Documentation:Digital Tattoo Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

Case Study: AI Feedback Fiasco

Table Discussion

In groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.

Theme

Balancing AI innovation with the need for ethical considerations and human connection in education.

Personal Reflection

While reading the case study, consider your personal response to the following questions:

How can I balance the benefits and the ethical concerns of utilizing AI tools in education?

How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?

Case Study

Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.

Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

Example Comment and Parents Critique

Comment: Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

Parent Feedback: This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

Discussion Questions

1. Addressing Parental Concerns in the Age of AI: Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

2. Critical Decision-Making: When to Use AI and When to Avoid It: AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

3. Broader Risks of AI in Education and Mitigation Strategies: Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

Additional Resources

• UBC Guidance on Generative AI Use
• AI Corner UBC Faculty of Educaition

Process Statement

To develop this case study, Digital Tattoo team members inputted existing Digital Tattoo case studies into ChatGPT 4o to train the model on the typical language, style, and approach of our case studies. Previous case studies have been entirely developed by human team members. The model was then prompted to generate a new case study based on the scenario of a teacher using ChatGPT to generate student comments. Team members carefully reviewed ChatGPT’s output, significantly editing content, grammar, and style over multiple rounds of feedback. We provide this process statement for transparency and to encourage students to acknowledge their own use of GenAI in their work.

Sharing Permissions

When re-using this resource, please attribute as follows: developed by the University of British Columbia: Digital Tattoo – Case Studies Project Team.