Once in a while, something new appears that monumentally changes the way we as a society do things. It is met with a mixture of fascination and panic, as some wholeheartedly embrace it, while others see the end times coming. 

For many years, we have seen warnings about artificial intelligence: what could happen if it went wrong somehow? What if the machines started to replace us or took control? What about our jobs, our careers, our lives? 

That question is being answered, as of last November. Sometimes AI is used for good and sometimes not. But there is no question—it’s here to stay.

What is AI good for? AI is great at automating and performing tasks for us that we might be capable of doing ourselves, but in a fraction of the time. What if AI can make tedious aspects of life easier for us? We can still do the thinking, but the computer can handle the collation and pulling all the data, and behave like a helpful assistant. This sounds great!

However, much of academia is wondering how to go on when it can seem like a student can turn in very acceptable work without, well, working. Some disciplines are built on writing and critical analysis of text, media, or social phenomena; their faculty worry that the foundations of their disciplines are eroding if they can’t trust that a student wrote it anymore. This sounds terrifying.

In situations where two opposing viewpoints present what seem to be very valid arguments, it is important to spend some time giving both their due consideration before deciding on the course of action. For just a moment, let’s try and suspend any judgments or conclusions we may have come to, and do a little thought exercise. You may want to choose a quiet space, where you can be relatively undisturbed for a time.

Begin by thinking about your own perceptions. 

• • • • What does “AI” mean to the world?
      • What does it mean to me? 
      • How does AI affect me now?
      • Am I comfortable with the ways I interact with it?
      • Does AI seem to be a benefit or a hindrance to my world?
      • If I see AI as a benefit, can I understand why some might not?
      • If it is a hindrance, what would need to change for me to feel differently?
      • Where do my attitudes come from? 

You cannot choose how AI appears in your life, but you can choose how you react to it. Right now it is coming like a hurricane.

Some react like the stone; standing firm and trying to hold back the force, to block it from catching on, or catching students in the act of using it. The stone only holds firm as long as the wind doesn’t blow too hard. The stone cannot hold back the hurricane.

Others react like fire, taking off with the idea and running as far as they can, as quickly as they can. The wind takes the fire far, very quickly. Heavy adopters of new technology have a wealth of knowledge and information, and likely some pitfall stories, about their experiences. You may be hesitant to adopt this stance personally, but it helps to know someone like this to find inspiration or help.

Finally, some react like water, adapting and flowing around, over, and through. They are cautious but adaptable. The wind does not stop blowing, and the water does not stop flowing either, so these people will find a way to work together with AI eventually, and like the river, they remain focused on the task ahead. They flow wherever they need to to get from A to B.

Now let’s think about possible courses of action and responses to AI.

• How are you currently reacting? Do you see yourself as stone, fire, or water?
• Are you happy with this stance, or would you like it to be different?
  • If you are, what do you need to do to feel progress?
  • If you would like to feel differently, what would need to change for you to feel that way?  

If you are the stone:

• What practices would you need to create a “safe space,” where you know you can trust the results you get from student work?
• How might you adapt to ensure integrity is maintained in your assignments?

If you are fire:

• Where do you see AI’s usefulness? For some examples, check out Jes Klass’ blog post on AI.
• Are you ready to adapt to rapid changes in AI in the future?
• If an experiment should go awry, do you have a safety plan to avoid getting burned?

If you are water:

• How can AI be your enemy? 
• How can it serve you?
• Can harmony be achieved with AI, through careful and judicious use?

Personally, I am taking Bruce Lee’s advice, to be like the water. I am not sure what to expect in the future, but I know that I will find a way, just as the water wears down the stone. Focusing on my goals will help me flow in the right direction, and adapt as I must. 

A few closing thoughts to consider:

• AI can certainly be a stone in the path occasionally, but it does not have to be a dam. It will continue to grow and change, as will our understanding. 
• Students still think great thoughts, because they are just as clever as they have always been. AI only changes the ways in which we must catch them thinking. 
• Homework and assignments as we know them are changing forever. But this does not mean abandoning our previous work and lives; it just means envisioning them through a new lens.

If you are still looking for your path through the AI hurricane, please reach out to your instructional designer. The CTL is always charting a new course.