This assignment, by Anna Mills, is from the TextGenEd January 2024 Continuing Experiments collection in the WAC Clearinghouse Repository.
The abstract from the site explains:
I presented first-year composition students with a series of claims that ChatGPT generated when asked to tell me surprising things about AI and back each up with a source. The output largely consisted of glowing praise, including “AI can dream” and “AI can read minds.” I demonstrated how to fact-check ChatGPT’s representation of the sources and claims, uncovering inaccuracies. Then I invited students to do similar fact-checking. One goal was to foster curiosity and a healthy skepticism about what AI can do and about the accuracy of chatbots in particular. The other goal was to give students practice evaluating and summarizing sources.
Key Features of This Assignment
- Critical Analysis of AI-generated Content
- Students critically evaluate the claims made by AI-generated text, distinguishing between accurate information and exaggerated hype.
- Fact-Checking Skills Development
- The assignment emphasizes the development of fact-checking skills, teaching students to verify the authenticity and credibility of information found in AI-generated content.
- Practical Application of AI Literacy
- Students apply AI literacy concepts in a practical context by analyzing real-world examples of AI-generated hype, fostering a deeper understanding of the implications and challenges of AI in information dissemination.
Find the full version of this resource at the WAC Clearinghouse.