I was in a department chat group the other day and we were discussing our fears of and the possible benefits of AI like ChatGPT to help us in the classroom. I shared an example of a scenario that I had created using ChatGPT for one of my classes that allowed students to reflect and then dig deeper into the concepts we had explored that week. One person asked why I couldn’t create a scenario just as good as the one created by GPT. I simply responded that I could—but that time is a precious commodity and I needed to make the most of every minute in the day. If I can free up time, I can spend it better in the classroom. Using AI is one way that I can achieve this goal and have more in-class time.

Before I delve much into AI and how it has helped to create relevant scenarios for the classroom, it is good to step back first and explore why scenarios are good learning tools in the online classroom. Using scenarios in class as a way to help students to enhance understanding of concepts and really explore is often overlooked when instructors are building out each week of a class. Clark (2016) states that

“In their analysis of programs that yielded best outcomes, three main features surfaced: the exposure of learners to authentic or situated problems and examples (in other words, authentic work scenarios); opportunity for dialogue (oral or written) such as whole-class or small-group instructor-led discussions; and mentoring in combination with problem solving and discussions.” (p.53)

The scenarios and case studies also help to improve critical thinking, problem-solving, and allow for the integration of learning new concepts. In the online classroom, this can be very helpful as you can include either case studies or scenarios that are authentic and that relate to the workplace. Having these built in as mini discussions each week allows the students to both explore and synthesize what they have learned. It also allows us the opportunity to provide guidance and offer additional insight when we explore the student’s response with them.

Another benefit of scenarios is how they can be created to mimic real workplace events. Iverson & Colky (2004) state that contextual learning is important because it allows the adult learner to make the connection between the classroom and the career.  In essence, it is contextual instruction founded in the “link between the classroom and the workplace. Instruction is placed within the environment or context where it will be used, with trainees referencing real problems associated with their work roles” (Iverson & Colky, 2004, p.18).

And this learning model is effective in developing a student’s thinking process. Iverson & Colky  (2004) argue that “Contextual learning emphasizes higher-level thinking; knowledge transfer; and collecting, analyzing, and synthesizing information and data from multiple sources and viewpoints” (p.18). As instructors, why shouldn’t we be open to something that has been around for a while, but now clearly has a place in our class discussions? If we want our students to explore and use higher level thinking skills as the relate content to the workplace, there is no better way to reach that goal than a good case study or scenario.

As mentioned at the beginning of the article, building good scenarios or case studies can take time though and this is something that we are often short of as we approach each new day. AI like ChatGPT can really help to bring the process down to just a few minutes once a person learns how to build good prompts. This notion of using AI to help in education in this way is often one of the points mentioned as professors and administrators grapple with how to make the most of this powerful tool. Mhlanga (2023) states that

“One way that assessment procedures can be improved is by giving teachers the tools they need to use testing both as a tool for learning and as a means of learning itself. In addition, ChatGPT can be leveraged to build teaching approaches, boost student participation and teamwork, and promote hands-on, experiential learning. Even though ChatGPT is a technology that can be considered disruptive, it presents a tremendous opportunity to modernize the educational system.” (p. 10)

This should be a motivational statement for us all because engagement and learning are how we can discern how well students have really grasped the concepts. It also helps students to see things from a different perspective as scenarios and case studies are created and included in class to challenge their thinking and develop deeper connections to concepts and this can lead to positive results later in the workplace when the needed skills are challenged again.

Furthermore, as we consider the benefits of how AI shortens the process, it can help us to spend more time in class with the students. When we have students engaged in a good discussion on a scenario or case study, it allows us to ask more questions and helps them to recognize more connections that they might explore as they reflect on the concepts. If we created the scenarios on our own, it would take a good bit of time and effort and often additional resources as we worked to understand the different career paths students might be on. With ChatGPT it is possible to discuss what we are looking for and the concepts we need to see challenged in each scenario and with a few minutes of discussion with the AI, it will create a tailored discussion prompt that includes the scenario and also a sample set of questions to help students to dig deeper into each of the concepts.

What are considerations though on how we decide to include AI? Those in charge of creating new curriculum have been looking at this and exploring ways that this can be used. The area where I have focused is greater personalization and engagement in class discussions.  Adiguzel, Kaya, & Cansu (2023) states that “By offering learning experiences catered to each student’s unique requirements and interests, personalized learning platforms can raise students’ engagement and motivation” (p. 1). In my own classes, I often work to help students to understand the connections between concepts and the workplace. With ChatGPT I can quickly create a scenario or a case study that allows the students to dig into the concepts as they would be applied in their career field.

For the SME and the professor in the classroom it opens doors to new possibilities as content and discussions can be created faster and contain different approaches with just a few new prompts to the AI, all while aligning with LOS. There is also the potential for positive impacts for faculty. Adiguzel, Kaya, & Cansu (2023) states that” for teachers, AI presents itself as an invaluable asset. Incorporating AI technologies into teaching, learning, and administration has elicited positive attitudes from them” (p. 5). Furthermore, AI has had a positive influence on faculty by improving their skills through inspiration and reflection (Adiguzel, Kaya, & Cansu, 2023).

 So, as I close, I’ll ask the question, Have you thought about the benefits of using AI like ChatGPT in your classroom? Using AI in the classroom can help you create tailored scenarios and case studies for your students that will engage them and allow them to explore concepts and how they apply in their career field. It also stimulates higher-level thinking in students as they move beyond simply talking about concepts to application. The skills they learn have been found to then follow them into the workplace. It’s time to get beyond the fear and leverage this resource for a better class experience. Are you ready for that first chat?

References

Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152

Baidoo-Anu, D. & Owusu Ansah, L. (January 25, 2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN: https://ssrn.com/abstract=4337484

Clark, R. C. (2016). ACCELERATE EXPERTISE with scenario-based E-LEARNING. Talent Development, 70(8), 50-55. https://www.proquest.com/trade-journals/accelerate-expertise-with-scenario-based-e/docview/1811262641/se-2

Iverson, K., & Colky, D. (2004). Scenario-Based E-Learning Design: [1]. Performance Improvement, 43(1), 16-22. https://www.proquest.com/scholarly-journals/scenario-based-e-learning-design/docview/237239419/se-2

Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning (February 11, 2023).