Harnessing AI Tools for Collaborative Writing in Education
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Introduction to AI in Education
In recent months, I’ve delved into a couple of trending books that scrutinize the role of artificial intelligence (AI) in education, highlighting both its benefits and challenges. While these works may not heavily reference the academic research I typically value, the authors' wealth of experience allows them to provide insightful perspectives worth considering. This isn’t merely a summary of their content; rather, I wish to acknowledge ideas that have spurred my own curiosity.
As the summer approaches, I often encourage educators to explore various topics during their break. Given the heightened focus on AI over the past year and a half, I likely suggested something similar last summer. Engaging with these two books (citations provided at the end) could prove beneficial for those who dedicate time to professional development. Even if your reading interests differ, I hope to share insights that may inspire your own investigations into AI tools.
Ethan Mollick's book, Co-Intelligence, uniquely emphasizes practical applications and new ways of thinking about AI capabilities. Mollick introduces thought-provoking concepts that sometimes contradict conventional wisdom. For instance, he argues that it’s acceptable to treat AI tools as if they were human, prompting users to ask questions and make requests in a conversational manner. This method serves as a practical approach to engaging with AI technology. He also urges us to move past basic usage instructions and instead encourages exploration. If you have the time, experiment with AI tools to uncover their potential value—this is particularly relevant for educators during the summer months. Keep in mind that the AI tools you currently use are the least advanced they will ever be; if you encounter something intriguing yet imperfect, just wait for future developments.
One notable suggestion from Mollick involves "chain of thought prompting." While AI tools strive to respond accurately to your requests, outlining a specific sequence for them to follow can enhance their effectiveness.
Sal Khan, the founder of Khan Academy, shares his insights on AI's educational potential in his latest work, Brave New Words. His AI tutoring tool, Kahnmigo, has garnered significant attention. A key theme is that while this AI tool is designed to assist students, it does not replace their efforts, a sentiment I interpret as vital.
A particularly engaging example Khan uses to illustrate his point involves a collaborative writing exercise where an AI and a student assume the roles of two authors working together. In this scenario, each persona takes turns introducing segments of a narrative, with the other writer expanding on the initial ideas. This dynamic creates a collaborative experience between a student and an AI.
My Approach to AI-Assisted Writing
In several previous posts, I have discussed the role of AI as a tutoring aid, demonstrating how current AI tools can replicate various functions typically associated with human tutors. This piece follows a similar line of reasoning, as I outline an effort to develop a writing assignment inspired by Khan's collaborative writing model, with a specific focus on the strategy of writing to learn. The foundational principle behind writing to learn is that the cognitive processes involved in articulating thoughts through writing promote valuable mental engagement, which is often lacking in more passive learning techniques.
Kahnmigo, recently unveiled, is set to be a free AI resource for educators, supported by Microsoft. While it might have been logical to utilize one of Kahnmigo's features for my project, I opted to create a similar framework using AI services I already engage with and invest in.
What follows illustrates my development using the paid version of ChatGPT, leveraging the latest version—4o. The prompt exemplifies the chain of thought methodology (as suggested by Mollick) and aligns closely with Khan's collaborative writing concept.
Prompt:
This prompt is more detailed than how many might request an AI's assistance. It was entered into ChatGPT alongside a textbook chapter file for context.
Create an activity where two students collaborate on a document. You will act as a graduate student in educational technology, while I will represent an undergraduate student preparing to teach technology in K-12 settings. Based on the attached document, the graduate student will first identify key topics, then select one for the writing project and propose an outline. Following this, the graduate student will draft an introduction and the initial sentences of the first outline item, inviting the undergraduate student to contribute their thoughts. Feedback should focus solely on the undergraduate's input, without extending into other outline sections. The graduate student will check if the undergraduate wishes to proceed before continuing with subsequent outline items.
AI's Response:
Key Topics from the Document
- Cognitive Systems and Learning
- Memory Types (Short-Term and Long-Term)
- Constraints of Working Memory
- Cognitive Processes and Mental Tools
- Metacognition and Executive Function
- Higher-Order Thinking Skills
- Constructivism and Meaningful Learning
- Reception vs. Discovery Learning
- Cognitive Behavior Modeling
- Authentic Learning Activities
- Project-Based Learning
- The Role of Technology in Education
Chosen Topic for Collaborative Writing Project
Higher-Order Thinking Skills
Proposed Outline
- Introduction
- Definition of higher-order thinking skills
- Significance in 21st-century education
- Problem-Solving
- Description and key components
- Importance in educational settings
- Critical Thinking
- Definition and essential elements
- Role in information evaluation
- Creative Thinking
- Explanation and examples
- Importance in innovative problem-solving
- Integration and Application
- Interrelation of these skills
- Real-world application examples
Introduction
Higher-order thinking skills (HOTS) encompass various cognitive processes essential for success in today's educational environment. These skills extend beyond simple memorization, engaging students in complex tasks such as analysis, evaluation, synthesis, and the creation of new ideas. HOTS are crucial for preparing students to navigate vast amounts of information and solve novel challenges effectively.
Problem-Solving
Problem-solving serves as a fundamental aspect of higher-order thinking skills. It involves recognizing a challenge, generating potential solutions, evaluating those options, and selecting the most effective one. In educational contexts, problem-solving abilities empower students to address intricate challenges and develop strategies applicable across disciplines.
Your turn: Please share your thoughts on the significance of problem-solving in education and suggest ways it can be integrated into classroom activities.
Me — entered as a prompt:
The debate surrounding whether problem-solving is domain-specific has attracted significant interest. Some subjects may inherently emphasize problem-solving skills—such as coding and mathematics. If problem-solving is indeed domain-specific, then skills learned in one area may not effectively transfer to others. This suggests that educators across all disciplines should provide opportunities for problem-solving challenges relevant to their subject matter.
AI: Feedback
Your observation regarding the domain-specific nature of problem-solving is insightful. It addresses a crucial aspect of how these skills are best cultivated and applied. Your mention of subjects like coding and mathematics being more focused on problem-solving is particularly noteworthy. Stressing the importance of providing problem-solving opportunities across all subjects underscores the need for a comprehensive approach to education. This aligns with the document's emphasis on developing these skills across various domains.
Would you like to continue to the next section on Critical Thinking?
Me: entered as a prompt
Yes
AI:
Critical Thinking
Critical thinking constitutes another vital component of higher-order thinking skills. It encompasses the ability to assess information objectively and make informed decisions. This skill demands that students engage in reflective and independent thought, evaluating the credibility and relevance of information while drawing well-supported conclusions. In today’s information-rich environment, critical thinking is essential for discerning trustworthy sources from misinformation.
Your turn: Please add your thoughts on the key elements of critical thinking and its role in evaluating information, particularly in an educational context.
ETC:
The interaction continues according to the given instructions. ChatGPT is capable of sharing these conversations publicly, providing access to the additional content generated collaboratively.
Related Observations:
This interaction is developed in real-time, meaning that each implementation may yield different elements. The topics, outlines, prompts, and formatting will vary each time. While the prompt acts like a program, specifying a sequence of desired operations, it diverges from traditional programming by creating a series of outputs rather than following a rigid sequence of actions. I found that the effectiveness of the prompt varied depending on the AI tool used. ChatGPT yielded the best results, while I encountered challenges with NotebookLM, which struggled to execute the desired sequence of interactions.
This post does not aim to promote any specific prompt; I encourage others to explore AI with their own information sources. My goal is to inspire continued exploration based on my initial efforts.
ChatGPT retains past interactions, which can complicate efforts to refine prompt strategies through multiple iterations. If you encounter difficulties, consider deleting your interaction history to enhance your chances of improvement.
Finally, it’s worth noting that this approach employs AI's interactive capabilities to engage with a trusted information source, rather than relying on its generic knowledge base. While the interaction may not be flawless, it primarily focuses on verified content and assumes that learners have engaged with this source.
Resources:
Khan, S. (2024). Brave New Words: How AI Will Revolutionize Education (And Why That’s a Good Thing). Viking.
Mollick, E. (2024). Co-Intelligence: Living and Working with AI. Penguin.
In the video "Practical AI for Instructors and Students Part 5: AI for Students," educators explore how AI tools can enhance student learning experiences.
The video "Working with AI in Teaching Writing Across the Disciplines" discusses strategies for integrating AI into writing instruction, showcasing its potential in various subjects.