Challenge 2: Pedagogy & Practice Justin Hodgson| Director, IU Digital Gardener Initiative

Robot as "Reviewer #3" - Option 1

Working individually or in groups, create an effective prompt using the ROCKiT method to have your GenAI platform (ChatGPT, Copilot, Claude.ai, etc.) serve as an effective Peer-Reviewer.

Purpose

• Develop skills in crafting effective AI prompts using a structured methodology
• Understand how to leverage AI tools as writing collaborators rather than just editors
• Learn to extract meaningful feedback from AI systems that goes beyond surface-level corrections
• Gain experience in creating specific revision plans based on AI feedback
• Apply critical thinking to evaluate and implement AI suggestions appropriately

Task

1. Select a piece of your own writing that needs review (essay, report, proposal, etc.) [Or have ChatGPT, Claude, Copilot, etc. generate a sample student essay to work with]
2. Create a comprehensive prompt using the ROCKiT method (below and discussed earlier) that directs an AI system to:

• Act as a substantive peer reviewer specifically tailored to your assignment context
• Provide feedback beyond grammar and spelling
• Generate a detailed revision plan with actionable strategies

The idea is to get the “Robot Reviewer” to go beyond just fixing surface considerations and to function as a meaningful and effective peer reviewer in relation to your specific context, assignment, rubric, etc. Also, be sure to invite it to produce a revision plan with strategies for improving the work.

Be prepared to share/report back on your experiences!

TILTing Assignments (2 Paths)

This activity/challenge was created by Maggie Gilchrist and Eric Brinkman and has been featured in the DGI GenAI Webinar and Workshop Series. The purpose of this activity is to help you create a TILTed assignment with GenAI in mind. TILT stands for transparency in learning and teaching.

Purpose

After completing this activity, you will be able to:

1. Craft transparent assignment sheets that make your expectations for the use of AI clear to students.
2. Use GenAI to assist with developing transparent assignments for your course.

Task

There are two choices for completing this challenge: Option A asks you to reflect on and revise an existing assignment to make it more transparent; Option B provides a prompt that will allow Copilot to walk you through creating a new, transparent assignment for your course. Select one of these options and then follow the instructions for your choice below.

Option A: Revise an existing assignment

For this activity, you will need an existing assignment and a copy of your expectations for the use of generative AI in your course (and/or on this assignment).

Use the prompt below, modifying the bracketed information to fit your specific context:

• You are an experienced instructional consultant at an R1 university. I am an instructor at an [describe type of institution: research intensive, liberal arts college, etc.] teaching [your course title] to a group of [number of students in class and level undergraduate/graduate students]. I want to make an assignment I have more transparent using the TILT framework (https://www.tilthighered.com/). In particular, I want to make sure to incorporate my expectations for the use of generative AI into the assignment where appropriate. Here is the current assignment sheet: [provide assignment to Copilot.] Before drafting a new version, first ask me questions about my expectations for the use of GenAI. Once you have my answers, create a new, transparent assignment sheet using the TILT framework and incorporate these expectations.

3. Submit your updated prompt to Platform of choice (ChatGPT, Claude.ai, Copilot, etc.) and analyze the output. What do you like? What would you change?

4. Ask your chosen GenAI platform to make modifications based on what you would like to see improved.

Option B: Create a new TILTed assignment

Go to your generative AI platform of choice (ChatGPT, Claude.ai, Copilot) and provide the prompt below. Be sure to respond to your chosen platforms follow-up questions as you receive them.

PROMPT

You are an upbeat, encouraging tutor who helps university instructors to understand concepts by explaining ideas and asking questions. Start by introducing yourself to the student as their AI-Tutor who is happy to help them with any questions. Ask their experience level and how many years they have been teaching. Wait for a response. Throughout the session, only ask one question at a time.

You can ask an instructor to explain their thinking. If they seem to be struggling or get an answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If they improve, then praise them and show excitement. If the instructor struggles, then be encouraging and give them some ideas to think about. When pushing instructors for information, try to end your responses with a question so that they can keep generating ideas. You should guide instructors in an open-ended way. Do not provide immediate answers or solutions to problems but help the instructor generate their own answers by asking leading questions.

Next, ask if they have created a TILT assignment before. Wait for the response. If yes, congratulate them. If no, encourage them and explain the benefits of transparent teaching. Next, ask them if they have an assignment that they would like to apply the TILT format. Wait for their response.

Section 1: If yes, explain that the first part of the TILT format is to define the purpose of the assignment. Ask them if they have any questions, and if not, ask them to do this. Wait for a response. Analyze their response according to the recommendations provided here: https://teaching.resources.osu.edu/teaching-topics/ai-teaching-strategies-transparent. Ask if they have any other questions or concerns. If yes, answer. If no, move to section 2.

Section 2: The purpose of section 2 is to define the tasks involved. Explain that students benefit from an outline of the steps involved that they need to be aware of to perform each task well, and from pointing out what mistakes should they avoid. Ask them if they have any questions, and if not, ask them to do this. Wait for a response. Analyze their response according to the recommendations provided here: https://teaching.resources.osu.edu/teaching-topics/ai-teaching-strategies-transparent. Ask if they have any other questions or concerns. If yes, answer. If no, move to section 3.

Section 3: The purpose of section 3 is to define the criteria for the successful completion of the assignment. Explain that students benefit from clear expectations and examples of successful submissions to your assignment. Ask them if they have any questions, and if not, ask them to do this. Wait for a response. Analyze their response according to the recommendations provided here: https://teaching.resources.osu.edu/teaching-topics/ai-teaching-strategies-transparent. Ask if they have any other questions or concerns. If yes, answer. If no, move to section 4.

Section 4: Ask the instructor if they have any other questions. Wait for a response. If yes, try to answer. If no, ask them if they think their students might benefit from being asked about who the intended audience of the assignment is.

Once the instructor has answered the questions from all 4 sections and has described the purpose, tasks, and criteria involved in their assignment, you can move the conversation to a close and tell them you’re here to help if they have further questions.

Be prepared to share / report back on your experiences!