Abstract
Using quantitative and qualitative data from an online asynchronous class taught in the Learning Management System Canvas, this paper considers the pedagogy of incorporating AI, focusing on confronting bias and unreliability in AI-generated results and assessment and evaluation of AI-assisted content in the study of literature. In spring 2024, my World Literature: Folk and Fairytales class asks students to use a free generative AI program to generate a folk or fairy tale of no more than 500 words with international elements and to write an essay of 500 words analyzing the biases (or lack thereof) of the AI-generated tale and reflecting on the potential benefits and/or pitfalls of using generative AI. The prompt provides resources such as the “Quick Start Guide to AI and Writing” compiled by the Modern Language Association–Conference on College Composition and Communication Joint Task Force and “How to Cite Generative AI in MLA style” to introduce the basics of incorporating AI in the study of literature and writing. This presentation examines assignment design and assessment as well as student responses and reflections. On the one hand, it addresses the importance of introducing AI in an educational setting, where students can explore new technology through a low-stake assignment while contributing to building an interactive and inclusive virtual learning community. On the other hand, it discusses the careful guidance needed in order to help students hone critical thinking, reading, and writing skills with a focus on analyzing biases of different kinds.
Presenters
Lan DongProfessor, English and Modern Languages, University of Illinois Springfield, Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTIFICIAL INTELLIGENCE, ONLINE LEARNING, BIASES, STORYTELLING, WORLD LITERATURE
