Effectively Using

ChatGPT in Education
Reed C. Hepler
M.L.I.S., 2022, IUPUI
This presentation was written by Reed C. Hepler of the
College of Southern Idaho and is licensed under a
M.Ed., ID&T, 2025, Idaho State University
Creative Commons BY NC 4.0 International License.
Digital Initiatives Librarian and Archivist,
College of Southern Idaho
Objectives Understand the introduction and potential
Understand of ChatGPT as an open access tool in
education.
Analyze the similarities and differences in
Analyze the reception of ChatGPT and past
technological advances like Wikipedia.
Evaluate the potential of AI in creating
Evaluate educational resources through personal
experiences.
Understand the importance of educators'
Understand attitudes towards technology in shaping
students' ethical use of these tools.
Examine academic articles and
publications regarding ChatGPT, its
Examine
potential uses, drawbacks, and ethical
concerns.
Understand and apply the TCoP model of
Apply technology integration in the context of
ChatGPT.
Explore various ways students can
Explore
interact with and learn from ChatGPT.
Understand the potential of ChatGPT in
Understand augmenting both teacher and student
learning experiences.
Participate in interactive activities to
Participate demonstrate the abilities of ChatGPT and
Generative AI Tools
Text
ChatGPT: chat.openai.com
Google Bard: bard.google.com
Bing.AI: bing.com/?/ai
Perplexity: perplexity.ai
Image
Getimg.ai: getimg.ai
Dall-e 2: openai.com/dall-e-2
Canva Free Text-to-Image Generator: canva.com/your-apps
Microsoft Designer: designer.microsoft.com/
Stable Diffusion: https://stablediffusionweb.com/
Education
Eduaide.ai: eduaide.ai
Nolej.ai: nolej.ai
App.QuestionWell.org: app.questionwell.org
Claude.ai: https://claude.ai/chats.
AI Content Checker
Crossplag
Copyleaks
Role of Educators in Technological Advancements
Created with Canva Text to Image
Generator. "A picture of a teacher
and a community college student
looking at a computer." Generated
on October 3, 2023.
ChatGPT needs no introduction
● Language and communications model
● Multiple data types
● Exposed to a massive number of texts
● Models syntax and semantics upon hundreds of example interchanges
● Also incorporates data from its interactions with outside users This Photo by Unknown author is licensed under CC BY-NC.

Comparison to Other AI Tools

When comparing any tools, we must consider them through the functions they were originally
intended to serve, not secondary uses.
Concerns about ChatGPT
Ethical (Gordijn and Have, 2023)
Academic (Elgersma, 2023)
Usability/Form (Deng and Lin, 2023)
Data Sources This Photo by Unknown author is licensed
under CC BY-NC-ND.
Do not use Technology for Technological success is “Your job will not be taken
Technology's sake. not about the technology, by AI. It will be taken by
but about the user. someone who knows how to
use AI well.” - David Wiley

This photograph was taken This Photo by Unknown author is licensed under CC BY.
from Dr. Curry's blog, "Dr.
Curry Discusses," and is used
under the fair use doctrine.
http://www.dctrcurry.com/p/abo
ut-me.html
.
 Tweet by Brian Roemmele
(@BrianRoemmele). August 14, 2022.
Accessed on September 27, 2023. Used
under the fair use doctrine, especially in
light of the public availability of the tweet.
https://twitter.com/BrianRoemmele/status/
1558807744924094466?lang=en
.

When I put this image in

PowerPoint, the AI-driven
alt-text generator stated
that it was "a skeleton of a
dinosaur."
When it comes to education, ChatGPT is just like other
technologies in the context of integration. The TCoP Model is
applicable to this type of technology just like it is to other
technologies.
The TCoP model of technology integration (Curry et al., 2022):
Teacher as Consumer Screenshot of a case study in
the OER textbook
Introduction to Library and Infor
mation Science
, by Reed Hepler and David
Horalek. Licensed under the CC
BY NC 4.0 International License.
 Before you Begin... Whatever Prompt Style
you use, remember:

Be as specific as possible
in your prompts.

Iterate your task to

Source-Based Question Answering
acknowledge efficiency
and knowledge gaps.
Keyword ("This was good in these
Simple Instructions Prompts Self-Consistency (use in iterations) ways... and bad in these
ways... I'm looking for...")
Adversarial Prompts
Role Playing/Dialogue Soft Prompts Provide contextual
information and examples.
Knowledge/Data Integration
Shot Prompts (Examples) You can ask ChatGPT to
justify or explain its
Discussion/Contemplation/Thinking Prompts
decisions, or to refrain
Controlled Generation
from doing so.
These are just the basics... more advanced prompts will result in
even more accurate responses. If you are looking for examples to
fuel your creativity, you can use the list at
https://platform.openai.com/examples.
 TEACHER-AS-CONSUMER EXPERIENCE Whatever Prompt Style
you use, remember:
Create increasingly precise inquiries
Be as specific as possible
Discussion/
in your prompts.
Contemplation/
Thinking
Prompts Iterate your task to
Simple Instructions
acknowledge efficiency
and knowledge gaps.
("This was good in these
Role Playing/Dialogue ways... and bad in these
ways... I'm looking for...")

Provide contextual
information and examples.
Soft Prompts
You can ask ChatGPT to
justify or explain its
Knowledge/Data Integration
decisions, or to refrain
Controlled Generation
from doing so.
These are just the basics... more advanced prompts will result
in even more accurate responses. If you are looking for examples
to fuel your creativity, you can use the list
at https://platform.openai.com/examples.
Teacher as Producer
Teacher as Producer
Metric 3 Points
The essay demonstrates
excellent recall of key
Content Knowledge concepts and vocabulary
related to Tantric
Buddhism.
The essay demonstrates a
thorough and accurate
understanding of the basic
principles and practices of
Tantric Buddhism.
The essay demonstrates a
clear ability to apply Tantric
Buddhist concepts to real-
life situations or examples.
2 Points
The essay demonstrates
some recall of key
concepts and vocabulary
related to Tantric
Buddhism, but with some
minor errors or omissions.
The essay demonstrates a
general understanding of
the basic principles and
practices of Tantric
Buddhism, but with some
inaccuracies or
misunderstandings.
The essay demonstrates
some ability to apply
Tantric Buddhist concepts
to real-life situations or
examples, but with some
inconsistencies or limited
depth.
1 Point / No Points
The essay shows poor
recall of key concepts and
vocabulary related to
Tantric Buddhism, with
significant errors or
omissions.
The essay demonstrates a
poor understanding of the
basic principles and
practices of Tantric
Buddhism, with significant
inaccuracies or
misunderstandings.
The essay shows little
ability to apply Tantric
Buddhist concepts to real-
life situations or examples,
with significant
inconsistencies or limited
depth.
Metric 3 Points 2 Points 1 Point

The essay
demonstrates a general
The essay
organization of thoughts The essay shows
demonstrates excellent
and ideas, with a clear poor organization of
organization of thoughts
Structure and Mechanics​ introduction, body, and thoughts and ideas, with
and ideas, with a clear
conclusion, but significant inconsistencie
introduction, body, and
with some s or limited depth.​
conclusion.​
inconsistencies
or limited depth.​

The essay
The essay shows poor
The essay demonstrates competen
use of correct grammar
demonstrates excellent t use of
and syntax,
use of correct grammar correct grammar and
​ and a unclear
and syntax, and a clear syntax, and a clear and
or unengaging writing
and engaging engaging writing style,
style, with significant
writing style.​ but with some errors or
errors or inconsistencies.​
inconsistencies.​
Metric 3 Points 2 Points 1 Point
The essay The essay The essay
demonstrates demonstrates demonstrates
a sophisticated ability a competent ability a limited ability to
to analyze Tantric to analyze Tantric analyze Tantric
Critical Thinking​ Buddhist concepts Buddhist concepts Buddhist
and practices, and to and practices, and to concepts and
identify their identify some of practices,
strengths and their strengths and with significant errors
weaknesses.​ weaknesses.​ ormissions.​
The essay
The essay shows
demonstrates some
The essay little ability to
ability to
demonstrates synthesize different
synthesize different
a creative ability Tantric
Tantric
to synthesize different Buddhist concepts or
Buddhist concepts or
Tantric Buddhist practices, and to
​ practices, and to
concepts or practices, create a
create a
and to create a new new understanding
new understanding
understanding or perspective on
or perspective on
or perspective on them, with significant
them, but with some
them.​ inconsistencies or
inconsistencies or
limited depth.​
limited depth.​
 TEACHER-AS-PRODUCER EXPERIENCE Whatever Prompt Style
you use, remember:

Be as specific as possible
in your prompts.

Iterate your task to

acknowledge efficiency
and knowledge gaps.
("This was good in these
ways... and bad in these
ways... I'm looking for...")

Provide contextual
Create feedback​ information and examples.
Create assignments
You can ask ChatGPT to
justify or explain its
decisions, or to refrain
from doing so.
These are just the basics... more advanced prompts will result
in even more accurate responses. If you are looking for examples
to fuel your creativity, you can use the list
at https://platform.openai.com/examples.
Student as Consumer
• Examining and critiquing productions of ChatGPT
• Producing items suggested by ChatGPT
• Comparing productions not made by ChatGPT to those created by ChatGPT
• Analyzing facts and data generated by ChatGPT
• Explore the nuances in ChatGPT responses to prompts
about medicine, sociology, finances, and other fields. Explore its abilities and limitations.
 STUDENT-AS-CONSUMER EXPERIENCE Whatever Prompt Style
you use, remember:
Create increasingly precise inquiries
Examine ChatGPT responses to learn about the Be as specific as possible
AI’s syntax and habits in your prompts.

Iterate your task to

Simple Instructions
acknowledge efficiency
Discussion/
Contemplation/
and knowledge gaps.
Thinking ("This was good in these
Prompts Role Playing/Dialogue ways... and bad in these
ways... I'm looking for...")

Provide contextual
information and examples.
Soft Prompts
You can ask ChatGPT to
justify or explain its
Knowledge/Data Integration
decisions, or to refrain
Controlled Generation
from doing so.
These are just the basics... more advanced prompts will result
in even more accurate responses. If you are looking for examples
to fuel your creativity, you can use the list
at https://platform.openai.com/examples.
Designing Assignments for an AI-pervaded Environment

Assignment Foci:
• Ethics
• Process Rather than Product

Resource Allocation:
• Immediate Assignments (not preferred)
• Provide All Allowed Course Resources (not preferred)

Academic Integrity:
• Acknowledge AI Use through Citations
• Verify All Citations

AI Interaction:
• Allow and Oversee AI Use
• Document AI Content
Student as Producer
• Using prompts to generate a well-crafted first draft of an essay on a particular topic
• Using prompts to generate appropriate and thorough codes or data for specific purposes, such as computer
code or a metadata record.
• Creating items using ChatGPT and then performing the Student as Consumer tasks
• Many more examples
STUDENT-AS-PRODUCER EXPERIENCE Whatever Prompt Style
you use, remember:

Be as specific as possible
in your prompts.

Iterate your task to

acknowledge efficiency
and knowledge gaps.
("This was good in these
ways... and bad in these
Formulate responses ways... I'm looking for...")
Fact-check ChatGPT
to assignment
products​ Provide contextual
prompts information and examples.

You can ask ChatGPT to

justify or explain its
Fact-check ChatGPT decisions, or to refrain
products​ from doing so.

These are just the basics... more advanced prompts will result in
even more accurate responses.
Impact of ChatGPT

Through these experiences, students will learn: This Photo by Unknown author is licensed under CC BY-SA.

• subject of their course

• and how to effectively use technology

Strategies to use ChatGPT are analagous to using Boolean operators and keywords
This Photo by Unknown author is licensed
under CC BY.
Examples

Generative Textbooks
Eureka Excavations
AI-integrated versions of classic assessment types
Cite Your Sources!... and Tools
APA citation:

Hepler, R. and OpenAI, (2023). "[Chat title]", conversation with [tool name] [Large
Language/Image Model] ([version information]). Generated on [date]. [shareable link to the chat, if
possible].

For example, I would put

Hepler, R., and OpenAI. (2023). "Balrogs might have wings", online conversation with ChatGPT
[Large Language Model] (August 3 Version). Generated on August 22, 2023.
https://chat.openai.com/share/15d75e9f-16d3-4ebf-81b8-f675528ed267.

The MLA analogue would be:

Hepler, R. and OpenAI. "Balrogs Might Have Wings." Conversation with ChatGPT. August 3 Version,
22 Aug. 2023, chat.openai.com/share/15d75e9f-16d3-4ebf-81b8-f675528ed267.

What are your insights?

References
Curry, J. H., Jackson, S. R., & Morin, H. (2022). It’s not just the how, but also the WHO: The TCOP model of technology integration.
TechTrends, 66(6), 980–987. https://doi.org/10.1007/s11528-022-00797-8.

Deng, J., Lin, Y. (2023). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2),
81–83. https://doi.org/10.54097/fcis.v2i2.4465.

Dobrin, Sidney I. (2023). Talking about generative AI: A Guide for educators. Broadview Press. Licensed under a Creative Commons
BY-NC-ND License. https://broadviewpress.com/product/talking-generative-ai/#tab-description.

Elgersma, C. (2023, February 14). ChatGPT and beyond: How to handle AI in schools. Common Sense Education. Retrieved March 9,
2023, from https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools.

Gordijn, B., Have, H. ten. (2023). ChatGPT: Evolution or revolution? Medicine, Health Care and Philosophy, 26(1), 1–2.
https://doi.org/10.1007/s11019-023-10136-0.
Acknowledgments
Many thanks to Dr. John Curry for his encouragement of my investigation of ChatGPT. This presentation and other aspects of my
work related to ChatGPT are the result of several conversations with him.

Thanks to Nathan Hunter for his excellent book, The Art of Prompt Engineering with ChatGPT, which helped me become proficient
in many styles of prompts and understand the contexts in which they are most appropriate.

Prompt Engineering AI Prompts for AI in Education ChatGPT in Higher

and AI Tools, by Teaching, by Dr. Resources, by AI in Education, by Rob
Reed Hepler. Cynthia Alby, Ed Google Group. Rose.
https://oercommons. https://docs.google.c https://docs.google.c https://unf.pressboo
org/courseware/less om/document/d/1Lo4 om/document/d/1E8 ks.pub/chatgptinhig
on/107793 aeiWT4f5xhcsAbWAf b-aY6R-CUMgXe0U hereducation/
. QRITghBhcmFN2m- TCsdyHWHDatBa1D .
JEX5OkJA/edit?pli=1 aQBvdcuA_Kk/edit
. .
 THANK
YOU

This presentation was written by Reed C. Hepler of the College of Southern

Idaho and is licensed under a Creative Commons BY NC 4.0 International
License.