5.3 AI Through A Critical Lens
Guiding Questions
<!-- /wp:heading -->- Why is it necessary for students to learn to approach AI with a critical lens?
- <!-- /wp:list-item --> What types of assignments can help students think critically about AI?
- <!-- /wp:list-item --> What critical thinking skills can be bolstered using AI-driven assignments? <!-- /wp:list-item -->
Throughout this module, we have been discussing how to "AI-proof" assignments, thus enhancing their robustness against AI-mediated plagiarism. However, this doesn't mean we should entirely avoid the use of AI in our classrooms. In fact, well-designed assignments that encourage critical engagement with AI can foster higher-order thinking skills, similar to what we discussed in the previous lesson. By guiding students to think critically about the strengths, weaknesses, and limitations of AI technology, we can prepare them to better interpret information obtained from AI. Teaching with AI is one of the most effective ways to equip students with these essential skills for living, working, and learning in an increasingly AI-dominated world.
<!-- /wp:paragraph -->In this lesson, we'll discuss several ways to design assignments and activities that take a critical approach to AI.
<!-- /wp:paragraph -->Fact-Checking AI Outputs
<!-- /wp:heading -->One highly effective way to teach these skills involves analyzing the outputs of AI chatbots. For instance, you might provide students with an AI-written essay or article, or have them generate one using an AI tool, and then assign them the task of fact-checking the AI output. In this process, students must discern what claims require verification, conduct research to validate or debunk these claims, and articulate their findings and corrections.
<!-- /wp:paragraph -->This activity not only enhances students' research and critical thinking skills, but also deepens their understanding of the discussed topic. More importantly, it trains them to spot inaccuracies in seemingly confident AI-generated text. For example, in a history class, students could fact-check an AI-generated article on a particular historical event or figure, thus enriching their understanding of the event or figure while also learning to scrutinize AI outputs critically. Here are some other examples:
<!-- /wp:paragraph -->- Science Class: Give students an AI-written summary of a scientific theory or process, such as evolution or photosynthesis. Ask them to fact-check the AI output against trusted resources and identify any inaccuracies or missing information. This exercise not only sharpens their understanding of the subject but also fosters critical evaluation of AI-produced content.
- <!-- /wp:list-item --> Literature Class: Assign students an AI-generated analysis of a literary work. Have them verify the points made by the AI regarding themes, character analysis, and plot structure. They can fact-check these claims against the text itself and other reputable literary analysis sources. <!-- /wp:list-item -->
Analyzing AI for Bias
<!-- /wp:heading -->AI technologies, like any tool, are not immune to biases. These biases can manifest in the form of assumptions about race, gender, or other social categories. Engaging students in activities that reveal these biases can be a powerful way to cultivate critical thinking. For example, in a social studies class, students could be tasked to prompt an AI to generate descriptions of individuals in traditionally male or female-dominated professions and then analyze the generated text for gender biases.
<!-- /wp:paragraph -->Another interesting activity involves using AI image generators, which have been found to produce more images of men than women. Students could explore this bias by generating a large number of images and analyzing the gender distribution.
<!-- /wp:paragraph -->Biases can also be explored in the context of history. By prompting AI to write an essay about a specific historical event or figure, students can analyze the output for biases in perspective, omitted details, or overly positive or negative depictions. By recognizing and understanding these biases, students become better equipped to critically interpret AI outputs in and out of class. Here are some examples that could be used in other subjects:
<!-- /wp:paragraph -->- Geography Class: Ask students to prompt an AI to describe cultural aspects of different countries or regions. Then, have students analyze whether the AI's outputs contain biases or stereotypes, for instance, making generalizations or presenting clichéd portrayals.
- <!-- /wp:list-item --> Political Science Class: Students could ask AI to write about different political systems or ideologies. They can then analyze the responses for any biases towards or against particular systems or ideologies, prompting discussions on objectivity in AI and how biases in training data can impact AI outputs. <!-- /wp:list-item -->
Compare and Contrast AI and Human Outputs
<!-- /wp:heading -->Another fruitful approach involves comparing and contrasting AI-generated and human-written texts. Students can be assigned a pair of texts—one written by AI and another by a human—and be asked to analyze differences and similarities in tone, word choice, sentence structure, and overall impact. For example, in a language arts class, students could compare a poem written by a human poet with one generated by an AI, discussing the nuances, emotional depth, and creative elements present in both.
<!-- /wp:paragraph -->This exercise helps students understand the limitations of AI, namely, its lack of comprehension of the intent and emotion behind the text. In the process, students can also gain insights into their own writing, discovering the unique "voice" that differentiates their work from AI outputs.
<!-- /wp:paragraph -->By using these approaches, we can create a teaching and learning environment where AI is not seen as a threat, but rather as a tool for deepening our understanding, sharpening our critical thinking skills, and fostering an informed perspective on the role and impact of AI in our daily lives. Moreover, these activities empower students to become informed consumers of AI technologies, who can effectively use, critique, and contribute to these technologies in the future.
<!-- /wp:paragraph -->- Creative Writing Class: Assign students two short stories, one written by a human author and another generated by AI. Have them analyze and compare both pieces for elements such as character development, plot structure, and emotional depth.
- <!-- /wp:list-item --> Art Class: Students could Use ChatGPT to generate a description of the period of art you are teaching. Then, they can dissect the response for inaccuracies, omissions, and Eurocentric biases. Lastly. teachers can lead a reflection on what was learned about AI during this activity and how we can be more diverse and inclusive in our teaching of art history. <!-- /wp:list-item -->
Conclusion
<!-- /wp:heading -->Ultimately, we hope that this lesson showed that innovative “AI-proof” assignments don’t have to avoid the technology. By creating assignments that take a critical eye to AI, students not only have to exercise skills beyond those of a bot, but they simultaneously learn how to think critically about the capabilities and downfalls of the technology, making them better prepared for the future.
<!-- /wp:paragraph -->Key Takeaways
<!-- /wp:heading -->- Innovative “AI-proof” assignments don’t have to avoid the use of the technology.
- <!-- /wp:list-item --> Analyzing the outputs of chatbots with fact and bias-checking and compare/contrast activities are great ways to building critical thinking skills. <!-- /wp:list-item -->
