From Concerned > Optimistic to Concerned < Optimistic

The title of this post, inspired by Albert Schueller of Whitman College, a participant in our recent OPEN Math Workshop on AI, reflects the impact of engaging with generative AI. At the end of the four-day workshop, he shared in the Zoom chat that the experience had “tipped the balance from concerned > optimistic to concerned < optimistic.” This shift in perspective, echoed by many others, underscores the significance of our collective learning journey. By exploring and understanding these tools, we can transcend our initial apprehensions about them and harness their potential to enrich our teaching practices.

Wicked Good at Crosswords

My grandmother, with just an eighth-grade education (a common scenario for women at the turn of the last century), was nonetheless very well-read and an adept crossword solver. As a young child, I was captivated by her ability to decipher esoteric clues, her extensive vocabulary, and her knowledge of world facts. Despite her proficiency and her attempts to engage me with simpler puzzles, I never developed an interest; the challenge seemed insurmountable.

This perception of crosswords being beyond my capability and, to some extent, my interest, mirrors the hesitations many academics feel toward generative AI. They might have experimented with earlier versions and found them lacking, or perhaps they've avoided the technology altogether due to time constraints, issues of trust, or concerns about job security. Just as I initially shied away from crosswords, there is often a reluctance to fully explore the potential of new technologies.

The Productive Play: 10 Hours of AI

Ethan Mollick, an AI expert from the Wharton School, suggests that one needs "10 hours of play" with generative AI to truly grasp its capabilities and limitations. This concept proved transformative during our workshop. By the third day, even participants who initially had little or no experience with generative AI were seeking resources to share with colleagues at their home institutions. A spark had been ignited. Although some reservations about the technology remained, their overall outlook had shifted to a more optimistic, less concerned perspective. As Albert noted, the balance had tipped.

I have observed similar shifts towards optimism in other workshops I've conducted, where participants felt a collective urgency to spread the word. For instance, after hosting two brief sessions at my home institution, attendees were eager to understand why more of their colleagues weren't involved and expressed a desire to initiate a broader campus-wide conversation. Only 11 of my 220 faculty colleagues signed up for this stipended event conducted after classes had ended. This underscores the ongoing struggle to engage a wider audience with the potential of generative AI, despite the evident benefits and initial interest.

Jumpstarting Your AI Exploration

We need to do more. If you haven’t yet “played” with generative AI, give it a try. If you've experimented before but weren't impressed, consider revisiting the technology with the newly released and more powerful ChatGPT 4o from OpenAI—it's free. Unsure where to start? Here are four warm-up questions we used for our workshop:

Create a 5-point multiple-choice quiz on current events from [today’s date]. Try again with [your birthday].
Pretend you are [choose a person]. Write a short bedtime story.
Tell me some [type] jokes
Describe these symptoms [insert symptoms]. Ask ChatGPT to diagnose the issue.

Use these prompts as a starting point. As they say at the Harvard School of Business, you are Navigating the Jagged Frontier of Technology. Go where your interests take you. Are you a “Lord of the Rings” fan? Ask generative AI to write an alternative ending where Gandolph summoned the eagles sooner. Teaching calculus this fall? See what it can do with those related rates questions.

You are Learning Too

Remember, as you begin to explore this technology, you are also learning. If the chatbot doesn't answer your related rates question correctly, don't dismiss it as useless. Treat the AI like a student who has made a mistake. How would you guide them to a more accurate answer? Be the human in the loop who pushes the boundaries of what AI can achieve.

Let your curiosity lead the way

I encourage you to explore the capabilities of generative AI. Just as I overcame my initial hesitation with crossword puzzles and have completed over 2000 puzzles since 2018, you can master this emerging tool. Whether you're creating quizzes, composing stories, or solving calculus problems, each interaction is a step toward understanding and harnessing the power of AI. Let your curiosity lead the way. Embrace the opportunity to play and perhaps even be pleasantly surprised by the insights and enhancements AI can bring to your academic and personal pursuits. Just as my grandmother inspired me, may your explorations inspire others on this journey.

Lew Ludwig is a professor of mathematics and the Director of the Center for Learning and Teaching at Denison University. An active member of the MAA, he recently served on the project team for the MAA Instructional Practices Guide and was the creator and senior editor of the MAA’s former Teaching Tidbits blog.