Blog 7: EDLD 5303 - Leadership Role Simulation

https://youtu.be/VZ71bpVKyhE

Transcript for role simulation

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egoffney: All right, everyone. Let's get to the point. AI tools like Chat Gpt are making their way into our classrooms, and our students are using them sometimes ethically, sometimes not. We need clear guidelines to determine when AI is acceptable and when it crosses the line into academic dishonesty.

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egoffney: Just last month, in one of my classes a student turned in an essay that seemed unusually well written. When I asked them about it, they admitted to using Chat Gpt to generate the main points, but the structure and ideas were almost identical to what AI provided.

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egoffney: while I appreciate, the student

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egoffney: did engage with the tool, the line between using it as a resource and relying on it to do the work became a blur.

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egoffney: This kind of situation is happening more often, and it makes it harder to access whether students to assess whether students are learning or just outsourcing their assignments.

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egoffney: Let me be clear. I support AI in education, but only under strict, well-defined rules used correctly, it can enhance learning, develop critical thinking, and prepare students for a tech driven world. But if we allow unrestricted AI use, we compromise the very foundation of higher education.

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egoffney: Our job is to ensure AI is a tool and not a crutch.

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egoffney: Let's go around and hear thoughts. How is AI affecting your classroom.

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Jene’: Well, in my theater class, I've already started using AI, and it's been incredible. Students use chat Gpt to generate monologues, analyze character motivations, and even brainstorm creative plot ideas. But here's the thing. I don't let them stop there. I require them to edit, adapt, and perform their AI generated scripts, ensuring that they bring their own interpretation.

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Jene’: If we teach students to collaborate with AI instead of replacing their creativity, we're preparing them for the real world where AI is an everyday tool in media and production

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Jene’: for my students. This may look like elaborating on the depth of their characters. They are able to ask AI. For examples of character, traits, and profiles. Students often struggle with adding creative ideas to their pieces, and I have to assist them with creating a profile of their character. If they learn to use AI AI can suggest emotions, traits, and even gestures to use in their skits and monologues, and this will take their performances to the next level.

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Marie L: I see AI as a lifeline for struggling students.

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Marie L: Some kids don't have strong analytical skills, and that's just the truth. And AI can help model them scientific concepts in ways that they can really grasp.

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Marie L: For example, my students use AI to generate lab report drafts or to visualize molecule structures. But I agree that we must teach them to use responsibly, otherwise they'll rely on AI instead of developing their own scientific reasoning. What if we create AI literary workshops. So students understand how to use AI as a support system rather than just a shortcut.

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Melissa Longoria-Goonan: I get it. But but I have a major major concern with AI in my English classes as their English teacher. My job is to guide their communication and critical thinking skills through writing writing is about developing your own voice.

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Melissa Longoria-Goonan: If students use AI to draft essays, where's their personal growth.

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Melissa Longoria-Goonan: how do they find their voice?

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Melissa Longoria-Goonan: I gave an assignment last month analyzing Shakespeare's themes in Hamlet, and I caught 3 students turning in AI generated essays.

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Melissa Longoria-Goonan: Those essays sounded way, too polished and lacked the students personal voice

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Melissa Longoria-Goonan: as their English teacher. I'm not looking for perfection. I want the effort of their writing skills to grow, and the more they do it the better they'll get at it

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Melissa Longoria-Goonan: as their teacher. My goal is to empower my students, and I've changed my approach. Now my students must write 1st drafts by hand in class, and then they can use AI tools for revision that way. The thinking comes first.st AI comes second.

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Saria Nixon: Great point, Melissa. You know I'm all in for AI.

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Saria Nixon: See what I did there, anyway. Honestly, though, as an adaptive leader, I'm certainly interested in what everyone thinks. I know AI isn't going anywhere. Having to work with. It is necessary because of the educational system. Students love the different adaptive tools. And I do, too, especially the tools that help assess knowledge and helps me put them into small groups. I get a lot of useful data.

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Saria Nixon: I try to be open minded when it comes to middle schoolers and AI, and the ease and comfort that AI brings for them. AI is great at solving complex problems or complex equations. But the real issue is whether or not they understand the concepts behind the answers, and sadly, a lot of them can.

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Saria Nixon: And Melissa. I caught one of my students with her phone taking a screenshot of an exit ticket.

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Saria Nixon: Yeah, she was using the photo app. Have y'all heard that before.

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Saria Nixon: Probably not right. Okay. Now she really let me down. But an opportunity was made from that threat.

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Saria Nixon: I talked to her and asked her why she wasn't confident with the math, and you know she let me know what was going on. And

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Saria Nixon: as of right now, I've started asking students to explain in writing how they got their answer, even if AI helped them. For example, in algebra, if they use the AI tool to solve for X, they can also tell me in step-by-step instructions in their own words

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Saria Nixon: by using a graphic organizer. I give them sentence stems. I let them know. Hey, I just need you to tell me your step-by-step reasoning for how you got your answer. And this way, AI isn't replacing the learning. It's just enhancing comprehension.

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Melissa Longoria-Goonan: Whoa, snap, soraya! That is amazing. I love that. You're doing that because even math.

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Melissa Longoria-Goonan: they need those writing skills to explain that. So that's like perfect. But how do we even know if a student is using AI? You know, plagiarism? Detectors aren't perfect and some students reword AI generated text to pass it off as their own

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Melissa Longoria-Goonan: as their English teacher. I know I keep saying that you all are going to get tired of hearing me say that. But I'm not looking for perfection. I want the effort of their writing skills to grow, and the more they do it the better they'll get at it?

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Melissa Longoria-Goonan: If we allow AI. How will they learn to succeed in life?

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Melissa Longoria-Goonan: Are we just inviting them to cheat.

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Jene’: Or maybe we just need to rethink what we're obsessing. If AI can write an essay better than a student, maybe essays shouldn't be the gold standard ever seen an AI act in a play? Because, let me tell you, chat Gpt has no stage presence.

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Melissa Longoria-Goonan: Oh, so now we're going to scrap Ais and essays entirely.

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Melissa Longoria-Goonan: Next thing you'll say is that Shakespeare was just an early version of AI generated text.

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Jene’: I mean, have you read some of those sonnets guys? The guy definitely had predictive text working in overdrive.

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egoffney: All right, let's focus. We need clear policies. AI can be allowed for research and brainstorming, but not for final submission unless explicitly permitted.

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egoffney: And we need firm consequences for misuse. Otherwise students will find loopholes faster than we can close them.

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Marie L: Sure, but cracking down without teaching 1st is setting them up to really fail guys. Some students generally they really just don't understand the lines between helpful tools and outright cheating. We need workshops that explain when AI is a support system and when it's just academic fraud with extra steps.

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Saria Nixon: Another workshop.

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Saria Nixon: My inbox is already drowning in mandatory training emails. But fine. I get your point. We can expect students to know the rules if we don't teach them. Maybe a tiered system is a way to go. AI can be used for study guides, concept reviews, and practice exercises, but not for graded work that way. They can get familiar with AI without using it as a get out of learning free card.

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Jene’: Exactly like in my class. AI generated monologues are just a starting point, not the final product. You still have to get up there and perform, and that's normally the hard part. AI can't make you cry on stage. Well, unless you're reading some of his poetry.

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Melissa Longoria-Goonan: I want to support my students in the writing process, so that they feel empowered to share their ideas and communicate with others.

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Melissa Longoria-Goonan: I want to reward the effort of them, trying and showing them that their writing matters. They're learning how to find their voice, not the AI's effort so to grow their writing skills. I've implemented 10Â min journey time at the beginning of class, you know, very old school pen and paper, just the way I like it no phones. Some assignments should be AI free, especially those focused on our individual thoughts.

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Marie L: See, we're finding a middle ground. AI as a tool, not a crutch.

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egoffney: Listen. As long as we're all clear. Academic integrity comes first.st We can work AI into education, but it should never replace actual student thought.

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Saria Nixon: Okay. So to summarize, no full AI generated essays, no mindless copying, and definitely no Shakespeare, Shakespeare Gpt. In the history papers.

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Melissa Longoria-Goonan: You joke, but give it a few years to AI or not to AI. That is the real question.

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Jene’: Well, let's just hope that students don't let AI be the villain in their story.

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Jene’: All right. So let's be real. AI isn't going anywhere, so we should treat it as a learning tool and not a shortcut. My students use AI to generate monologues, but I make them put their own spin on it. No mindless copying. If AI writes the scene, then they have to rewrite it like Shakespeare or my personal favorite, like a reality TV meltdown that way they actually engage with the material.

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Marie L: Wait, wait! Wait! Did you just say Shakespeare and reality TV? In the same sentence.

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Jene’: Yes, absolutely to be or not to be. Try, girl, you will not believe what just happened to me in this castle. AI can help, but creativity still has to come from the student.

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Marie L: True.

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Melissa Longoria-Goonan: You know, that's terrifying but effective, I guess in English I feel differently. If students use AI for brainstorming fine, but for essays that's a hard no, for me, writing is personal, and AI can't experience Heartbury or identify struggles.

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Melissa Longoria-Goonan: or that one time a raccoon stole your lunch.

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Saria Nixon: Wait, what.

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Melissa Longoria-Goonan: Long story. Anyway. My point is, some assignments should be AI free, especially when we're asking students to think critically and reflect on their experiences.

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Marie L: Yeah, Melissa, that's that's fair. But let's be honest. Some students need AI to even get started brainstorming. For instance, I say, we focus on teaching them how to use responsibly.

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Marie L: AI literary workshops could be a real game changer.

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Saria Nixon: Another workshop!

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Saria Nixon: Are we talking and engaging hands on one where I can, or or one way I have to sit through 50 Slides of AI Ethics A Powerpoint Journey.

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egoffney: Obviously it's been useful, Soraya. The goal is to make sure. Students actually understand when AI is a tool and when it's a crutch.

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Jene’: I'm just saying, if we make these workshops sound boring students will treat them like a fire drill, something they have to sleep through.

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Saria Nixon: Maybe we should use AI to generate an exciting workshop. See what Chat Gpt comes up with.

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Melissa Longoria-Goonan: Oh, sure! Why not have AI teach the workshop? Next thing you know, I'll be grading. It'll be grading our papers and taking our jobs.

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egoffney: That's probably not happening anytime soon. But nice paranoia Melissa. Anyway, we need to figure out policy updates and balance innovation with integrity.

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Marie L: And flexibility. What works in math might not work in English, and what works in science might make history? Professors cry.

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egoffney: History professors don't cry. We just write angry letters to the editor.

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Saria Nixon: Noted all right. So we evaluate AI's impact. Every semester. If it helps students actually learn great if they start outsourcing their thinking, we adjust.

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Jene’: And if they are outsourcing all of their thinking, we get creative, maybe have them defend their work, live like a Socratic showdown.

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Melissa Longoria-Goonan: Oh, no! A Socratic showdown sounds like something my students would actually show up, for. I like it.

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egoffney: All right, based on discussion. Here's the plan.

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egoffney: AI policy. In every course. Every syllabus will outline when AI is allowed, and when it isn't AI for research, not for final work. AI can assist with brainstorming outlines and research. But final work must reflect the student's own thinking

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egoffney: Updated assessment methods more in-class writing or presentations and step-by-step explanations to ensure students engage in real learning. AI. Literacy workshops teach students how to use AI ethnically rather than just punishing them for misuse.

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egoffney: Regular review of AI's impact. We will reassess AI's impact each semester and make adjustments. We're not banning AI, but we are not letting it replace student thinking. If we implement these policies, we can protect academic integrity while still preparing students for the future. Does everyone agree.

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Jene’: Agree. Also, can we get AI to write our emails to students who don't check the syllabus because

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Jene’: I'm so tired of typing? It's on canvas, over and over again.

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Saria Nixon: Well, if that's a part of the policy I'm in.

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Jene’: Yes.

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Melissa Longoria-Goonan: Fine, but only if AI agrees to stop making every student's essay sound like a Wikipedia page.

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Marie L: And if we can convince students that understanding is better than just copying answers.

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egoffney: I think that's on us as educators. But I like where this is going. Now let's see, and we can get through the semester without losing our minds.

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egoffney: Too late!

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