Artificial Intelligence for Faculty: Chatbot - Proof Strategies

Using collaborative activities and discussions is one strategy to mitigate the use of chatbot responses in your class. While students may generate ideas from a chatbot, they will need to discuss with one another whether they want to use the chatbot responses, if they fit the prompt, and if they are factually accurate.

Activities to try include:

• Think-Pair-Share
• Fishbowl Discussions
• Brainstorming with physical sticky notes or Jamboard
• 10 Discussion Strategies to Use in Class Tomorrow (Ditch That Textbook)
• Creating Podcasts (Butler LibGuide)

These strategies can work for online courses with a few tweaks. For discussions, ask students to post a recording rather than text. While students may generate a response using ChatGPT, creating their video will require more interaction with the content than copy-pasting a text response would.

Idea from Ditch That Textbook

Engage your students in meaning-making activities to demonstrate their learning.

Consider low-tech activities like:

• Skits*
• Drawings and sketches
• Concept Mapping
• Fun formative assessment: 12 easy, no-tech ideas (Ditch That Textbook)

Consider technology-infused activities like:

• Infographics* (Adobe Express)
• Concept Mapping
• Digital Storytelling using Adobe Express, Twine
• Let students choose a medium and activity (“Digital Media Design Student Choice Board” by Torrey Trust is licensed under CC BY NC SA 4.0)
• Write* or revise Wikipedia articles (Wiki Education)

* Note that a chatbot can provide an outline for these activities.

Brain dumps are an ungraded recall strategy. The practice involves pausing a lecture and asking students to write everything they can recall about a specific topic. Read more at:

• Brain Dump: A small strategy with a big impact (Retrieval Practice)

Idea from Ditch That Textbook

During or after writing, students explain their process or thinking. Students could:

• Use Comments in Word or Google Docs;
• Create a video explaining their change history on a Google Doc;
• Use Track Changes to show their revisions.

Inspired by Watkins (2022) also see the article from Times Higher Education in the section above.

Consider using planned or impromptu oral exams. You may consider including phrasing in your syllabus about conducting oral exams if you suspect plagiarism through the use of a chatbot.

Idea from Darren Hudson Hick (2022).