• https://learning.nd.edu/learning-technology/ai-in-teaching-and-learning/ai-for-teaching-and-learning-video-series/
• https://www.youtube.com/watch?v=qB4HGMvrhwE
• Prior to watching the videos, in 200 wrods explain your experiences with AI. What have you found useful and what have you found unhelpful? Where does it work best for you? In what fields of study and work? Where is it least helpful? (If you have little used it or never used it -- imagine your answers from what you have heard and learned about it from friends, family, and the press.)
• In the UND videos, one of the instructors uses the acronym CRAFT, what does it stand for? And how could it help with writing better prompts? Why does the CRAFT framework particularly make sense if we talk about "doing history" -- think about the analysis of primary documents? Think about how historian hedge on the idea of cause?
• Indeed, one hears a good deal about prompts when it comes to AI (Often called "Prompt Engineering") -- why is prompt writing so important when it comes to working with AI?
• We learn that AI is primarily a predictive model. The computer does not "know" the right answer but after taking in Iots of data (large language models) and using neural networks (we will talk more about this) -- AI basically -- in a very simple way to explain it -- answers questions or prompts by predicting the next best/possible word. Thinking about this, one of the things we know that AI tends to be really bad at and often gets wrong are citations. Given the way AI works, why do you think this would be the case? Why does AI often seem to "makeup" citations?
• Using 1 or 2 of the tools from Andy Stapleton's list of free AI tools for academic research -- use the tool(s) to explore a possible topic for your final project in this class (don't over worry the selection -- you can always change topics). Make note (copy and paste) what you find.
• Given your use of the tool(s), reflect on their value for doing tertiary research on a topic?