我的课需要人工智能。这是我到目前为止所学到的。
My class required AI. Here's what I've learned so far.
我的课需要人工智能。这是我到目前为止所学到的。
(Spoiler alert: it has been very successful, but there are some lessons to be learned)
（剧透警告：已经很成功了，但也有一些教训要吸取）
My class required AI. Here's what I've learned so far. --- 我的课需要人工智能。这是我到目前为止所学到的。 (substack.com)
I fully embraced AI for my classes this semester, requiring students to use AI tools in a number of ways. This policy attracted a lot of interest, and I thought it worthwhile to reflect on how it is going so far. The short answer is: great! But I have learned some early lessons that I think are worth passing on.
这学期我在课堂上完全接受了 AI，要求学生以多种方式使用 AI 工具。这项政策引起了很多人的兴趣，我认为值得反思一下到目前为止的进展情况。简短的回答是：太好了！但我已经学到了一些我认为值得传承的早期课程。
First, as background, I required AI use in slightly different ways across three separate undergraduate and masters-level entrepreneurship and innovation classes. One class was built on extensive AI use: I required students use AI to help them
首先，作为背景，我要求在三个不同的本科和硕士水平的创业和创新课程中以略有不同的方式使用人工智能。一堂课建立在广泛使用人工智能的基础上：我要求学生使用人工智能来帮助他们generate ideas, produce written material, help create apps, generate images, and more.
产生想法、制作书面材料、帮助创建应用程序、生成图像等等。Another class 另一个类had assignments that required students to use AI, and other assignments where AI was optional. For the final class, I introduced them to AI tools and suggested their use, but did not have specific AI assignments. All of the classes had the same AI policy, and I provided every class with my guides to using AI, writing with ChatGPT, and generating ideas with ChatGPT.
有要求学生使用 AI 的作业，以及其他 AI 可选的作业。在最后一节课中，我向他们介绍了 AI 工具并提出了使用建议，但没有具体的 AI 作业。所有班级都有相同的 AI 政策，我为每个班级提供了使用 AI、使用 ChatGPT 写作以及使用 ChatGPT 产生想法的指南。
I should also mention that, having gotten access to the new Bing AI this week, I already think most of our expectations of what AI can do are outdated. The system is so much more capable than ChatGPT that many of the issues with the old AI are no longer relevant. I think it will hasten even more AI integration into our teaching, so I believe the lessons I have been learning remain relevant.
我还应该提一下，在本周访问了新的 Bing AI 之后，我认为我们对 AI 可以做什么的大部分期望已经过时了。该系统比 ChatGPT 强大得多，以至于旧 AI 的许多问题都不再相关。我认为这将加速更多人工智能融入我们的教学，所以我相信我一直在学习的课程仍然具有现实意义。
Without training, everyone uses AI wrong
没有训练，每个人都用错了AI
I have been hearing reports from teachers about how they are seeing lots of badly-written AI essays, even though ChatGPT is capable of quite good writing. I think I know why. Almost everyone’s initial attempts at using AI are bad.
我一直从老师那里听到关于他们如何看到许多写得不好的 AI 论文的报告，尽管 ChatGPT 能够写得很好。我想我知道为什么。几乎每个人最初使用 AI 的尝试都很糟糕。
In one assignment, I asked students to “cheat.” They were told: You need to generate a 5 paragraph essay on a topic relevant to the lessons you have learned in the class so far (team dynamics, selecting leaders, after action reviews, communicating a vision - whatever you like!), but you are going to have an AI do it for you. You will also generate at least 1 illustration to go with your essay. They had to try at least 5 prompts, and they had to write a reflection at the end on how the AI did.
在一项作业中，我要求学生“作弊”。他们被告知：你需要写一篇 5 段的文章，主题与你迄今为止在课堂上学到的课程相关（团队动力、选择领导者、行动后回顾、传达愿景——随便你喜欢什么！），但你将会有一个人工智能为你做这件事。您还将生成至少 1 个插图以配合您的论文。他们必须尝试至少 5 个提示，并且他们必须在最后写下关于人工智能如何做的反思。
Almost everyone’s first prompts were very straightforward. They usually pasted in the assignment directly, something like generate a 5 paragraph essay on selecting leaders. Sometimes they went a little further: use an academic tone or write it for an MBA class. The result was almost always a mediocre C- essay. I think this is what most teachers are seeing, and why a lot of people underestimate what ChatGPT can do as a writing tool.
几乎每个人的第一个提示都非常直截了当。他们通常直接粘贴在作业中，比如生成一篇关于选择领导者的 5 段文章。有时他们走得更远：使用学术语气或为 MBA 课程编写。结果几乎都是平庸的C-essay。我认为这是大多数老师所看到的，也是为什么很多人低估了 ChatGPT 作为写作工具的作用。
However, in my assignment, I required students to use multiple prompts, which forced them to consider how to improve their output. At this point, students went in one of three directions. It would help to show you examples of these paths, so I wrote fictional prompts:
然而，在我的作业中，我要求学生使用多个提示，这迫使他们考虑如何提高输出。此时，学生们朝三个方向之一走去。向您展示这些路径的示例会有所帮助，因此我编写了虚构的提示：
Approach 1: Minor variations, letting the AI do the work
方法 1：细微变化，让 AI 完成工作
Generate a 5 paragraph essay on selecting leaders
生成一篇关于选择领导者的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams
生成一篇关于团队如何选择领导者的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams and how team process works
生成一篇关于团队如何选择领导者以及团队流程如何运作的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability.
生成一篇关于如何通过团队、团队流程和领导能力选择领导者的 5 段文章。Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability, 250 words.
生成一篇关于如何通过团队、团队过程和领导能力选择领导者的 5 段文章，250 字。
Approach 2: Adding restrictions and user knowledge
方法 2：添加限制和用户知识
Generate a 5 paragraph essay on selecting leaders
生成一篇关于选择领导者的 5 段文章Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority
生成一篇关于选择领导者的 5 段文章，涵盖喋喋不休的假设、领导地位影响和资历Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader.
生成一篇关于选择领导者的 5 段文章，涵盖喋喋不休的假设、领导者地位影响和资历。说明喋喋不休的效果是说得最多的人成为领导者。Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Use examples. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.
生成一篇关于选择领导者的 5 段文章，涵盖喋喋不休的假设、领导者地位影响和资历。说明喋喋不休的效果是说得最多的人成为领导者。使用示例。使用生动的语言，并从一位回国攻读 MBA 的管理顾问的角度出发。为 MBA 课程的教授撰写有关团队战略和创业精神的文章。Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Consider the challenges and advantages of each approach. Use examples. Use active tense and storytelling. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.
生成一篇关于选择领导者的 5 段文章，涵盖喋喋不休的假设、领导者地位影响和资历。说明喋喋不休的效果是说得最多的人成为领导者。考虑每种方法的挑战和优势。使用示例。使用主动时态和讲故事。使用生动的语言，并从一位回国攻读 MBA 的管理顾问的角度出发。为 MBA 课程的教授撰写有关团队战略和创业精神的文章。
Approach 3: Co-editing 方法 3：共同编辑
Generate a 5 paragraph essay on selecting leaders
生成一篇关于选择领导者的 5 段文章That is good, but the third paragraph isn’t right. The babble effect is that whoever talks the most is made leader. Correct that and add more details about how it is used. Add an example to paragraph 2
那很好，但是第三段不对。喋喋不休的效果是，谁说话最多，谁就成为领导者。更正它并添加有关其使用方式的更多详细信息。在第 2 段中添加示例The example in paragraph 2 isn’t right, presidential elections are held every 4 years. Make the tone of the last paragraph more interesting. Don’t use the phrase “in conclusion”
第2段的例子不对，总统选举每4年举行一次。让最后一段的语气更有趣。不要使用“总而言之”这个短语Give me three possible examples I could use for paragraph 4, and make sure they include more storytelling and more vivid language. Do not use examples that feature only men.
给我三个可以用于第 4 段的示例，并确保它们包含更多的故事和更生动的语言。不要使用仅以男性为特征的示例。Add the paragraph back to the story, swap out the second paragraph for a paragraph about personal leadership style. Fix the final paragraph so it ends on a hopeful note.
将这一段添加回故事中，将第二段换成关于个人领导风格的一段。修改最后一段，使其以充满希望的音符结尾。
The first approach yielded very mediocre results and students with these types of prompts often described the results as feeling rather vapid. The second approach was significantly better, but the results were more variable, as students were engaging in trial-and-error with entire prompts. That made fine-tuning a good essay hard, and students using this approach often remarked that they felt they did not have a lot of control over the outputs of the AI. By far the best approach, which led to both the best essays and the most impressed students, happened when people took the co-editing approach. The approach required a lot of careful focus on the AI output, which also made it very useful for student learning. As we discussed in our whitepaper, teaching an AI to improve an essay is a pedagogical method that can produce new insights. I would strongly suggest that you push students in this direction, if you intend to incorporate AI essays into your classes.
第一种方法产生了非常平庸的结果，有这些类型提示的学生经常将结果描述为感觉相当乏味。第二种方法要好得多，但结果更加多变，因为学生要根据整个提示进行反复试验。这使得对一篇好文章进行微调变得很困难，使用这种方法的学生经常表示，他们觉得自己对 AI 的输出没有太多控制权。到目前为止，当人们采用共同编辑的方法时，最好的方法就会产生最好的论文和给学生留下最深刻的印象。该方法需要非常仔细地关注 AI 输出，这也使其对学生学习非常有用。正如我们在白皮书中讨论的那样，教 AI 改进论文是一种可以产生新见解的教学方法。如果你打算将 AI 论文纳入你的课程，我强烈建议你将学生推向这个方向。
Another key lesson was that training on AI tools is really important, and students need to be shown the basics of prompt-crafting. In other classes, before I taught students how to use AI, many were using simple prompts that yielded bad results. After discussing the tools and sharing my guides, prompting got much better and the results in class improved dramatically. But even then, most of the students were not using the most advanced prompting techniques, like giving ChatGPT personas (“You are an MBA student who has spent 4 years working in the military in logistics. You are an excellent writer and use clear examples. You do not repeat yourself”), without further instruction.
另一个重要的教训是，人工智能工具的培训非常重要，需要向学生展示快速制作的基础知识。在其他课程中，在我教学生如何使用人工智能之前，许多人使用的是简单的提示，但结果很糟糕。在讨论了这些工具并分享了我的指南之后，提示变得更好了，课堂上的成绩也有了显着提高。但即便如此，大多数学生也没有使用最先进的提示技术，比如给 ChatGPT 人物角色（“你是一名 MBA 学生，在军队从事后勤工作 4 年。你是一位出色的作家，并且使用清晰的例子。你不要重复你自己”），没有进一步的指示。
Students understand accuracy and bias issues
学生了解准确性和偏差问题
I have seen lots of educators concerned about the fact that the AI lies, frequently and well. But, seeing my students’ work, I think this is less of a problem than many think. Students understood the unreliability of AI very quickly, and took seriously my policy that they are responsible for the facts in their essays. It was clear that they carefully checked the assertions in the AI work (another learning opportunity!), and many reported finding the usual hallucinations — made up stories, made up citations — though the degree to which these problems were overt varied from prompt to prompt. The most interesting fact-checks were the ones focused on subtle differences (“it captured the basic facts of the example, but not the nuance”), suggesting deep engagement with the underlying concepts. Reading these reflections, I think we should be a bit less concerned about the idea that students will always be taken in by a lying ChatGPT. They are capable of understanding the limits of the tools, and the focus on facts forces them to pay attention to the details of the AI essay, creating some real teachable moments.
我见过很多教育工作者担心人工智能经常撒谎这一事实。但是，看到我学生的作品，我认为这不像许多人想象的那样是个问题。学生们很快就理解了 AI 的不可靠性，并认真对待我的政策，即他们对论文中的事实负责。很明显，他们仔细检查了人工智能工作中的断言（另一个学习机会！），许多人报告发现了常见的幻觉——编造故事、编造引文——尽管这些问题的明显程度因提示而异.最有趣的事实核查是那些专注于细微差异的事实核查（“它抓住了示例的基本事实，但没有捕捉到细微差别”），表明深入参与了基本概念。阅读这些反思，我认为我们应该少一些担心学生总是会被说谎的 ChatGPT 上当的想法。他们能够理解工具的局限性，对事实的关注迫使他们注意 AI 文章的细节，创造一些真正的教学时刻。
Similarly, students were very aware of the issues of bias in these systems, though ChatGPT was less of a concern than image generation tools. The tendency of the tools to produce biased images (MBAs were almost always depicted as men by default in some tools, for example) was apparent to many students. In their essay, they thoughtfully discussed their efforts to get the AI systems to produce images that reflected their fellow students. Having a discussion about this in class when introducing these tools was helpful.
同样，学生们非常清楚这些系统中存在的偏见问题，尽管与图像生成工具相比，ChatGPT 不太令人担忧。这些工具产生有偏见的图像的倾向（例如，MBA 在某些工具中默认情况下几乎总是被描绘成男性）对许多学生来说是显而易见的。在他们的文章中，他们深思熟虑地讨论了他们为让人工智能系统生成反映他们同学的图像所做的努力。在介绍这些工具时在课堂上对此进行讨论很有帮助。
AI is everywhere already 人工智能已经无处不在
Even if I didn’t embrace AI, it is also clear that AI is now everywhere in classes. For example, students used it to help them come up with ideas for class projects, even before I even taught them how to do that. As a result, the projects this semester are much better than previous pre-AI classes. This has led to greater project success rates and more engaged teams. On the downside, I find students also raise their hands to ask questions less. I suspect this might be because, as one of them told me, they can later ask ChatGPT to explain things they didn’t get without needing to speak in front of the class. The world of teaching is now more complicated in ways that are exciting, as well as a bit unnerving.
即使我不接受 AI，也很明显 AI 现在在课堂上无处不在。例如，学生们甚至在我教他们如何做之前就用它来帮助他们想出课堂项目的想法。因此，本学期的项目比以前的 pre-AI 课程要好得多。这导致了更高的项目成功率和更多的参与团队。不利的一面是，我发现学生举手提问的情况也较少。我怀疑这可能是因为，正如其中一位告诉我的那样，他们稍后可以要求 ChatGPT 解释他们没有得到的东西，而无需在全班同学面前发言。教学世界现在变得更加复杂，既令人兴奋又让人有些不安。
Once classes concludes, I will write more about how students are using AI in other ways, both required and spontaneous. I also hope to soon share some research, rather than just qualitative impressions. However, based on my experience, I think focusing on how people use AI in class rather than whether they use it will result in better learning outcomes, happier students, and graduates who are better prepared for a world while AI is likely to be ubiquitous.
一旦课程结束，我将写更多关于学生如何以其他方式使用 AI 的内容，包括必需的和自发的。我也希望尽快分享一些研究，而不仅仅是定性印象。然而，根据我的经验，我认为关注人们如何在课堂上使用人工智能而不是他们是否使用它会带来更好的学习成果、更快乐的学生以及为人工智能可能无处不在的世界做好更好准备的毕业生。
