schools need to figure out how to deal with ChatGPT | The Star

It can quickly spew out a B-level essay. But will it spark a rise in cheating? Educators are scrambling to decide whether to ban the tool or embrace it.

By Janet Hurley
Senior Writer
Sat., Jan. 21, 2023

Ontario’s largest school boards and universities are responding in a range of ways to ChatGPT: from wait-and-see positions to striking committees and offering training for staff.

It can write a decent essay or solve homework questions in seconds. It can spit out code to find all prime numbers between one and 100 or provide an eerily humanlike explanation of the thematic importance of Piggy’s glasses in “Lord of the Flies.”

So when the touted software program that can do all this is asked whether educators should fear it, its response is both comforting and disconcerting.

“It is understandable that you might have concerns about ChatGPT,” the large language model chatbot says in unfurling text across a screen. “However, it is important to remember that these models are simply tools that are designed to assist users with tasks … They are not intended to replace human beings or to perform tasks that require higher levels of cognition.”

Continue Reading: Why schools need to figure out how to deal with ChatGPT | The Star

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Subject: Chat GPT

From: Fitzpatrick, Stephen
Sent: Sunday, January 22, 2023 7:54 AM
Subject: Chat GPT


At a debate tournament on December 10th a coach from the city introduced me to ChatGPT, the new AI chatbot that had been released by Open AI a few weeks earlier. He demonstrated some of its capabilities and it was eerie to observe as it spit out amusing stories, poems, screenplays, and answers to basic questions, all while using completely natural language commands. My initial response was that it was a really neat parlor trick – I had it write an ode to my sister in the style of a Shakespearan sonnet for hosting our Christmas Eve dinner party on my phone as a demonstration for my relatives which my brother-in-law was so impressed with that he read it to the table. I imagine most of you have heard of or tried it, but if you haven’t, I would strongly recommend you do so, if only to see first-hand what all the fuss is about. It’s currently free but that may change.

Since then, I have gone down the proverbial rabbit hole and read virtually everything I can get my hands on about how the new AI is being used in just the 8 or so weeks it has gone public. It has been embraced in the business sector in every industry which creates content – marketing departments have produced numerous guides with sophisticated instructions on how to create the best prompts to produce the most helpful content for your business – it automates blog posts, twitter feeds, writes ad copy, etc…

And, of course, most of the coverage I have been interested in is how ChatGPT is challenging commonly held assumptions about how we teach writing (though I have since discovered how powerful the tool is for almost any subject) and help kids learn. The coverage is all over the place and there are too many articles to point people to (I know Jed has been collating many of them online and I have dozens and dozens as well – it was the topic for one of a debate tournament I attended two weekends ago) but I read one this morning (by the Toronto Star) that I think best captures the moment and does as comprehensive a job laying out the issues as any I have seen. If you have not heard much about ChatGPT or used it and want to read just one piece to get up to speed, this is a good one and it’s not long:

ChatGPT is a pretty good student: Why schools need to figure out this AI technology fast

With exams looming and the 10th and 11th grade history research papers on the horizon, I wanted to initiate a conversation about this now, so people are aware of its existence. In just the past month and a half, ChatGPT has been an incredibly useful tool for me as a teacher, especially as a debate coach – generating prompts, brainstorming arguments, providing hook openings for debate speeches, and just basically serving as a debate assistant for many of the content related questions involved in the activity. But as I have gotten better with using it and learned much more about how to push the limits of its capabilities, I’ve been astonished at what it is able to do. I have many, many different examples I would be happy to share with people, but here is just one – an initial draft of an outline for a research paper on one of the 10th grade research prompts. Bear in mind that the entire outline was generated solely through prompts interacting with ChatGPT. I made zero edits. You can see the outline here. Regardless of what your assessment is of the overall quality, I think most would agree it is more than a passable response to the assignment, even from some of our more accomplished 10th graders. Just to be clear, this was not produced in a single output from a single prompt, but through back-and-forth iterations of subsequent questions to generate content using ChatGPT’s own outputs as source material. All I did was format it. It took several hours over a few weeks, but a lot of that was trial and error. I could do the same for another paper in a fraction of the time. I also have a passable annotated bibliography for this same paper that took less than 15 minutes to complete with proper sources and citations. Obviously, the implications here are significant.

Just anecdotally, I have not heard the kids talking much about it (though they are definitely aware of it) and when I demonstrated some of its less serious features to my advisory a few weeks ago, they were impressed but did not seem to immediately grasp the implications. I don’t get the sense that many kids are using it for their work yet. That will likely change as more and more begin to experiment with it. And, of course, this is just the beginning, with another version of GPT 4 on the horizon and billions being poured into more AI startups as Google and Microsoft are jumping headfirst into this space. This is not an issue which is going to just disappear.

But I do think, especially in the upper grades, we need to be aware of it and have a discussion about it sooner rather than later.

Thanks and enjoy the rest of your weekend!


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Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach – The New York Times

With the rise of the popular new chatbot ChatGPT, colleges are restructuring some courses and taking preventive measures.

The University of Florida campus in Gainesville. Colleges and universities have been reluctant to ban the new chatbot because administrators doubt the move would be effective. Todd Anderson for The New York Times


By Kalley Huang
Kalley Huang, who covers youth and technology from San Francisco, interviewed more than 30 professors, students and university administrators for this article.

While grading essays for his world religions course last month, Antony Aumann, a professor of philosophy at Northern Michigan University, read what he said was easily “the best paper in the class.” It explored the morality of burqa bans with clean paragraphs, fitting examples and rigorous arguments.

A red flag instantly went up.

Mr. Aumann confronted his student over whether he had written the essay himself. The student confessed to using ChatGPT, a chatbot that delivers information, explains concepts and generates ideas in simple sentences — and, in this case, had written the paper.

Continue Reading: Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach – The New York Times

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A college student created an app that can tell whether AI wrote an essay – MindShift

Emma Bowman   Jan 9

Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.

Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT, the viral chatbot that’s sparked fears over its potential for unethical uses in academia.

Tian, a computer ce major who is minoring in journalism, spent part of his winter break creating GPTZero, which he said can “quickly and efficiently” decipher whether a human or ChatGPT authored an essay.

Read more: A college student created an app that can tell whether AI wrote an essay – MindShift

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Star Trek and AI

Coincidently the Star Trek TOS episode The Ultimate Computer was on TV the other night. It is a classic 60’s warning against AI and some the dialogue sounds like the conversation around ChaptGTP in education. Some selections…

MCCOY: “We’re all sorry for the other guy when he loses his job to a machine. When it comes to your job, that’s different. And it always will be different.”

KIRK: “Machine over man, Spock? It was impressive. It might even be practical.”
SPOCK: “Practical, Captain? Perhaps. But not desirable. Computers make excellent and efficient servants, but I have no wish to serve under them. Captain the starship also runs on loyalty to one man, and nothing can replace it, or him.”

DAYSTROM (the creator of the M-5 computer meant to replace the crew of a starship): “You can’t understand. You’re frightened because you can’t understand it. I’m going to show you. I’m going to show all of you. It takes four hundred thirty people to man a starship. With this, you don’t need anyone. One machine can do all those things they send men out to do now. Men no longer need die in space or on some alien world. Men can live and go on to achieve greater things than fact-finding and dying for galactic space, which is neither ours to give or to take. They can’t understand. We don’t want to destroy life, we want to save it.

MCCOY: “Compassion. That’s the one thing no machine ever had. Maybe it’s the one thing that keeps men ahead of them. Care to debate that, Spock?”
SPOCK: “No, Doctor. I simply maintain that computers are more efficient than human beings, not better.”


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