By Lew Ludwig

One of the more memorable scenes from the Star Wars prequel trilogy features a pivotal standoff between Jedi master Obi-Wan Kenobi and his apprentice, Anakin Skywalker, on the fiery volcanic planet of Mustafar. As their duel reaches a climactic end, Obi-Wan secures a tactical advantage by positioning himself on a higher embankment. With the environment mirroring the heated exchange, he declares to Anakin, "It’s over, Anakin. I have the high ground!" This moment of strategic superiority is emblematic of a shift—much like in today's educational landscape. As we mark the second anniversary of ChatGPT's release, it becomes clear that in the realm of generative AI, we educators are no longer in a position of undisputed advantage.

Gone are the days when we could simply assign tasks like “spot the error AI made in this proof” to showcase the limitations of these technologies. We once stood confidently above AI, using its shortcomings to emphasize the irreplaceable value of human insight. Now, the capabilities of tools such as OpenAI's ChatGPT and Google's NotebookLM have evolved to the point where they often rival or exceed our traditional methods. This technological advance represents a fundamental shift in the academic terrain, compelling us to rethink our approaches and strategies. If we ignore these changes, we risk being as unprepared as Anakin was in underestimating Obi-Wan's strategic position, leaving both us and our students vulnerable in an evolving academic and professional world.

Instead of viewing these powerful AI tools simply as avenues for cheating—a portrayal that has gained traction among educators—it’s crucial to recognize their potential as allies in the educational process. This shift in perspective invites us to explore how AI can support and enhance learning, rather than undermine it. Just as Obi-Wan saw Anakin not only as a foe but also as a once-valued apprentice, we too can look at AI as a tool to cultivate knowledge and skills, opening up new opportunities for student engagement and understanding.

For instance, next semester when I teach our linear algebra and differential equations course, I’ll face the familiar challenge of explaining the existence and uniqueness theorem—a concept students often find daunting. Here, AI can serve as a trusty astromech droid, ready to assist. If a student admits, “I don’t recall what an initial value problem is, or what is meant by an open rectangle,” AI can quickly provide the necessary refreshers, ensuring no student falls behind due to forgotten basics. Should a student grasp these concepts but struggle to synthesize them, they can engage AI further to demystify the jargon, much like seeking guidance from a wise Jedi archive.

Here's a demonstration of what the new frontier model, ChatGPT-01, produced for this prompt.

Its performance was impressive. Not only did it clearly explain the terms, but it also highlighted the importance of continuity and offered a method to visualize the concept. Additionally, it provided an everyday analogy about a weather forecast and crafted distinct examples and counterexamples to deepen understanding. If the weather forecast analogy seems too erratic, the AI can recalibrate and propose another. This time, it offered a compelling GPS analogy I had not previously considered.

Before we conclude, there’s another critical perspective to consider. Recently, a colleague from our educational technologies group, who was a first-gen student, reflected on the profound impact her faculty members had as role models. Unfamiliar with the collegiate world and without guidance from home, she relied heavily on her professors' advice and example. She speculated on how her perception of AI might have been different if her faculty had dismissed these technologies as mere tools for cheating. How, then, would that perspective have equipped her for her current role in educational technology services?

As educators, we must adapt to the evolving galaxy of technology or risk being left behind. We no longer wield the absolute high ground over AI—instead, we have the opportunity to guide our students through this new technological terrain. Let us channel the wisdom of the Jedi, embracing these tools not as adversaries but as allies in our quest for knowledge. By integrating AI into our pedagogy, we can provide our students with a more equitable, effective, and engaging educational experience. So, I urge you to engage with AI with open minds and innovative spirits. Together, let's explore this new frontier, ensuring that our students are not only prepared for the future but are also empowered to shape it.

What’s New?

For this edition of “What’s New” I want to point out Google’s NotebookLM. Available to anyone with a Google account, Notebook LM acts as your personal AI assistant based only on the materials and documents you provide. Unlike ChatGPT, which was trained on vast datasets, NotebookLM tailors its functionality to your specific inputs. By uploading course materials such as assignments and lecture notes, I can use the platform to create concise summaries, study guides, and discussion questions. This helps me craft more engaging content and interactive classroom activities. Additionally, NotebookLM's capability to produce audio summaries in a podcast-style format has proven especially useful. It provides my students alternative ways to digest course content, accommodating various learning styles.

Keep in mind that “mileage may vary.”  NotebookLM is still in the beta phase and may occasionally make errors. Give it a try; it’s a great way to generate customized content that can enhance your class materials and engage your students more effectively.

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.