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The previous blog I wrote was about Chat-GPT. This blog will be about DALL-E. Maybe the tool is a bit less well-known, but it still has a great effect on the way students study. DALL-E is a generative AI tool that creates pictures or other visualizations from text descriptions (Lin, 2023). Looking at myself and the students around me, students can use this to their benefit in the following ways.                            

Firstly, DALL-E acts as tool to create visuals for presentations or written assignments. It can for example be used to create unique engaging slides for all kinds of topics. At the same time, using DALL-E saves a lot of time searching on the internet for the right picture or visualization. A recent example from own experience is a written assignment that I did which required the group to come up with a new company. Since we are doing a business study, nobody in the group was good at designing logo’s. That is where DALL-E came into play and help us out. The main advantage here was that it saved us a lot of time trying to create a logo and we were not graded on how the logo was created anyways.                                                             

Secondly, DALL-E can help in understanding a difficult concept. Sometimes theory is hard to understand just from reading a text. Visualizing it might make this easier.                                                        

Thirdly, students in a statistics course can create visualizations and infographics of data that summarizes their research findings.                                                                                                                           

In conclusion, DALL-E can be used to assist a student in several ways: creative visual creation, visualizing theoretic concepts and creating infographics. These are just some highlights from my own experience, but there are undoubtedly many more. I am curious to find out other perspectives.

Resource

Lin, H. (2023). Standing on the Shoulders of AI Giants. CG&A, 97-101.

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Chat-GPT has become a tool of interest in a fast pace. It was launched on 30 November 2022 (Zhang et al., 2023) and is already widely used, by students for example (First, 2023). Chat-GPT is a natural language processing model that can participate in conversations, provide information and insights on a wide variety of topics. This tool connects well to the article of Lansiti and Lakhani (2020) which is discussed in the course. They explore how AI changes the traditional landscape of businesses and how these businesses leverage the value. Chat-GPT now does the same for the learning environment of students.                                                                                                            

Judging from what I hear around me, students generally have positive experiences with the change of this learning environment towards an environment where there is more support by digital tools as Chat-GPT. Firstly, Chat-GPT helps students to understand complex economic theories that are discussed in the courses. Secondly, any type of information can be requested and Chat-GPT gives it very fast, reducing the search time that people would have spent on Google. Finally, Chat-GPT improves the critical thinking. Students always have to question the answers that Chat-GPT gives and have to be critical towards the truth of this.                                                                                                       

Consequently, educational organizations could see this form of generative AI as a threat and a way for students to cheat on assignments according to Yang (2023). However, treating this innovation as a negative development is most likely not going to prevent students from using it, because detecting the use of this tool is very difficult (Yang, 2023). So teachers could look at this tool in another way: it can be used to improve the student’s learning curve and also learn students how to work with generative AI, which they can apply later in their career. Chat-GPT could even be a part of courses at universities for example.                                                                         

In conclusion, maybe schools should not be afraid of generative AI tools and counter it, but use it to their advantage and guide students in the usage. Or to take it even further, maybe schools should even be more proactive in this and even promote the use of generative AI, as the tool will only be used more in the future and it will be beneficial for students to learn how to use it correctly.

Sources:

First, M. (2023). How Chat GPT Can Transform Autodidactic Experiences and Open Education?. Research Gate. DOI: 10.31219/osf.io/9ge8m

Lansiti, M. & Lakhani, K.R. (2020). Competing in the Age of AI. Harvard Business Review.

Yang, H. (2023). How I use ChatGPT responsibly in my teaching. Nature Career Column, 1-4.

Zhang, B., Ding, D. & Jing, L. (2023). How would Stance Detection Techniques Evolve after the Launch of ChatGPT?. Shenzhen Technology University, 1-7.