Course participants reflections on AI surface shared and unique experiences
Entering her senior year at ASU, Bustamante enrolled in the course with some experience using ChatGPT. However, she noted she gained practical, hands-on experience that has shaped how she tailors prompts to enhance study habits — like prompting to be a tutor.
“The experience has totally shifted my perspective on how I can use it,” said Bustamante. “For example, I found that I could upload learning objectives and class content and use that to tailor ChatGPT to act as my personal tutor.”
In the course, students acquired valuable chatbot skills that enhanced brainstorming sessions and allowed them to self-test, assess feedback and recognize “AI hallucinations” — instances when generative AI fabricates information, presenting it as if it were factual.
Harnessing these novel tools and insights, each learner brought their unique perspective and objectives into the learning environment.
Meanwhile, fellow class participant Somsen, who is an academic success advisor in the School of Computing and Augmented Intelligence at ASU, enrolled in the course with a mix of curiosity and skepticism.
With limited experience using generative AI systems, she had imagined ChatGPT was primarily about automating text-based tasks. Yet, as the course progressed, the assignments challenged her assumptions. The curriculum went beyond simple chatbot interactions, exploring the vast potential of AI in creative projects, formulating precise prompts to enhance learning and much more.
“I really didn’t expect how effective ChatGPT would be at brainstorming and coming up with creative solutions,” said Somsen, who is a non-degree-seeking learner. “I thought it would just help to automate some text-based tasks — I had no idea that it would be so good at assisting me in being creative.”
More importantly, the course taught her how to work with generative AI in surprising ways, said Somsen. “It really is a conversation, it’s so much more dynamic than what a static search engine will respond with.”
At 82, Eva Farkas remembers the early 80s when her husband introduced their first personal computer to their home. She laughed, reminiscing about his attempts to guide her through the intricacies of the cumbersome device, never imagining she’d one day become a frequent user.
Fast forward to 2023, she’s now retired after a 25-year career with the Internal Revenue Service and diving into courses like these at Mirabella at ASU. She’s also using technology much more frequently than she previously anticipated.
“Today, I could not live for a day without my iPhone or internet — my life is electronic,” said Farkas. “I tell everyone who will listen that they must learn about AI and ChatGPT and I encouraged friends at Mirabella to take the course — because it's changing the future.”
Beyond the course, Maynard strongly encourages faculty to immerse themselves in the rapidly evolving world of AI. By doing so, he believes they can assess directly how this digital tool might elevate their teaching methods and craft more meaningful learning journeys for their students.
“Students see this as a transformative technology that allows them to do things that are important to them in ways that they couldn’t do before,” said Maynard. “I would strongly encourage people to think about how they can use the platform in innovative ways to expand learning opportunities and accelerate the engagement within classes.”
In this ever-evolving digital era, universities stand at the forefront of a transformative shift, with the power to mold the next chapter of higher education. While the journey toward comprehensive digital literacy and ethical AI practices continues, the present landscape of AI promises an inclusive educational environment that transcends age, professional, and prior experiences, ensuring education is accessible and universally empowering.