POST 4: Interaction

For this week’s blog prompt, I wanted to use a resource that I found helpful in understanding and navigating the basics of ChatGPT. This video is a step by step tutorial on how to navigate ChatGPT; from setting up an account to explaining concepts and giving commands.

Prompt: Go to YouTube, Vimeo, Youku, Tencent Video or a hosted video service provider of your choice, and type in your Interactive Learning Design subject area into the ‘search’ box. Choose a video from the list that comes up that you might use with your learners, and write a post that addresses 4-5 of the prompts.

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

Although this video tutorial does not have learners interact with it directly, it does prompt them to follow along in each section as it navigates ChatGTP. The host encourages viewers to follow their steps while they explain what particular elements of ChatGTP can do.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

One activity that I would design for learners would be for them to take a deeper dive into one of the topics that the tutorial touched on. Learners would choose anything the video covered (translations, comparing, creative writing, brainstorming, summarizing text, feedback, role playing, commands, etc.) and use it to make a presentation on a topic of their interest. Within the presentation, they show how they used ChatGPT and express what their experience was working with it. The presentation would be posted on a sharing platform such as WordPress. This experiential first activity would lead into upcoming modules. This activity would be in the first module: Introduction to AI Language Models: Introduction to ChatGPT and its development by OpenAI and is based on the assumption that learners have a basic understanding of ChatGPT but it can easily be adapted for those who have more experience with the AI system. By engaging with students in this activity, it fosters critical thinking and communication skills as well as develops technical and digital literacy skills.

How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

For this activity there would be two types of feedback; from peers and the instructor. Since students are presenting not only on their topic but their experience with ChatGPT peers can give feedback based on both. This includes what the presenter’s strengths and stretches were and if they have any solutions to possible roadblocks that the presenter expressed. This feedback would be placed into the comment section of the sharing platform (for this example, WordPress). Additionally, the instructor would have a posted rubric and proficiency scale. It would stipulate what the instructor is grading on and looking for in order for the activity to remain transparent. This feedback would be given more directly to the student in methods such as written comments, recorded audio, virtual conferencing, or a combination of more than one.

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

The additional work that this activity would cause is in giving feedback back to the student. It would only be in giving feedback as the video itself provides a clear demonstration as to what to do, step by step. As an instructor, I would say in smaller class sizes 30 and under, this activity would give about 2 hours of additional work if the feedback is thoughtful, precise, and aimed at the development of that particular student. In this case, I would say the work would be very much worth while while manageable. In larger class sizes however, it could become an overwhelming amount of work. As a solution, I would put students into groups and have them comment on each others’ presentations. Each spending time to “mark” each other based on a detailed rubric.

How could the video have been designed to generate more or better activity from viewers or students?

Although the host of this video does a great job showing how to work the basics of ChatGTP in this video, they could have prompted more for learners to follow along with them, given more time to pause to catch up, or verbalizing when to pause before moving onto the next section. Additionally, there were opportunities where the video could have been interactive and the host could have asked questions to the viewer and had them respond directly before moving on.