The AI tool "ChatGPT" recently/at the beginning of 2023 caused quite a stir and impressively illustrates how quickly artificial intelligence is developing and what AI applications/tools can already achieve in part. In this context, ChatGPT is to some extent representative of generative models that can generate not only texts but also, for example, images or music. With regard to university teaching, ChatGPT, among others, has also raised the question of how to deal with such AI tools in the context of university teaching.

On this page, we have therefore compiled various information and sources of information on the topic of ChatGPT or generative models and university teaching. The contents are divided into publications, videos, and further education offerings according to their format.

Since the technology is dynamically changing and continuously evolving, this page will also be extended and supplemented. We welcome suggestions for additions and tips on interesting publications, videos, training courses, etc. - please feel free to contact the in this regard.

„Handlungsleitfaden des NRW-Ministeriums für Schule und Bildung" (12 pages)

Based on various questions, the guide provides brief explanations around text-generating AI (e.g., what text-generating AI is and why misinformation may occur). However, the focus of the guide is on the use of ChatGPT and related tools in the school context.

„Didaktische und rechtliche Perspektiven auf KI-gestütztes Schreiben in der Hochschulbildung" by Zentrums für Wissenschaftsdidaktik Bochum (41 pages)

The document is divided into two main sections. The first section focuses on an introduction to the topic and on didactic aspects of the technology (e.g., consequences for the examination system or the potential of the tools for writing difficulties). The second section deals with legal issues raised by the technology under discussion (e.g., authorship, labeling requirements).

„ChatGPT and Artificial Intelligence in higher education - Quick start guide“ by Emma Sabzalieva and Arianna Valentini (15 pages)

The guide provides a brief overview of how ChatGPT (in version GPT-3.5) works and illustrates examples of how the tool can be used in higher education. In doing so, it addresses some important challenges and ethical implications of AI in higher education and suggests practical steps for higher education institutions.

„ChatGPT in der Hochschullehre. Wie künstliche Intelligenz uns unterstützen und herausfordern wird“ by Andreas Fleischmann (Neues Handbuch für Hochschullehre, Beitrag A 1.30) (44 pages)

Excerpt from the summary: "(...) In this article you will learn on the one hand how to use ChatGPT effectively, but also how it works, which strengths and which weaknesses the system currently has and how it will develop further. On the other hand, you will get an impression of the effect ChatGPT can have in university teaching by means of basic considerations and concrete examples - as a learning aid for the students, as a teaching subject, as a teaching support for you and in the examination process. Legal aspects such as data protection, copyright and examination law are also outlined." (p. 1)
Chapter overview: Chat GPT, ChatGPT as learning aid, ChatGPT as teaching object, ChatGPT as teaching support, ChatGPT in examination operation, outlook.

„Beyond the hype: ChatGPT und Co. in die Hochschullehre integrieren“ by Dr. Dana-Kristin Mah

In her block contribution, Dr. Mah focuses on the meta-level of the discussion about the use of language models such as ChatGPT in university teaching. Based on the seven emotional reactions to (abrupt) changes according to Streich (1997), the use or handling of language models in university teaching is examined from the perspective of the teachers.

„Chain of Thought Prompting – Ein Weg in die Gedankenwelt der KI-Sprachmodelle?“ by Moritz Larsen, Melanie Lucht, Prof. Dr. Doris Weßels

This block paper addresses the questions of how generative language models work, what opportunities they offer, and what risks need to be considered. The focus of the article is on prompts, with which generative AI tools are guided by users to generate a certain output such as a specific text or an image, and the supposed steps that an AI tool has gone through to generate the output.

„Vorschläge für Eigenständigkeitserklärungen bei möglicher Nutzung von KI-Tools” by dghd (PDF-Datei, 18 Seiten)

The Deute Gesellschaft für Hochschuldidaktik has published suggestions for self-declarations for different learning goals in the context of the dghd topic series "AI in Higher Education" (2023) in cooperation with Martina Mörth (BZLHL Berlin), Anja Riedel (BZLHL Berlin) and Dr. Anette Glatte (TU Darmstadt): Acquiring expertise, Learning to write scientifically, Being able to assess AI tools and compare them with scientific methods, Professional use of AI tools in scientific work. The suggestions may be shared and used with credit to the authors. The PDF file linked above is also available as a PowerPoint presentation.

AI, ChatGPT and the sciences - DFG formulates guidelines for dealing with generative models for text and image generation

The German Research Foundation (DFG) has formulated initial guidelines for dealing with generative models for text and image creation. A published statement sheds light on the influence of ChatGPT and other generative AI models on the sciences and the DFG's funding activities. As a starting point for continuous monitoring, the paper is intended to provide guidance for researchers in their work as well as applicants to the DFG and those involved in the review, evaluation and decision-making process. (Source: https://www.dfg.de/de/service/presse/pressemitteilungen/2023/pressemitteilung-nr-39)

ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education von Kasneci et al. 

This article presents the potential benefits and challenges of educational applications of large language models from the perspective of students and teachers. It discusses the current state of large language models and their applications. It then shows how these models can be used to create educational content, improve student engagement and interaction, and personalize learning experiences.

Self-learning offering "Language Assistants as an Opportunity for Higher Education" (KI-Campus) by Prof. Dr. Christian Spannagel, Dr. Aljoscha Burchard, Dr. Anika Limburg, and Dr. Isabella Buck

Course Brief: "With the course 'Language Assistants as an Opportunity for Higher Education,' university educators should creatively explore and critically examine AI language models in an educational context. The aim is to reduce fears related to working with generative AI and strengthen the role of educators as learning companions in a digitally-driven world. A change of perspective is sought, which focuses on the opportunities of intelligent language technologies for university teaching."

One-day course "Problem Solving with ChatGPT" by Dr. Jana Emontz (Heine Center for Scientific Continuing Education)

Course Description: "Problem-solving competence is the ability to analyze, understand, and solve problems. The increasing complexity in today's professional world also raises the demand for employees to possess this skill. Fortunately, there are many tools that support us in meeting these demands. Besides logic and creative techniques, companies are increasingly applying artificial intelligence (AI) for this purpose. Currently, ChatGPT is probably the most well-known AI. However, many people still use it like a search engine and do not fully exploit its potential. This workshop provides a fundamental introduction to problem-solving with ChatGPT. Using our own brought (unsolved) problems, we will explore various prompts and their solution approaches." (Source: aforementioned website) Note: One-day advanced course to our introductory course "Problem Solving 1.0"

Theme page "Chatbots & Language Assistants" on the KI-Campus

Here, various media and self-learning offerings related to the topic of language assistants and chatbots are compiled in a clear manner from the diverse offerings available on the KI-Campus. Initially, various learning materials (texts, videos, self-learning courses) are listed, followed by blog posts on KI-Campus concerning the topic, as well as updates and a list of the experts involved in the presented materials.

"ChaBoDoc - ChatBots for FutureDocs" (KI-Campus) by Prof. Dr. Anne Herrmann-Werner and PD Dr. Armir Madan Mamlouk (4 weeks, 2 hours per week)

Course Brief: "As a doctor, learn to use modern technologies in a competent and responsible manner. This online course aims to shed light on the increasingly important functionalities of chatbots and artificial intelligence in this regard. Through application scenarios, a fundamental understanding of these applications will be developed. Ethical questions will also be explored in the context of chatbot functionalities. The latest and most advanced model, ChatGPT, will also be introduced at the end of the course, as it is expected to have a significant impact on medicine." (Source: https://ki-campus.org/courses/chabodoc) Alternatively, the description from the KI-Newsletter: "The course examines the functionalities of chatbots like ChatGPT in a medical context."

"Step by Step to Your Chatbot - Practically Applying AI" (KI-Campus) by Prof. Dr. Irene Weber (40 hours)

Course Brief: "With this learning-by-doing course, we guide you step by step into the topic of AI chatbots. The course shows you how and with which tools such an application can be created and the potentials that it opens up. Here, you will find a complete guide to develop and design such a chatbot yourself." (Source: https://ki-campus.org/courses/conversational-ai)

Tool Tip Tuesday

Every two weeks on Tuesdays from 12:00 - 13:00, the FernUniversität in Hagen and the virtuellen Kompetenzzentrum: Künstliche Intelligenz und wissenschaftliches Arbeiten (VK:KIWA) at Kiel University of Applied Sciences and the AI Campus invite you to Tool Tip Tuesday. Innovative AI tools will be presented online via Zoom and use cases will be used to show how they can be used in teaching and research.