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No. 23, September-October 2023. 

Based on his research on the psychology of artificial intelligenceI (AI) and learning, Oguz Acar, professor of marketing and innovation at King's College, London and research affiliate at the Laboratory of Innovation Science at Harvard University, has defined 4 skills that, in his opinion, students should learn to use generative AI effectively-published in "Are Your Students Ready for AI?" Below, I share with you these skills and some thoughts on them.

  1. The first skill is a thorough understanding of the problem to be solved. Students who already have experience with the case method will have already acquired this skill and will have an advantage in its application.
    This skill should not be confused with the ability to interact with the AI to arrive at the correct question, known as "prompting." This skill is the in-depth analysis done to define the focus and scope of the problem before prompting. It is what makes it possible to communicate more precisely what is expected from the generative AI.
  2. The second skill is exploration, which means searching for the generative AI tool that is most appropriate for the task or problem to be solved. ChatGPT is very useful for the instructor as a general academic assistant, whether in designing your syllabus or preparing your teaching plan. Tools such as Microsoft Bing or Google Bard, according to Acar, can help with information searches. And there are new tools coming out every day.
    To strengthen exploration skills among students, Prof. Acar recommends asking them to search for AI tools for their next assignment or course project, and select the one that fits best, taking into account its attributes, functions, potential benefits and limitations. They should document and justify their decisions.
  3. The third skill is critical thinking: the ability to identify and eliminate AI-generated content that is biased, inaccurate or incorrect-one of the main limitations of ChatGPT, noted by Prof. Florian Federspiel in the last issue of this blog. But you can turn this limitation into a learning opportunity, according to Acar, with exercises in applying this skill, learned through the case method, to evaluate AI-generated information.
  4. The fourth skill is reflection, the ability to examine their own feelings about AI. Do they see it as a tool, useful, but with the limitations of any flawed instrument? As a threat to their own identity, in the case of an aspiring great writer or designer who rejects the idea of seeking help from AI?

Although it has certain elements in common with critical thinking, the reflection is different. It is about the ability to examine yourself, your beliefs and behaviors-to be able to differentiate your thoughts from the products of AI.

These 4 skills are precisely those that the case method is intended to strengthen. The use of AI is not only consistent with this method; the two can and should reinforce each other. Prof. Acar's experience with activities that develop these skills has produced remarkable improvements in the quality of his students' work. Wouldn't case discussion be the best activity?

- John C. Ickis

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