{"id":22506,"date":"2020-02-15T08:00:18","date_gmt":"2020-02-15T08:00:18","guid":{"rendered":"https:\/\/didaktikdeutsch.uni-jena.de\/literaturunterricht_im_schulpraktikum\/"},"modified":"2024-05-13T08:51:43","modified_gmt":"2024-05-13T08:51:43","slug":"writing_with_ai","status":"publish","type":"post","link":"https:\/\/didaktikdeutsch.de\/en\/writing_with_ai\/","title":{"rendered":"Writing with AI: Preparation, Support, Evaluation"},"content":{"rendered":"

Generative Artificial Intelligence (AI), and in particular the chatbot ChatGPT, is said to have the po-tential to change writing in a profound and disruptive way (Alier et al., 2024; Schindler, 2024). The basis for this assumption is the ever-increasing ability of AI to produce texts within seconds that sim-ulate text structure and coherence so well that even prospective teachers consider them to be ‘hu-man-made’ (e.g. Schicker & Akbulut, 2023, p. 178). It seems possible that AI\/computer and human work together and co-actively (Steinhoff, 2023). However, this does not seem to make writing fun-damentally ‘faster’ or ‘easier’ (F\u00f6rster, 2023, p. 7; Fyfe, 2023, p. 1402). Rather, writing in the ‘new’ context of AI requires the development of further (partial) skills (e.g. text criticism) (e.g. R\u00f6del, 2023).
\nAgainst this background, the Standing Scientific Commission of the Conference (SWK) and UNESCO published recommendations for dealing with AI in the education sector. These recommendations suggest that generative AI should be regarded as a potential resource for teaching and learning. Moreover, the necessity for further training courses in this area is emphasised. The project \u2018Schreiben mit KI im Lehramt\u2019 (Writing with AI in teaching) aims to develop and implement a training pro-gramme in this field.<\/p>\n

Target Group:<\/strong><\/p>\n

The project \u2018Schreiben mit KI im Lehramt\u2019 is aimed at teacher students of all subjects. They are con-fronted with the changing situation of writing in a double role: on the one hand, they are learners themselves, especially in academic writing, which is a central form of learning and examination in their studies. Here, AI opens up new and previously unimagined spaces (Fyfe, 2023, p. 1402; Un-derwood, 2021). On the other hand, it is future teachers who are expected to support students in their writing acquisition, which is no less influenced by the perceived disruptive potential of AI appli-cations (Buck & Limburg, 2023).<\/p>\n

Project Goal:<\/strong><\/p>\n

The project \u2018Schreiben mit KI im Lehramt\u2019 aims to support teacher students in meeting these new and complex challenges. In cooperation with the Writing Centre of the FSU Jena, an extracurricular course on writing will be designed, tested and empirically evaluated. The self-learning course consists of three (independent) modules, which primarily address teacher education students in their future teaching role and aim at “transfer effects” on their own (academic) writing. The students are instruct-ed to i) prepare, ii) support and iii) evaluate writing with the assistance of AI. The starting point is interdisciplinary, relevant writing tasks and learner texts from school practice. The modules consist of online and classroom components.<\/p>\n

Project participants:<\/strong><\/p>\n

Dr. des. Gerrit Helm, project manager and main contact
\nDr. des. Florian Hesse, project management
\nProf. Dr. Iris Winkler, project manager<\/p>\n

Marie Anett Moser, student assistant
\nKilian Dingeldey, student assistant<\/p>\n

Project-related publications:<\/strong><\/p>\n