17. The Evolution of ChatGPT: A Transformational Innovation for Teaching in Adult and Higher Education Organizations

 

ChatGPT is a generative AI that can generate text, images, or other media in response to prompts. As a natural language processing (NLP) model developed by OpenAI (https://openai.com/ ), it is designed to generate new content or ideas and express them in real-time conversations (Qadir, 2022). Its core function is to mimic human-like text responses across many domains of knowledge (OpenAI, 2023). Each iteration of ChatGPT builds upon the previous version with advanced features and improved capabilities. On this episode, we explore the potential transformational impacts of ChatGPT on teaching in adult and higher education organizations. 

 

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AHE FutureTech Episode 17 Transcript

• What are your personal experiences with ChatGPT? To what extent do you agree (or disagree) with its observations regarding the potential impact of ChatGPT on teaching in Adult and Higher Education?
• To what extent will ChatGPT transform the way teachers prepare for their courses and teach each class?
• How will ChatGPT impact the assessment of students’ learning?

 

References

 

ChatGPT-3.5 (Wikipedia, 2023). https://en.wikipedia.org/wiki/ChatGPT

OpenAI. OpenAI: GPT-4, 2023. URL https://openai.com/research/gpt-4.

Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education.

Terrasi, V. (2023) GPT-4: How Is It Different From GPT-3.5? https://www.searchenginejournal.com/gpt-4-vs-gpt-3-5/482463/

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.

ZenithAI (https://zenithai.io/).  

Zhai, X. (2023). ChatGPT for next generation science learning. Available at SSRN 4331313.

Zhang, T., Liu, F., Wong, J., Abbeel, P., & Gonzalez, J. E. (2023). The Wisdom of Hindsight Makes Language Models Better Instruction Followers. arXiv preprint arXiv:2302.05206.

7. Chatbots and Holograms and Adult and Higher Education

 

Several spatial web digital technologies are currently disrupting the teaching and learning environments of adult and higher education organizations. This episode explores how chatbots and digital holograms are impacting learning applications in adult and higher education.

• What personal experiences have you had with chatbots and digital holograms in educational and learning situations?

 

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 AHE FutureTech Episode 7 Transcript

 

References 

Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246.

Mavrikios, D., Alexopoulos, K., Georgoulias, K., Makris, S., Michalos, G., & Chryssolouris, G. (2019). Using Holograms for visualizing and interacting with educational content in a Teaching Factory. Procedia Manufacturing, 31, 404-410.

Pates, D. (2020). The holographic academic: Rethinking telepresence in higher education. In Emerging technologies and pedagogies in the curriculum (pp. 215-230). Springer, Singapore.

Riel, J. (2021). Essential features and critical issues with educational chatbots: Toward personalized learning via digital agents. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 246-262). IGI Global.

Tsivitanidou, O., & Ioannou, A. (2020). Users' Needs Assessment for Chatbots' Use in Higher Education. In Central European Conference on Information and Intelligent Systems (pp. 55-62). Faculty of Organization and Informatics Varazdin.

Turk, H., & Seckin Kapucu, M. (2021). Innovative Technology Applications in Science Education: Digital Holography. Journal of Education in Science, Environment and Health, 7(2), 156-170.