This is the third post in our blog series \u201cAI in the uni\u00adver\u00adsity<\/strong>\u201d. The first post focused on the use of AI detec\u00adtors<\/a><\/em> the focus, fol\u00adlowed by a legal con\u00adsid\u00ader\u00ada\u00adtion of AI and OER<\/a><\/em>. We will con\u00adclude the series with manda\u00adtory AI skills<\/em> at uni\u00adver\u00adsi\u00adties. <\/p>\n\n\n\n An ini\u00adtial area of appli\u00adca\u00adtion for AI tools is the cre\u00adation of ques\u00adtions for aca\u00add\u00ade\u00admic texts that aim to delve deeper into the topic. To ensure an appro\u00adpri\u00adate level, it is nec\u00ades\u00adsary to spec\u00adify require\u00adments for the for\u00admu\u00adlated ques\u00adtions in the prompt with regard to tar\u00adget groups and learn\u00ading objec\u00adtives. Oth\u00ader\u00adwise, the AI could for\u00admu\u00adlate very sim\u00adple ques\u00adtions that do not cor\u00adre\u00adspond to the learn\u00ading objec\u00adtives. It is there\u00adfore advis\u00adable to include oper\u00ada\u00adtors<\/a> in the prompt. For exam\u00adple: \u201cFor\u00admu\u00adlate ques\u00adtions that con\u00adtain the fol\u00adlow\u00ading oper\u00ada\u00adtors: Ana\u00adlyze, Eval\u00adu\u00adate, Put into con\u00adtext (require\u00adment level 3). Put the oper\u00ada\u00adtor and the assigned level explic\u00aditly in front of the for\u00admu\u00adlated ques\u00adtion.\u201d<\/em> <\/p>\n\n\n\n In addi\u00adtion to cre\u00adat\u00ading ques\u00adtions, AI tools also open up the pos\u00adsi\u00adbil\u00adity of gen\u00ader\u00adat\u00ading illus\u00adtra\u00adtive case stud\u00adies. Since real-life case stud\u00adies in teach\u00ading mate\u00adri\u00adals are often restricted by copy\u00adright, AI tools offer a valu\u00adable alter\u00adna\u00adtive. An AI chat\u00adbot can cre\u00adate fic\u00adtional text vignettes that address spe\u00adcific chal\u00adlenges. An exam\u00adple could be a descrip\u00adtion of a per\u00adson\u2019s expe\u00adri\u00adence in a spe\u00adcific work envi\u00adron\u00adment, which serves as a basis for dis\u00adcus\u00adsion. <\/p>\n\n\n\n In addi\u00adtion to the tex\u00adtual rep\u00adre\u00adsen\u00adta\u00adtion, styl\u00adized images of the peo\u00adple described can be cre\u00adated, as they can make the mate\u00adri\u00adals more vivid and pro\u00admote under\u00adstand\u00ading. It is advis\u00adable to request dif\u00adfer\u00adent styles of pic\u00adtures in the prompt, as pho\u00adto\u00adre\u00adal\u00adis\u00adtic rep\u00adre\u00adsen\u00adta\u00adtions can lead to prob\u00adlems with regard to per\u00adsonal rights. Alter\u00adna\u00adtively, styles such as comics, draw\u00adings or stick fig\u00adures can be used to make the topic visu\u00adally appeal\u00ading and legally unob\u00adjec\u00adtion\u00adable. <\/p>\n\n\n\n If case stud\u00adies have already been cre\u00adated, these can be used opti\u00admally for an inter\u00adac\u00adtive exchange with the chat\u00adbot. The case study can be inte\u00adgrated into the prompt to ask the chat\u00adbot to sim\u00adu\u00adlate the peo\u00adple described in a sub\u00adse\u00adquent con\u00adver\u00adsa\u00adtion. This inter\u00adac\u00adtion gives learn\u00aders the oppor\u00adtu\u00adnity to ask spe\u00adcific ques\u00adtions and deepen their under\u00adstand\u00ading of the respec\u00adtive chal\u00adlenges. A pos\u00adsi\u00adble prompt could be: \u201cSim\u00adu\u00adlate the role of a lec\u00adturer try\u00ading out new inter\u00adac\u00adtive meth\u00adods with a large group of stu\u00addents.\u201d<\/em> <\/p>\n\n\n\n How\u00adever, such sim\u00adu\u00adla\u00adtions can\u00adnot and must not claim to be authen\u00adtic. Chat\u00adbots are based on prob\u00ada\u00adbil\u00adi\u00adties and are not able to rep\u00adre\u00adsent the full com\u00adplex\u00adity and indi\u00advid\u00adu\u00adal\u00adity of human expe\u00adri\u00adence. There\u00adfore, they should be used as a start\u00ading point for dis\u00adcus\u00adsions and not as con\u00adclu\u00adsive rep\u00adre\u00adsen\u00adta\u00adtions. <\/p>\n\n\n\n The visual rep\u00adre\u00adsen\u00adta\u00adtion of com\u00adplex processes is another use\u00adful func\u00adtion of AI tools. They can be used to trans\u00adlate related scenes from movies into vivid image col\u00adlages, for exam\u00adple, or to con\u00advert draw\u00adings doc\u00adu\u00adment\u00ading exper\u00adi\u00adment results into pub\u00adlic domain images. How\u00adever, descrip\u00adtions in the prompt should be kept as con\u00adcise as pos\u00adsi\u00adble, as exces\u00adsive detail can often lead to incon\u00adsis\u00adtent results that appear inac\u00adcu\u00adrate or con\u00adtra\u00addic\u00adtory. An exam\u00adple of incon\u00adsis\u00adtency would be a char\u00adac\u00adter wear\u00ading yel\u00adlow cloth\u00ading in the first image, but wear\u00ading a dif\u00adfer\u00adent color in the sec\u00adond image, even though this was not intended. <\/p>\n\n\n\n Sim\u00adple graphic styles, such as stick fig\u00adures with color cod\u00ading, can help to depict a fig\u00adure con\u00adsis\u00adtently across mul\u00adti\u00adple images. An exam\u00adple prompt could be: \u201cCre\u00adate a pic\u00adture in which a green stick fig\u00adure helps a yel\u00adlow stick fig\u00adure. The envi\u00adron\u00adment should resem\u00adble a black and white pen\u00adcil sketch.\u201d<\/em> How\u00adever, rep\u00adre\u00adsent\u00ading processes in mul\u00adti\u00adple related images often proves chal\u00adleng\u00ading for AI tools, which can lead to dif\u00adfi\u00adcul\u00adties in cre\u00adat\u00ading coher\u00adent visual rep\u00adre\u00adsen\u00adta\u00adtions. <\/p>\n\n\n\n Car\u00adi\u00adca\u00adtures and comics can pro\u00admote dis\u00adcus\u00adsions and stim\u00adu\u00adlate cre\u00adative learn\u00ading processes. AI can help in the cre\u00adation of copy\u00adright-free car\u00adtoons. How\u00adever, AI-gen\u00ader\u00adated visual con\u00adtent can some\u00adtimes con\u00adtain log\u00adi\u00adcal errors that need to be cor\u00adrected man\u00adu\u00adally in order to clearly con\u00advey the intended mes\u00adsage. Post-edit\u00ading is often unavoid\u00adable here, as speech and thought bub\u00adbles can hardly be cre\u00adated by AI. <\/p>\n\n\n\n The visu\u00adal\u00adiza\u00adtion of results in the form of charts and info\u00adgraph\u00adics is a clear weak\u00adness of AI tools. Tex\u00adtual con\u00adtent is only imple\u00admented in a rudi\u00admen\u00adtary way, which is why it is advis\u00adable to add it to AI-gen\u00ader\u00adated images after\u00adwards. In addi\u00adtion, the AI often adds con\u00adtent that was not included in the prompt, which can affect the accu\u00adracy of fac\u00adtu\u00adally designed charts. <\/p>\n\n\n\n Over\u00adall, the var\u00adi\u00adous pos\u00adsi\u00adble uses of AI tools in teach\u00ading show great poten\u00adtial to sup\u00adport teach\u00aders in the cre\u00adation and prepa\u00adra\u00adtion of OER. The gen\u00ader\u00ada\u00adtion of ques\u00adtions, the cre\u00adation of illus\u00adtra\u00adtive case stud\u00adies and the visual pre\u00adsen\u00adta\u00adtion of com\u00adplex con\u00adtent are just a few exam\u00adples that can enrich teach\u00ading. At the same time, there are rec\u00adog\u00adniz\u00adable weak\u00adnesses, for exam\u00adple in the rep\u00adre\u00adsen\u00adta\u00adtion of processes in sev\u00aderal related images or in the qual\u00adity of visual con\u00adtent that has to be edited man\u00adu\u00adally. <\/p>\n\n\n\n In the future, AI tools could play a cen\u00adtral role in the fur\u00adther devel\u00adop\u00adment of teach\u00ading mate\u00adri\u00adals due to the increas\u00ading qual\u00adity of the results. Teach\u00aders could ben\u00ade\u00adfit from the com\u00adbi\u00adna\u00adtion of dif\u00adfer\u00adent AI tools, each of which spe\u00adcial\u00adizes in dif\u00adfer\u00adent media, e.g. text gen\u00ader\u00ada\u00adtion, image or video pro\u00adduc\u00adtion. This could increase the vari\u00adety and qual\u00adity of mate\u00adri\u00adals. In addi\u00adtion, it is becom\u00ading increas\u00adingly use\u00adful to refine AI-gen\u00ader\u00adated con\u00adtent after\u00adwards, for exam\u00adple by using spe\u00adcial\u00adized edit\u00ading tools to adapt the results even more specif\u00adi\u00adcally to one\u2019s own needs. In this way, teach\u00aders can make opti\u00admum use of the pos\u00adsi\u00adbil\u00adi\u00adties offered by AI and at the same time com\u00adpen\u00adsate for the indi\u00advid\u00adual strengths and weak\u00adnesses of the indi\u00advid\u00adual tools. <\/p>\n\n\n\n Finally, it should be borne in mind that the use of AI is energy-inten\u00adsive and that both the train\u00ading data and the oper\u00ada\u00adtion of AI sys\u00adtems require a high level of resources. A con\u00adscious approach to AI tools is there\u00adfore rec\u00adom\u00admended in order to make the most of their poten\u00adtial. <\/p>\n\n\n\n If you would like to know more about the use of AI in open edu\u00adca\u00adtional mate\u00adri\u00adals and are par\u00adtic\u00adu\u00adlarly inter\u00adested in the legal aspects of this, we rec\u00adom\u00admend our work\u00adshop AI and OER in use<\/a><\/strong>. For reg\u00adis\u00adtra\u00adtion and fur\u00adther ques\u00adtions, please con\u00adtact support.twillo@tib.eu<\/a><\/strong>.<\/p>\n\n\n\n This is the third post in our blog series \u201cAI in the uni\u00adver\u00adsity\u201d. The first post focused on the use of AI detec\u00adtors the focus, fol\u00adlowed by a legal con\u00adsid\u00ader\u00ada\u00adtion of AI and OER. We will con\u00adclude the series with manda\u00adtory AI skills at uni\u00adver\u00adsi\u00adties. Deriv\u00ading ques\u00adtions from texts: Level vs. com\u00adplex\u00adity An ini\u00adtial area [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":2600,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wp_typography_post_enhancements_disabled":false,"footnotes":""},"categories":[151],"tags":[],"class_list":["post-2601","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-hands-on"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/2601","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/comments?post=2601"}],"version-history":[{"count":0,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/2601\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media\/2600"}],"wp:attachment":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media?parent=2601"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/categories?post=2601"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/tags?post=2601"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Deriving questions from texts: Level vs. complexity<\/h2>\n\n\n\n
Illustrative case studies: Creativity vs. realism<\/h2>\n\n\n\n
Simulation of personas<\/h2>\n\n\n\n
Visualization of processes: Complexity reduction vs. attention to detail<\/h2>\n\n\n\n
Caricatures and comics: copyright vs. creativity<\/h2>\n\n\n\n
Charts and infographics: Clarity vs. complexity<\/h2>\n\n\n\n
Outlook on the inclusion of AI tools in OER<\/h2>\n\n\n\n
Supplementary materials and sources<\/h2>\n\n\n\n
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