SELS Dialogues Journal Volume 3 Issue 1

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Educational Technology 80 Ways to Use ChatGPT by Stan Skrabut Bolton, reviewed by James Papple In 80 Ways to Use ChatGPT in the Classroom, Skrabut takes a more unconventional approach towards education by inviting readers to consider ChatGPT and AI as a tool to extend learning. Pushing enthusiastically for disruption in higher education, the author presents ChatGPT as an alternative to having a trained assistant. ChatGPT is building on pre-existing artificial intelligence tools , while being a better, more sophisticated tool that can address complex linguistic tasks and texts of diverse topics, and therefore potentially enacting disruptive changes on societal and educational structures. 80 Ways to Use ChatGPT is surely one of the first educational primers to print after the arrival of ChatGPT 4.0 and will help educators be introduced to the importance of prompt writing and refining. As an instructional technologist, Skrabut sees great potential in ChatGPT in expanding the classroom instructional space and enthusiastically shares examples over the course of the book. In anticipation of some skepticism of his claims, Skrabut notes that at various points in education, technological innovation has been viewed with fear and trepidation. He argues that ChatGPT is simply another in a long line of technologies that ultimately will save time and effort. In the 10th chapter for example, Skrabut notes the opportunities for flipped classrooms to be more fully realized with this emerging technology. Nevertheless, Skrabut attempts a balance between educators who may be inspired by ChatGPT and those that may be looking to shield their classes from it. While his interest is clearly on the former, he does offer some limited discussion on ways to help detect AI writing from some of its stylistic conventions. Throughout its ten chapters, this book delves into the different areas of higher education that ChatGPT can support, with the author ultimately arguing in favor of using ChatGPT in higher education. The book is arranged from planning tasks in chapters two and <strong>SELS</strong> DIALOGUES | 10
Educational Technology three, building assessments in four, five and six, supporting students in chapter seven, with chapters eight through ten looking at other uses. Each chapter provides examples of ChatGPT, which are split into two main parts: the author provides a prompt to ChatGPT in bold and then presents the response from ChatGPT in italics. If the prompt fails, subsequent refining prompts and responses are listed. Often at the end of a long chain of prompts and responses, Skrabut also includes some meta-analysis of the process and how it could be economized better in the future. Indeed, a key, defining element in this book is not just ChatGPT, as a subject, but also as a co-author. Each chapter features a brief introduction from Skrabut along with related prompts, but the bulk of the chapters are made up of ChatGPT’s responses to the prompts. In some cases, Skrabut marvels at the ingenuity of the prompts and in others he points out serious flaws including hallucinations, misunderstandings and most frequently the need for more narrowed prompting. However, for educators planning on using this book to replicate the responses, it will not likely produce the same results. As ChatGPT continues to compile data and improve, this text built on the prompts and responses as a publication locked in time will quickly become less relevant. Another drawback to the text, is that there is very little else in terms of analysis outside of the relative success or failure of the prompts to generate an accurate response. Similarly, the book would have benefited from a detailed scholarly analysis and the inclusion of more educational theory. The references included in the book are often drawn from blogs and newspaper articles, illustrating how new ChatGPT was in March of this year, 2023. As a pioneer in AI publication, the book’s inclusion in some shape or form in teacher education courses would be highly beneficial going forward. Skrabut notes that we are living in a disrupted world where “computers are a force multiplier that can help us do work quickly so we can focus our attention on more pressing issues” (p. 119) highlighting his opinion that ChatGPT can help educators in their role to prepare students for the future. Overall, this book can be used across higher educational contexts, particularly between educators, instructional technologists and developers, by starting a discussion that questions the need for traditional teaching structures while reimagining new possibilities for education. References Skrabut, S. (2023). page 119. In 80 ways to use CHATGPT in the classroom: Using AI to enhance teaching and learning. Stan Skrabut. Author’s Bio James Papple is an experienced educator who has worked in higher education for more than two decades. He has co-authored an ESL textbook, Academic Inquiry 2 (2018) from Oxford University Press, Canada. <strong>SELS</strong> DIALOGUES | 11
Page 1 and 2: SELS Dialogues School of English an
Page 3 and 4: Table of Contents Acknowledgements.
Page 5 and 6: Managing Editor’s Note by Sherry
Page 7 and 8: Educational Technology Games are sh
Page 9 and 10: Educational Technology Machine lear
Page 11: Educational Technology • Use Imag
Page 15 and 16: Pedagogy and Critical Thinking case
Page 17 and 18: Pedagogy and Critical Thinking With
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Page 21 and 22: Research Initiatives Research quest
Page 23 and 24: Research Initiatives In a nutshell,
Page 25 and 26: Creative Pursuits Welcome to the Cr
Page 27 and 28: Creative Pursuits It was never a bu
Page 29 and 30: Creative Pursuits Stratford’s New
Page 31 and 32: Creative Pursuits Sleeping Bag Tran
Page 33 and 34: Creative Pursuits Toronto by Prabha
Page 35 and 36: SELS Dialogues Editors Sherry Hejaz
Page 37 and 38: Jill McDonald For the past 30 years
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