ChatGPT workshop for lecturers

Posted by Natasa Brouwer, on March 3, 2023, 9:46 a.m.

Martijn Stegeman1, Julia Dawitz2, Emma Wiersma2, Natasa Brouwer2

1Faculty of Science, Informatics Institute, 2Teaching and Learning Centre Science, University of Amsterdam, The Netherlands

Challenge and goal

ChatGPT is an advanced language model that uses artificial intelligence (AI) to generate human-like responses to text-based input. While ChatGPT can be a useful tool for higher education, if not used correctly, it can lead to hinder of students' ability to think critically and to develop their own ideas, as they may become overly dependent on the model for generating responses. There is a problem of plagiarism and academic msiconduct that can difficult be detected. It could lead to lack of engagement between students and lecturers and between students. ChatGPT may create bias which could have negative consequences in areas such as admissions, grading, and hiring. There are also privacy concerns about data privacy and security. 

The goal is to create awareness of lecturers and make it possible to recognize possible potential of tools supported by the AI to enhance the learning experience in higher education and to open a discussion how to use AI tools in a responsible way and in conjunction with other teaching methods to avoid these potential problems.

Topic of the user case

Use of Artifical Intelligence tools in Education

Local context (specific)

The introduction of ChatGPT got a lot of attention in The Netherlands. The lecturers at our faculty were concerned about the consequences that ChatGPT could have in education in different aspects. They start to search for possibilities how to deal with it. But first it was important to find out and to learn what ChatGPT is and what students and lecturers in higher education could do with it.

Local CPD goals

The local goals were to provide information about what ChatGPT is and to start a discussion about the following questions from two perspectives: Student learning aid and Lecturer inspiration:

  • how could you use ChatGPT in your course?
  • are there benefits, are there threats? 

Needs defined in STEM-CPD Roadmap

29 use advanced tools, based on artificial intelligence, in supporting students in their learning process
8 discuss teaching with their colleagues.
4 attending hands-on workshops on specific continuous professional development (CPD) topics.

CPD activities at the local university

A workshop was organized on the initatief of a lecturer in computer science, Martijn Stegeman. The organisation of the workshop was supported by Teaching and Learning Centre Science. The programme of the workshop was:

  • introduction of the lecturer who took the initiative to organize the workshop (10 minutes)
  • short invited lecture from the expert on artificial intelligece and language processing (30 minutes)
  • hands-on activity using ChatGPT in small groups: how can ChatGPT be used in your course or teaching (2 hours)
  • central discussion with presentation of groups (45 minutes)
  • list of take home messages

The worksop was organized in January 2023. About 40 lectutrers attended this workshop.

The workshop was followed by large staff meeting where several experts from the Institute for Logic, Langage and Computing presenend this new development and answered the questions.

Teaching and learning materials

The participants of the workshop need to create an account on ChatGPT to be able to participate ( After the workshop a website with information and take home tips is published:

Sustainable implementation

The website with information and take home messages is available for everybody. There is literature available.

Expected impact of the CPD User Case

The workshop had a big impact on lecturers. The hands-on session and discussion after the hands-on session was very inspiring and showed many interasting applications in education and made the partcipants aware of possible threats.

Plans for eventual continuation of the CPD within the same topic

A new meeing will be organized after some time to discuss the situation. The same CPD design will be used in case there will be important new development in the field.

Use of digital tools for a pedagogical goal (type P1-4a)

This CPD scenario describes a User case in which lecturers develop their competence in how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in knowledge sharing.
The approximate duration of a User case that follows this scenario is several hours.
In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Learning environment
Several hours

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