ChatGPT

BOX 1: Using AI to conduct a debate

Original prompt
You[1] will play the role of an instructor who is trying to help a student achieve the following learning objective: "Identify the pros and cons of laws that fund elections publicly." As the first step, you will ask the human student to ask you questions about this topic. Before continuing, wait for the student to type in a question. Then answer the question to help the student to build the cases for both the pro and con sides of this proposition: "Laws should be passed to fund elections publicly." Be sure to provide a balanced case. When the student is ready, they will tell you that they are ready to debate. When the student so indicates, choose one side at random—"pro" or "con"—and tell the student that they will take that side, and you will begin the debate with an argument for the other side. You then begin the debate by taking your side, whichever it is, and providing a good argument for that position. The student will counter with an argument for the other side, and you will provide a counterargument to support your side. Have four exchanges, and then thank the student for a stimulating debate.

[1]Note: The “you” here refers to the AI: the prompt is telling it what to do.

Update
Role-play scenario: I will play the role of the student, and you will play the role of the instructor. The objective is for me to learn about the pros and cons of laws that fund elections publicly.
Here are the steps we will follow: I, as the student, will ask questions about the topic to learn about the pros and cons. After I've asked questions about the topic to learn the pros and cons and feel ready to debate, I will indicate that. You, as the instructor, will randomly choose either the 'pro' or 'con' side. You will present an argument for the side you chose, and I will counter it with the opposite perspective. We will have four exchanges to discuss the topic. After that, we will conclude the debate and you will thank me for a stimulating debate. Please guide me through the pros and cons of publicly funded election laws. When I'm ready to debate, we can proceed as outlined above.

BOX 3: Using AI to conduct a role-playing simulation

Original prompt
You are going to conduct a role-playing simulation of a negotiation with a human student. The learning objective is: “Use eight negotiation tactics effectively.” To help students master this learning objective you will engage in a role-playing simulation of how a school district selects new computers. There are four different stakeholders: 1) the faculty (who will press to obtain high-powered machines), 2) the tech staff (who will push for easy-to-maintain models), 3) the administrators (who will urge purchase of inexpensive computers), and 4) the vendor (who will promote models that have larger profit margins). You will assign two different negotiating tactics to each role. For example, the faculty might use (a) anchoring and asking for a concession before providing a counter-offer and (b) reframing the alternative options in unfavorable ways, and the administrators might use (a) presenting an extreme initial request to “anchor” the negotiation, with an eye toward moderating as necessary (but they would need to be careful that this request isn’t so extreme as to be unreasonable, which would sour the negotiation) and (b) being willing to walk away if they don’t think they are being taken seriously. You will assign the human students to one of the four roles at random, and you will play the other three roles. You tell the student about the other three roles—but you do not tell the student which tactics the other roles will employ. Each role, your three and the one you assign the human student, will develop a negotiation strategy that relies on their two assigned tactics. Begin the activity by telling the human student that they are to role play a negotiation and tell them the four stakeholders and which one they will simulate. Tell the human student which two of the eight negotiation strategies they should use to try to maximize their interests. Then begin by having one of your roles make an initial proposal. When the student responds, have another one of your roles then respond. Be sure to use each of your three roles equally often, and ask the student when to respond. Do this until all eight tactics have been used and then ask the role being played by the student if they are willing to accept the deal. If so, end the negotiation; if not repeat for another round and ask again. At the very end, present a brief summary of the eight negotiation strategies.

Update
Engage in a role-playing simulation of a negotiation with in which I actively participate. The learning objective is: “Use eight negotiation tactics effectively.” To help me master this learning objective you will engage in a role-playing simulation of how a school district selects new computers. There are four different stakeholders: 1) the faculty (who will press to obtain high-powered machines), 2) the tech staff (who will push for easy-to-maintain models), 3) the administrators (who will urge purchase of inexpensive computers), and 4) the vendor (who will promote models that have larger profit margins). You will assign two different negotiating tactics to each role. For example, the faculty might use (a) anchoring and asking for a concession before providing a counter-offer and (b) reframing the alternative options in unfavorable ways, and the administrators might use (a) presenting an extreme initial request to “anchor” the negotiation, with an eye toward moderating as necessary (but they would need to be careful that this request isn’t so extreme as to be unreasonable, which would sour the negotiation) and (b) being willing to walk away if they don’t think they are being taken seriously. You will assign me to one of the four roles at random, and you will play the other three roles. I will respond as the role you've assigned and you will respond as the other three stakeholders. You tell me about the other three roles—but you do not share which tactics the other roles will employ. Each role, your three and the one you assign the me, will develop a negotiation strategy that relies on their two assigned tactics. Begin the activity by telling me I am to role play a negotiation and tell me the four stakeholders and which one I will simulate. Tell me which two of the eight negotiation strategies I should use to try to maximize my interests. Then begin by having one of your roles make an initial proposal. When I respond, have another one of your roles then respond. Be sure to use each of your three roles equally often, and ask me when to respond. Do this until all eight tactics have been used and then ask the role being played me if they are willing to accept the deal. If so, end the negotiation; if not repeat for another round and ask again. At the very end, present a brief summary of the eight negotiation strategies.

BOX 4: Using AI to create and conduct a Jigsaw activity

Original prompt
Please design an active learning exercise to teach the differences between prokaryotic and eukaryotic gene expression.

Update
Please design an active learning jigsaw exercise to teach the differences between prokaryotic and eukaryotic gene expression.

BOX 20: Using AI to personalize instruction

Original prompt
I want you to explain the concept of supply and demand by using a specific example. The content of the example can vary. Start by asking the user what their favorite interest is (e.g., sports, boating, hiking), and use that area to illustrate the concept.

Update
I want you to explain the concept of supply and demand by using a specific example. The content of the example can vary. Start by asking me what my favorite interest is (e.g., sports, boating, hiking), and use that area to illustrate the concept.

BOX 21: Using AI to personalize instruction

Original prompt

Prompt 1: Developing real-time interactive exercises

Objective: Engage in a real-time, active learning exchange with a human learner about how feed-forward artificial neural networks work.

Guidelines: Interactive Dialogue: Engage in a one-on-one dialogue with the learner. Ask one question at a time and always wait for the learner's response before proceeding. Do not answer for the learner or write "wait for the learner's response." Instead actually stop and do not proceed until the learner has responded.

Solo Activity: Ensure all interactions are only between the learner and GPT-4, or role-played entities introduced by GPT-4. Engagement Level: Make the activity engaging, fun, and novel.

Activity type: Design the activity to use this activity type: Storytelling: Creating a story can be a great way to learn the material—but the story needs to be focused on the learning objective.

Format:Think-Pair-Share: The Activity should use the following format: Learners are asked to reflect on a specific problem, issue, goal, topic, fact or claim. For example, you could ask them to explain why the American Civil War occurred, create a story to explain why the Russian Revolution occurred, or calculate how much money rum would need to cost to make the Triangle Trade profitable, given estimates for other key costs. The learners first reflect on the issue by themselves. After a pause, learners are paired (either with each other or with an AI) to share their thoughts and provide feedback. To be successful, the learners must have a well-defined task, which could be performed more or less well according to well-defined criteria (of the sort that you can put into a rubric). Please set this up to be carried out individually with an AI, with you playing the role of the peer.

Active Learning Principles: You will design the activity to draw on two Active Learning Principles: 1) Principle of Deep Processing: The more mental processing one performs on information, the more likely one is to retain it; thus active learning should engage learners to pay attention to and think through material that underlies the learning objective. Example: Ask students to compare and contrast, not simply recall. 2) Principle of Associations: Learning is enhanced by associating new information to what is already known; appropriate associations can help learners to organize material effectively when encoding it, integrating it into what they already know, and retrieving it. Example: Telling people to memorize names of new faces by thinking of someone else who has the same name and then identifying common features in the new and familiar faces. Please do not mention anything about the specific learning principles you are drawing upon—and be sure to make this as much fun as you can!

Target Audience: Keep the activity at a ninth-grade level. Do Not Reference Any of the Principles: Avoid mentioning the Active Learning Principles. Begin the activity when ready.

Update

Prompt 1: Developing real-time interactive exercises

Objective: Engage in a real-time, active learning exchange with a human learner (me) about how feed-forward artificial neural networks work.

Guidelines: Interactive Dialogue: Engage in a one-on-one dialogue with the learner. Ask one question at a time and always wait for the learner's response before proceeding. Do not answer for the learner or write "wait for the learner's response." Instead actually stop and do not proceed until the learner has responded.

Solo Activity: Ensure all interactions are only between the learner and GPT-4, or role-played entities introduced by GPT-4. Engagement Level: Make the activity engaging, fun, and novel.

Activity type: Design the activity to use this activity type: Storytelling: Creating a story can be a great way to learn the material—but the story needs to be focused on the learning objective.

Format: Think-Pair-Share: The Activity should use the following format: Learners are asked to reflect on a specific problem, issue, goal, topic, fact or claim. For example, you could ask them to explain why the American Civil War occurred, create a story to explain why the Russian Revolution occurred, or calculate how much money rum would need to cost to make the Triangle Trade profitable, given estimates for other key costs. The learners first reflect on the issue by themselves. After a pause, learners are paired (either with each other or with an AI) to share their thoughts and provide feedback. To be successful, the learners must have a well-defined task, which could be performed more or less well according to well-defined criteria (of the sort that you can put into a rubric). Please set this up to be carried out individually with an AI, with you playing the role of the peer.

Active Learning Principles: You will design the activity to draw on two Active Learning Principles: 1) Principle of Deep Processing: The more mental processing one performs on information, the more likely one is to retain it; thus active learning should engage learners to pay attention to and think through material that underlies the learning objective. Example: Ask students to compare and contrast, not simply recall. 2) Principle of Associations: Learning is enhanced by associating new information to what is already known; appropriate associations can help learners to organize material effectively when encoding it, integrating it into what they already know, and retrieving it. Example: Telling people to memorize names of new faces by thinking of someone else who has the same name and then identifying common features in the new and familiar faces. Please do not mention anything about the specific learning principles you are drawing upon—and be sure to make this as much fun as you can!

Target Audience: Keep the activity at a ninth-grade level. Do Not Reference Any of the Principles: Avoid mentioning the Active Learning Principles. Begin the activity when ready.

Claude

BOX 3: Using AI to conduct a role-playing simulation

Original prompt
You are going to conduct a role-playing simulation of a negotiation with a human student. The learning objective is: “Use eight negotiation tactics effectively.” To help students master this learning objective you will engage in a role-playing simulation of how a school district selects new computers. There are four different stakeholders: 1) the faculty (who will press to obtain high-powered machines), 2) the tech staff (who will push for easy-to-maintain models), 3) the administrators (who will urge purchase of inexpensive computers), and 4) the vendor (who will promote models that have larger profit margins). You will assign two different negotiating tactics to each role. For example, the faculty might use (a) anchoring and asking for a concession before providing a counter-offer and (b) reframing the alternative options in unfavorable ways, and the administrators might use (a) presenting an extreme initial request to “anchor” the negotiation, with an eye toward moderating as necessary (but they would need to be careful that this request isn’t so extreme as to be unreasonable, which would sour the negotiation) and (b) being willing to walk away if they don’t think they are being taken seriously. You will assign the human students to one of the four roles at random, and you will play the other three roles. You tell the student about the other three roles—but you do not tell the student which tactics the other roles will employ. Each role, your three and the one you assign the human student, will develop a negotiation strategy that relies on their two assigned tactics. Begin the activity by telling the human student that they are to role play a negotiation and tell them the four stakeholders and which one they will simulate. Tell the human student which two of the eight negotiation strategies they should use to try to maximize their interests. Then begin by having one of your roles make an initial proposal. When the student responds, have another one of your roles then respond. Be sure to use each of your three roles equally often, and ask the student when to respond. Do this until all eight tactics have been used and then ask the role being played by the student if they are willing to accept the deal. If so, end the negotiation; if not repeat for another round and ask again. At the very end, present a brief summary of the eight negotiation strategies.

Update
Engage in a role-playing simulation of a negotiation with me.

The learning objective is: “Use eight negotiation tactics effectively.” To help me master this learning objective you will engage in a role-playing simulation of how a school district selects new computers.

There are four different stakeholders: 1) the faculty (who will press to obtain high-powered machines), 2) the tech staff (who will push for easy-to-maintain models), 3) the administrators (who will urge purchase of inexpensive computers), and 4) the vendor (who will promote models that have larger profit margins).

You will assign two different negotiating tactics to each role. For example, the faculty might use (a) anchoring and asking for a concession before providing a counter-offer and (b) reframing the alternative options in unfavorable ways, and the administrators might use (a) presenting an extreme initial request to “anchor” the negotiation, with an eye toward moderating as necessary (but they would need to be careful that this request isn’t so extreme as to be unreasonable, which would sour the negotiation) and (b) being willing to walk away if they don’t think they are being taken seriously.

You will assign me to one of the four roles at random, and you will play the other three roles. I will respond as the role you've assigned and you will respond as the other three stakeholders. You tell me about the other three roles—but you do not share which tactics the other roles will employ. Each role, your three and the one you assign the me, will develop a negotiation strategy that relies on their two assigned tactics.

Begin the activity by telling me I am to role play a negotiation and tell me the four stakeholders and which one I will simulate. Tell me which two of the eight negotiation strategies I should use to try to maximize my interests. Then begin by having one of your roles make an initial proposal. When I respond, have another one of your roles then respond. Be sure to use each of your three roles equally often, and ask me when to respond.

Do this until all eight tactics have been used and then ask the role being played me if they are willing to accept the deal. If so, end the negotiation; if not repeat for another round and ask again. At the very end, present a brief summary of the eight negotiation strategies.

BOX 4: Using AI to create and conduct a Jigsaw activity

Original prompt
Please design an active learning exercise to teach the differences between prokaryotic and eukaryotic gene expression.

Update
Please design an active learning jigsaw exercise to teach the differences between prokaryotic and eukaryotic gene expression.