Sharing experiences: AI in education

Introduces GPT chat options when creating a lesson plan. The presentation will focus on the integration of technology into teaching.

I use GPT Chat when teaching English in high school. It is most helpful in the planning phase with coming up with activities, exercises, questions and other materials for lessons for different levels. Using it in the lessons themselves has been a challenge so far. I also see a huge opportunity in explaining to students how to use AI in learning the language and improving their writing skills.

• I presented some of my experiences at the May faculty meeting. I am also leading a SOT on the linguistic analysis of ChatGPT. For the fall semester, I plan to include statements about whether they worked with AI tools in student evaluations, and I am also preparing the possibilities of using ChatGPT in teaching Czech at the high school level for a seminar in Teaching Czech Language and Literature.
• Fall semester challenge: incorporating AI into the classroom. Questions to address: How much do FF students use AI? How to prepare future teachers for their students to take AI for granted? The possibilities and limits of integrating AI into teaching.

In one of my informative lessons on language self-learning, I show students how to make GPT chat a study partner. Outside of that, I work on AI in library areas such as: citation, information education (mostly critical thinking, information literacy, 21st Century Competencies, etc.), Open Science, and issues around digital curation of AI tools. The topic of the presentation will be selected based on the interest of the participants.

We used Chat GPT in our editorial work in the preparation of this year's Teatrocén newsletter, where we reported on the Theatre World Brno theatre festival with students as part of the Production of the Festival Newsletter course. It was more of an experiment, but as I found out later we were not the only ones. Colleagues in Olomouc at the Flora Theatre Festival attempted (more systematically) to do the same.

Reading the essays and getting some feel for the strange style; addressing the situation to the learners and specific (anonymised) examples of dialogue with the caught/caught. Or, they confessed to me and where it led them.