During a collective supervision session, students use a chatbot as a sparring partner to produce a written assignment. Afterwards, students reflect and discuss the process in groups.
To open a dialogue with students about how chatbots can be used in academic writing processes. To give students an opportunity to try out a new way of engaging with the criteria for the written assignment. To give students an opportunity to discuss their individual experiences in a collective context.
The purpose of the activity is for students to:
gain awareness of how to use chatbots as sparring partners in their writing process
familiarise themselves with the requirements for the course's written assignment
practice reflecting critically on how to use chatbots and understand the learning outcomes of sparring with them
get an opportunity to discuss with their peers about their shared experiences using chatbots as sparring partners in their writing process
Describe the activityDescribe what happens before, during and after the teaching. Indicate the time spent on the individual activities. | |||
| Before class | |||
Group | Feedback groups for collective supervision. This course is structured to give students academic supervision in a collective context. Students are put into feedback groups of 3-4 people.
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| In class | |||
In plenum | Introduction to the activity (10 min). Show students an example of how to spar with a chatbot. Show students where to find the requirements for the course’s assignment on Brightspace as well as a step-by-step description of the activity. | ||
Group | Sparring with chatbot (12 min). Students get into their feedback groups and select one person from the group to use a chatbot as a sparring partner. This person uses the presentation they prepared for student feedback and which they have already sent to the other members of the group.
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Group | Follow-up reflection (10 min). Students use the following questions to reflect in their groups:
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In plenum | Wrapping up (7 min). Class discussion of the students’ experiences. | ||
Resources for studentsWhat resources do you make available to the students? E.g. texts, links, examples. | Support for studentsHow do you support the students during the activity? E.g. with instructions, feedback, presentations. |
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The activity gave students a space to share their experience of using chatbots for assignment writing. They learned how to focus the dialogue on their assignment by providing the chatbot with the assignment criteria.
Students got to practise observing a specific supervision session and discuss the use of chatbots for assignment writing and supervision with their peers and their teacher.
Students gained insight into the requirements for their written assignments in a new way.
Some students were initially critical about using chatbots for sparring on assignments. These students were able to take on the role of observer in the group, while another member could take on the role of sparring partner.
| Teacher's name: | Helle Merete Nordentoft and Tine Wirenfeldt Jensen |
| Faculty and department/school: | Danish School of Education, Education Studies, Emdrup |
| Degree program: | Education studies |
| Level of study: | Master's degree |
| Course/subject | Counselling as Institutional and Pedagogical Practice |
| Approximate number of students | 20 |
| When did the activity take place: | Autumn 2024 |
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