AI and writing to learn

This is a second post intended to bring AI tools to the attention of educators. This post is focused on an AI writing tool capable of generating extended prose in response to a question/request. Educators should make the effort to explore this service and consider how student use of the tool may have implications for how they structure writing assignments.

Everything from notes to essays and research papers has long been assigned to influence learning. Aside from being tasks that develop writing skills, such tasks involve an external activity that can be shaped to influence cognitive processing to improve learning, understanding, and application. These additional benefits of the application of writing are commonly described as writing to learn. AI has reached a point where technology can now generate a credible written product in response to a description of what you want written. When used inappropriately, the substitution of AI for personal effort would seem to circumvent both the development of writing skills and writing to learn. “When used inappropriately” is the key phrase here. I can also imagine benefits for a writer making use of such tools. The difference will depend on how tasks are structured by educators making assignments and by writers concerned with developing skills and knowledge.

The online service I want educators to explore is ChatGPT. It is presently a free service based on OpenAI. Exploration is as simple as this. Sign up for an account. Open ChatGPT and enter a request in the text box and see what response you get.

Here is an example of one of my requests.

Me: Should high school students take notes with a laptop or tablet?

ChatPT: It is ultimately up to the individual student and their preference, but there are pros and cons to both using a laptop and a tablet for taking notes.

Using a laptop for taking notes can be advantageous because it allows students to type their notes quickly, which can be useful for keeping up with lectures. Additionally, laptops typically have a larger screen and keyboard, which can make it easier for students to view and interact with their notes. However, laptops can also be a distraction if students are tempted to use them for other purposes, such as checking social media or playing games.

On the other hand, using a tablet for taking notes can be useful because it is often lighter and more portable than a laptop, which can make it easier to carry to and from class. Additionally, many tablets come with stylus pens, which can be useful for students who prefer to take handwritten notes. However, tablets may have smaller screens and can be more difficult to type on, which can make it harder for students to keep up with lectures.

Overall, the best choice for taking notes will depend on the individual student’s needs and preferences. Some students may find that a laptop is the best option, while others may prefer a tablet. It may be helpful for students to try out both options and see which one works best for them.

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I thought it was interesting that the AI system interpreted my question a little differently than I intended. I was interested in the distinction between taking notes in a notebook and using technology, but my question was not specific enough to communicate this intent. My reaction to the answer was that I probably would not be able to differentiate this response from the response an undergrad in an education course might generate.

Here is the thing that is key to understanding what you are reading. This response is not like the response from a Google search that found a response someone had written. This response was created based on a vast store of content – created and not copied. Try taking sections from the response and using the section in a search. You will find appropriate content on the same topic, but not a match to the section of text from your query.

The point about writing to learn is this. I had the AI tool generate this product with me having to do very little thinking. I did not have to search my memory for information. I did not have to generate new ideas by extending what I already knew. I did not have to summarize new information I read in an effort to answer the question. I generated a written product without writing to learn. I might as well have borrowed the response from another student and turned it in as my work.

So, this is now a reality. What are you going to do understanding students can use this and soon even more powerful tools? It is time to think about the situation and consider strengths and weaknesses.

I think AI writing may replace or at least support more traditional search. If I wanted an answer to the question, the AI generated content certainly gives some things to think about. Maybe this is as far as I need to go for personal use. However, if generating a product for others more is needed.

I find the lack of citations an issue. For some forms of writing, expecting citations might be part of an approach that still offers hope for writing to learn. When I write for someone else with more professional intent, I feel I must provide citations to support positions I take. This was the way I was trained and I offer a way for readers to find the research and data I have in mind when I make suggestions. It happens to be a pet peeve when it comes to some of what I would describe as “popular literature” educators read when looking for suggestions to guide their practice.

Reliance on sources and citations would be an expectation important to emphasize for certain kinds of writing. I think of generating a list of citation backed notes as a component of what might be expected of the Flower and Hayes writing process model. So, an AI query might be a source for ideas in generating a longer written product, but ideas from such a search would require associated citations in a final product.

Requiring citations and including a primary submission of notes and citations used in preparation of a manuscript would be expectations I would recommend for the generation of longer written products.

One final thing and this was probably predictable. I asked the AI writer whether AI use by students could reduce what they learn by writing. See the following response.

Using an AI service to complete writing assignments could potentially limit the learning process for students in a few ways. First, using an AI service to generate writing can prevent students from developing their own writing skills, such as brainstorming ideas, organizing their thoughts, and expressing themselves in their own words. Second, relying on an AI service to do the work for them may prevent students from engaging with the material in a meaningful way and truly understanding the subject matter. Finally, using an AI service to complete writing assignments can limit the creativity and originality of the work produced, as AI-generated writing may be limited in its ability to come up with new ideas or to think outside the box.