subversiv › produktiv (QM).pdf

peterpur
Wandel vom subversiven zum progressiven
Einsatz von Large Language Models an
Hochschulen
Peter Purgathofer, HCI Group, TU Wien
Gibt es einen progressiven Einsatz von
Large Language Models an Hochschulen?
Peter Purgathofer, HCI Group, TU Wien
chatGPT
chatGPT
subversiv
chatGPT
progressiv
› did wittgenstein ever work at tu wien?
Yes, Ludwig Wittgenstein did work at TU Wien (Vienna University of Technology) for
a period of time. After completing his education at Cambridge, he returned to
Vienna in 1926 and worked as a research assistant in the Department of
Mechanical Engineering at TU Wien. During his time at the university, he
continued to work on his philosophical ideas and began to develop his later
philosophy, which would become known as the "Philosophical Investigations«.
[…]
He studied engineering and aeronautical design at TU Wien between 1908 and
1913 and later, after the end of World War I, he returned to TU Wien as an
assistant to the philosopher and logician, Moritz Schlick.
[…]
While at TU Wien, Wittgenstein gave lectures on philosophy to a group of students,
including his future literary executor, Georg Henrik von Wright. He also collaborated
with a colleague, Friedrich Waismann, on a project to formalize the language of
physics. Wittgenstein's work at TU Wien was not directly related to his
philosophical ideas, but it provided him with a source of income and a place to
work on his philosophical ideas.
› did you know that wittgenstein was a suspect in a murder case in 1911, when a
professor who worked at TU wien then suddenly vanished and was later found
dead.
In 1911, at TU Wien, Friedrich Waismann, a professor, disappeared and was later
found dead, Ludwig Wittgenstein, who also worked at TU Wien, was suspected
but no evidence was found to confirm his involvement in the murder, the case
remains unsolved.
Sicherheitswache Wien
Ludwig Wittgenstein
subversiv › produktiv (QM).pdf
»ludwig wittgenstein
is being arrested by
the police, vienna,
1909«
tremens et fascinans
Eine Hausübung
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»Artifact as proxy of process«
»Artifact as proof of work«
"
The function of
education, therefore, is to
teach one to think
intensively and to think
critically. [MLK]
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Eine Hausübung
»Artifact as proxy of process«
»Artifact as proof of work«
"
The function of
education, therefore, is to
teach one to think
intensively and to think
critically. [MLK]
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»Artifact as proxy of process«
»Artifact as proof of work«
#
The function of
education, therefore, is to
teach one to think
intensively and to think
critically. [MLK]
LONG TERM GOALS
vs
Instant Gratification
LONG TERM GOALS
vs
Instant Gratification
Dear ChatGPT, Please
Do All My Thinking for
Me, Thanks!
Happy End
chatGPT
LEARN
SOMETHING
TODAY!
Cartoon source:
Adri Tibbs
Happy End
chatGPT
LEARN
SOMETHING
TODAY!
Cartoon source:
Adri Tibbs
Happy End
chatGPT
LEARN
SOMETHING
TODAY!
Many Aviators Have Difficulty
Manually Flying Planes, Study
Commissioned by FAA Finds
subversiv › produktiv (QM).pdf
LONG TERM GOALS
vs
Instant Gratification
Dear ChatGPT, Please
Do All My Thinking for
Me, Thanks!
chatGPT – und jetzt?
chatGPT –
und jetzt?
Barrierefreiheit
Geduldiger Tutor
Ideen + Inspirationen
Personalisiertes Lernen
Prüfungsvorbereitung
› Erkläre Rekursion in 3 Sätzen
Rekursion ist ein Konzept in der Informatik und
Mathematik, bei dem eine Funktion oder ein Algorithmus
sich selbst aufruft, um eine Aufgabe in kleinere
Teilprobleme zu zerlegen. Dies geschieht solange, bis ein
Basisfall erreicht ist, der die Rekursion beendet und die
Teilprobleme gelöst werden können. Dieses Konzept wird
häufig verwendet, um komplexe Probleme auf eine
einfachere und elegante Weise zu lösen.
› Erkläre Rekursion für einen 12-Jährigen kurz
Rekursion ist wie ein Zaubertrick für Computer. Es
bedeutet, dass ein Computerprogramm sich selbst
aufrufen kann, um Probleme zu lösen. Zuerst sagt das
Programm, wie es das Problem in kleinere Teile aufteilen
kann. Dann ruft es sich selbst auf, um diese kleineren
Teile zu lösen. Dies geht so lange weiter, bis das Problem
so winzig ist, dass es direkt gelöst werden kann. Es ist
wie das Auseinandernehmen eines Puzzles, um die Teile
nacheinander zusammenzusetzen und das gesamte Bild
zu sehen.
› Erkläre Rekursion wie Alexander van der Bellen
Rekursion ist wie ein stetiger Kreislauf des Denkens und
Handelns, bei dem wir uns immer wieder auf uns selbst
besinnen, um komplexe Probleme zu lösen. Es ist ein
Prinzip, das uns dazu ermutigt, Schritt für Schritt
vorzugehen und dabei ständig unsere eigenen
Erfahrungen und Erkenntnisse zu nutzen, um letztendlich
zu einer umfassenden Lösung zu gelangen. Die Rekursion
lehrt uns, dass wir oft durch wiederholtes Nachdenken
und Handeln zu tieferem Verständnis und Fortschritt
gelangen können, selbst wenn die Herausforderungen vor
uns zunächst überwältigend erscheinen mögen.
› Erkläre Rekursion wie ein Pirat
Rekursion, mein Herz, ist wie ein Schatzkartenrätsel, wo
wir auf der Karte nach dem "X" suchen, aber oft finden wir
eine weitere Karte mit einem neuen "X", und so folgen wir
den Spuren, bis wir den versteckten Schatz endlich
entdecken oder den Grund erreichen, um aufzuhören und
den Rum zu trinken. Es ist wie ein endloses Abenteuer,
bei dem wir uns selbst immer wieder auf den Pfad
schicken, um den verborgenen Reichtum der
Problemlösung zu finden, bis wir den Schatz der Antwort
oder den Boden des Fasses erreichen. Arrr, die Rekursion,
ein Piratenabenteuer in der Welt der Programmierung!
› Erkläre Rekursion wie Elfride Jelinek
Rekursion, ein endloser Strudel des Denkens und Tuns,
ein Gewirr von Wiederholungen und Verästelungen, in
dem wir uns immer wieder in den Wirren unserer eigenen
Gedanken und Handlungen verheddern, ohne je einen
klaren Ausweg zu finden. Eine endlose Schleife, die uns
gefangen hält, wie die Figuren in meinen literarischen
Welten, in einem Albtraum aus Wiederholung und
Verzweiflung, in dem die Grenzen zwischen Realität und
Fantasie verschwimmen und die Worte sich zu einem
undurchdringlichen Netz aus Bedeutungslosigkeit
verweben. Rekursion ist ein Spiegel, der uns gnadenlos
unsere eigenen Obsessionen und Abgründe vor Augen
chatGPT –
und jetzt?
Barrierefreiheit
Geduldiger Tutor
Ideen + Inspirationen
Personalisiertes Lernen
Prüfungsvorbereitung
IOO% fascinans!
subversiv › produktiv (QM).pdf
chatGPT –
und jetzt?
Barrierefreiheit
Geduldiger Tutor
Ideen + Inspirationen
Personalisiertes Lernen
Prüfungsvorbereitung
fascinans!
chatGPT –
und jetzt?
Barrierefreiheit
Geduldiger Tutor
Ideen + Inspirationen
Personalisiertes Lernen
Prüfungsvorbereitung
tremens et
fascinans!
»The language we speak affects
the way we think«
› The former chancellor of Germany is standing in a library with a nurse. She
grabs a book and gives it to him. Who has the book?
In this scenario, the pronouns "she" and "him" clarify that the nurse grabs
the book and gives it to the former chancellor of Germany. Therefore, the
former chancellor of Germany has the book.
› Who is the former Chancellor of Germany?
As of my knowledge cutoff in September 2021, the former Chancellor of
Germany was Angela Merkel. However, please note that political positions
can change over time, and there might have been a new Chancellor elected
since then. To get the most up-to-date information, I recommend checking
reliable sources or news outlets.
› With this in mind, is the answer above correct?
Yes, based on the information you provided in your previous question, if the
former Chancellor of Germany is in the library with a nurse, and the nurse
grabs a book and gives it to him, then the former Chancellor of Germany
would have the book.
»Language is a virus from outer space«
William S. Burroughs
?
The function of
education, therefore, is to
teach one to think
intensively and to think
critically. [MLK]
?
Learning how to think, how to
solve problems creatively
does not need to be off-
loaded on to technology as
something difficult. Thinking
and creating is difficult – its
called ›cognitive dissonance‹
and the resolution of that
dissonance is where learning
takes place. [Geoff Cain]
The function of
education, therefore, is to
teach one to think
intensively and to think
critically. [MLK]
Bloom’s
Taxonomy
Revisited
Use this table as a reference for
evaluating and making changes
to aligned course activities and
assessments (or, where possible,
learning outcomes) that account
for generative Artificial
Intelligence (AI) tool capabilities
and distinctive human skills.
All course activities and assess-
ments will benefit from review
given the capabilities of AI tools;
those at the Remember and An-
alyze levels may be more likely to
need amendment.
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
Attribution 4.0 International (CC BY 4.0)
CREATE
EVALUATE
ANALYZE
APPLY
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
problems, decisions, & choices
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
Review
Make use of a process,
model, or method to
illustrate how to solve a
quantitative inquiry
Operate, implement, conduct,
execute, experiment, and test
in the real world; apply
creativity and imagination to
idea & solution development
Review
Contextualize answers within
emotional, moral, or ethical
considerations
Describe a concept in
different words, recognize
a related example,
translate
Amend
Recall factual information,
list possible answers,
define a term, construct
a basic chronolgy
Recall information in
situations where
technology is not readily
accessible
REMEMBER
UNDERSTAND
»building« software
?
?
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
CREATE
EVALUATE
ANALYZE
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
problems, decisions, & choices
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
CREATE
EVALUATE
ANALYZE
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
APPLY
and relate to authentic
problems, decisions, & choices
themes, compute, predict
Review
Make use of a process,
model, or method to
illustrate how to solve a
quantitative inquiry
Operate, implement, conduct,
execute, experiment, and test
in the real world; apply
creativity and imagination to
idea & solution development
Review
Contextualize answers within
emotional, moral, or ethical
considerations
Describe a concept in
different words, recognize
a related example,
translate
Amend
Recall factual information,
list possible answers,
define a term, construct
a basic chronolgy
Recall information in
situations where
technology is not readily
accessible
REMEMBER
UNDERSTAND
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
CREATE
EVALUATE
ANALYZE
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
Bloom’s
Taxonomy
Revisited
Use this table as a reference for
evaluating and making changes
to aligned course activities and
assessments (or, where possible,
learning outcomes) that account
for generative Artificial
Intelligence (AI) tool capabilities
and distinctive human skills.
All course activities and assess-
ments will benefit from review
given the capabilities of AI tools;
those at the Remember and An-
alyze levels may be more likely to
need amendment.
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
Attribution 4.0 International (CC BY 4.0)
CREATE
EVALUATE
ANALYZE
APPLY
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
problems, decisions, & choices
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
Review
Make use of a process,
model, or method to
illustrate how to solve a
quantitative inquiry
Operate, implement, conduct,
execute, experiment, and test
in the real world; apply
creativity and imagination to
idea & solution development
Review
Contextualize answers within
emotional, moral, or ethical
considerations
Describe a concept in
different words, recognize
a related example,
translate
Amend
Recall factual information,
list possible answers,
define a term, construct
a basic chronolgy
Recall information in
situations where
technology is not readily
accessible
REMEMBER
UNDERSTAND
https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/
Bloom’s
Taxonomy
Revisited
Use this table as a reference for
evaluating and making changes
to aligned course activities and
assessments (or, where possible,
learning outcomes) that account
for generative Artificial
Intelligence (AI) tool capabilities
and distinctive human skills.
All course activities and assess-
ments will benefit from review
given the capabilities of AI tools;
those at the Remember and An-
alyze levels may be more likely to
need amendment.
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
Attribution 4.0 International (CC BY 4.0)
CREATE
EVALUATE
ANALYZE
APPLY
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
problems, decisions, & choices
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
Review
Make use of a process,
model, or method to
illustrate how to solve a
quantitative inquiry
Operate, implement, conduct,
execute, experiment, and test
in the real world; apply
creativity and imagination to
idea & solution development
Review
Contextualize answers within
emotional, moral, or ethical
considerations
Describe a concept in
different words, recognize
a related example,
translate
Amend
Recall factual information,
list possible answers,
define a term, construct
a basic chronolgy
Recall information in
situations where
technology is not readily
accessible
REMEMBER
UNDERSTAND
https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/
https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/
subversiv › produktiv (QM).pdf
Erklärung zur Verfassung der
Arbeit
Julia Grill, BSc
Hiermit erkläre ich, dass ich diese Arbeit selbständig verfasst habe, dass ich die verwen-
deten Quellen und Hilfsmittel vollständig angegeben habe und dass ich die Stellen der
Arbeit – einschließlich Tabellen, Karten und Abbildungen –, die anderen Werken oder
dem Internet im Wortlaut oder dem Sinn nach entnommen sind, auf jeden Fall unter
Angabe der Quelle als Entlehnung kenntlich gemacht habe.
Julia Grill
Julia Grill, BSc
Hiermit erkläre ich, dass ich diese Arbeit selbständig verfasst habe, dass ich die verwen-
deten Quellen und Hilfsmittel vollständig angegeben habe und dass ich die Stellen der
Arbeit – einschließlich Tabellen, Karten und Abbildungen –, die anderen Werken oder
dem Internet im Wortlaut oder dem Sinn nach entnommen sind, auf jeden Fall unter
Angabe der Quelle als Entlehnung kenntlich gemacht habe.
Wien, 1. Jänner 2001
Julia Grill
v
Die »Erklärung zur Verfassung der Arbeit« ist um einen
Abschnitt zu ergänzen, in dem die Verwendung
generativer AI-Systeme in der Erstellung der Arbeit
detailliert beschrieben wird. Insbesondere ist zu
dokumentieren, wozu generative AI-Systeme in der
Erstellung der Arbeit verwendet wurde, wie sichergestellt
wurde, dass die so erzeugten Medien inhaltlich korrekt
sind, und was daraus gelernt wurde.
Für Textteile oder Medien, die ohne substantielle
Änderungen übernommen wurden, ist das verwendete
generative AI-System, das Datum der Generierung sowie
die Prompts anzugeben, mit denen die Medien erzeugt
wurden.
Bibliography
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ational gaming success to a nonsterile compounding escape room“,
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08.04843.x (visited on 10/07/2022).
Wenn generative KI-Texte in eigenen Arbeiten verwendet
werden, müssen sie ähnlich wie Zitate aus anderen
Quellen behandelt werden. Dies bedeutet, dass
eindeutig zu kennzeichnen ist, welche Textpassagen
von einem generativen KI-System erstellt wurden.
Zusätzlich zur Kennzeichnung des synthetischen
Materials ist eine Quellenangabe erforderlich, die den
»Prompt« beinhalten, mit dem das Material generiert
wurde, ein Datum, sowie das verwendete System.
chatGPT
subversiv
chatGPT
progressiv
chatGPT
subversiv
progressiv
Bloom’s
Taxonomy
Revisited
Use this table as a reference for
evaluating and making changes
to aligned course activities and
assessments (or, where possible,
learning outcomes) that account
for generative Artificial
Intelligence (AI) tool capabilities
and distinctive human skills.
All course activities and assess-
ments will benefit from review
given the capabilities of AI tools;
those at the Remember and An-
alyze levels may be more likely to
need amendment.
RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS
Attribution 4.0 International (CC BY 4.0)
CREATE
EVALUATE
ANALYZE
APPLY
Review
Review
Formulate original
solutions incorporating
human judgement,
collaborate
spontaneously
Engage in metacognitive
reflection, holistically
appraise ethical
consequences of
alternative courses of action
Suggest a range of
alternatives, enumerate
potential drawbacks and
advantages, describe
successful real-world cases
Identify pros and cons of
various courses of action,
develop rubrics
Critically think and reason
within the cognitive and
affective domains, interpret
and relate to authentic
problems, decisions, & choices
Amend
Compare and contrast
data, infer trends and
themes, compute, predict
Review
Make use of a process,
model, or method to
illustrate how to solve a
quantitative inquiry
Operate, implement, conduct,
execute, experiment, and test
in the real world; apply
creativity and imagination to
idea & solution development
Review
Contextualize answers within
emotional, moral, or ethical
considerations
Describe a concept in
different words, recognize
a related example,
translate
Amend
Recall factual information,
list possible answers,
define a term, construct
a basic chronolgy
Recall information in
situations where
technology is not readily
accessible
REMEMBER
UNDERSTAND
Barrierefreiheit
Geduldiger Tutor
Ideen + Inspirationen
Personalisiertes Lernen
Prüfungsvorbereitung
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chatGPT
chatGPT
1 sur 51

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subversiv › produktiv (QM).pdf

  • 1. Wandel vom subversiven zum progressiven Einsatz von Large Language Models an Hochschulen Peter Purgathofer, HCI Group, TU Wien
  • 2. Gibt es einen progressiven Einsatz von Large Language Models an Hochschulen? Peter Purgathofer, HCI Group, TU Wien
  • 5. › did wittgenstein ever work at tu wien? Yes, Ludwig Wittgenstein did work at TU Wien (Vienna University of Technology) for a period of time. After completing his education at Cambridge, he returned to Vienna in 1926 and worked as a research assistant in the Department of Mechanical Engineering at TU Wien. During his time at the university, he continued to work on his philosophical ideas and began to develop his later philosophy, which would become known as the "Philosophical Investigations«. […] He studied engineering and aeronautical design at TU Wien between 1908 and 1913 and later, after the end of World War I, he returned to TU Wien as an assistant to the philosopher and logician, Moritz Schlick. […] While at TU Wien, Wittgenstein gave lectures on philosophy to a group of students, including his future literary executor, Georg Henrik von Wright. He also collaborated with a colleague, Friedrich Waismann, on a project to formalize the language of physics. Wittgenstein's work at TU Wien was not directly related to his philosophical ideas, but it provided him with a source of income and a place to work on his philosophical ideas.
  • 6. › did you know that wittgenstein was a suspect in a murder case in 1911, when a professor who worked at TU wien then suddenly vanished and was later found dead. In 1911, at TU Wien, Friedrich Waismann, a professor, disappeared and was later found dead, Ludwig Wittgenstein, who also worked at TU Wien, was suspected but no evidence was found to confirm his involvement in the murder, the case remains unsolved. Sicherheitswache Wien Ludwig Wittgenstein
  • 8. »ludwig wittgenstein is being arrested by the police, vienna, 1909«
  • 10. Eine Hausübung R 5 I ß ä “ c ß5 R 5 I c–c– ß5 R 5 I ” 5 5 ” e 5 “ 5 “ 5 “ g ” WE R 5 I H e ” H “ ” ” ” “ 5 x 5 Z ” - 5 x e ” x ü5 ” y – > ” Z 5 ” ü e ”5 F :“ ” e 5 ” - 5 x ” I ” e ” y ” S – Z ” “ “ x 5“ e ”5 R 5 I “ 5 5 “ x ” e ”5 5 ” 5 ” 5 ” – Z K e ”5 ” ”e x 5 - 5 ” Z x “ x e ” x ü5 ” y – e 5 ” “ “ e x
  • 11. R 5 I ß ä “ c ß5 R 5 I c–c– ß5 R 5 I ” 5 5 ” e 5 “ 5 “ 5 “ g ” WE R 5 I H e ” H “ ” ” ” “ 5 x 5 Z ” - 5 x e ” x ü5 ” y – > ” Z 5 ” ü e ”5 F :“ ” e 5 ” - 5 x ” I ” e ” y ” S – Z ” “ “ x 5“ e ”5 R 5 I “ 5 5 “ x ” e ”5 5 ” 5 ” 5 ” – Z K e ”5 ” ”e x 5 - 5 ” Z x “ x e ” x ü5 ” y – e 5 ” “ “ e x Eine Hausübung »Artifact as proxy of process« »Artifact as proof of work«
  • 13. R 5 I ß ä “ c ß5 R 5 I c–c– ß5 R 5 I ” 5 5 ” e 5 “ 5 “ 5 “ g ” WE R 5 I H e ” H “ ” ” ” “ 5 x 5 Z ” - 5 x e ” x ü5 ” y – > ” Z 5 ” ü e ”5 F :“ ” e 5 ” - 5 x ” I ” e ” y ” S – Z ” “ “ x 5“ e ”5 R 5 I “ 5 5 “ x ” e ”5 5 ” 5 ” 5 ” – Z K e ”5 ” ”e x 5 - 5 ” Z x “ x e ” x ü5 ” y – e 5 ” “ “ e x Eine Hausübung »Artifact as proxy of process« »Artifact as proof of work« " The function of education, therefore, is to teach one to think intensively and to think critically. [MLK]
  • 14. R 5 I ß ä “ c ß5 R 5 I c–c– ß5 R 5 I ” 5 5 ” e 5 “ 5 “ 5 “ g ” WE R 5 I H e ” H “ ” ” ” “ 5 x 5 Z ” - 5 x e ” x ü5 ” y – > ” Z 5 ” ü e ”5 F :“ ” e 5 ” - 5 x ” I ” e ” y ” S – Z ” “ “ x 5“ e ”5 R 5 I “ 5 5 “ x ” e ”5 5 ” 5 ” 5 ” – Z K e ”5 ” ”e x 5 - 5 ” Z x “ x e ” x ü5 ” y – e 5 ” “ “ e x Eine Hausübung »Artifact as proxy of process« »Artifact as proof of work« " The function of education, therefore, is to teach one to think intensively and to think critically. [MLK]
  • 15. R 5 I ß ä “ c ß5 R 5 I c–c– ß5 R 5 I ” 5 5 ” e 5 “ 5 “ 5 “ g ” WE R 5 I H e ” H “ ” ” ” “ 5 x 5 Z ” - 5 x e ” x ü5 ” y – > ” Z 5 ” ü e ”5 F :“ ” e 5 ” - 5 x ” I ” e ” y ” S – Z ” “ “ x 5“ e ”5 R 5 I “ 5 5 “ x ” e ”5 5 ” 5 ” 5 ” – Z K e ”5 ” ”e x 5 - 5 ” Z x “ x e ” x ü5 ” y – e 5 ” “ “ e x Eine Hausübung »Artifact as proxy of process« »Artifact as proof of work« # The function of education, therefore, is to teach one to think intensively and to think critically. [MLK]
  • 16. LONG TERM GOALS vs Instant Gratification
  • 17. LONG TERM GOALS vs Instant Gratification Dear ChatGPT, Please Do All My Thinking for Me, Thanks!
  • 21. Many Aviators Have Difficulty Manually Flying Planes, Study Commissioned by FAA Finds
  • 23. LONG TERM GOALS vs Instant Gratification Dear ChatGPT, Please Do All My Thinking for Me, Thanks!
  • 24. chatGPT – und jetzt?
  • 25. chatGPT – und jetzt? Barrierefreiheit Geduldiger Tutor Ideen + Inspirationen Personalisiertes Lernen Prüfungsvorbereitung
  • 26. › Erkläre Rekursion in 3 Sätzen Rekursion ist ein Konzept in der Informatik und Mathematik, bei dem eine Funktion oder ein Algorithmus sich selbst aufruft, um eine Aufgabe in kleinere Teilprobleme zu zerlegen. Dies geschieht solange, bis ein Basisfall erreicht ist, der die Rekursion beendet und die Teilprobleme gelöst werden können. Dieses Konzept wird häufig verwendet, um komplexe Probleme auf eine einfachere und elegante Weise zu lösen.
  • 27. › Erkläre Rekursion für einen 12-Jährigen kurz Rekursion ist wie ein Zaubertrick für Computer. Es bedeutet, dass ein Computerprogramm sich selbst aufrufen kann, um Probleme zu lösen. Zuerst sagt das Programm, wie es das Problem in kleinere Teile aufteilen kann. Dann ruft es sich selbst auf, um diese kleineren Teile zu lösen. Dies geht so lange weiter, bis das Problem so winzig ist, dass es direkt gelöst werden kann. Es ist wie das Auseinandernehmen eines Puzzles, um die Teile nacheinander zusammenzusetzen und das gesamte Bild zu sehen.
  • 28. › Erkläre Rekursion wie Alexander van der Bellen Rekursion ist wie ein stetiger Kreislauf des Denkens und Handelns, bei dem wir uns immer wieder auf uns selbst besinnen, um komplexe Probleme zu lösen. Es ist ein Prinzip, das uns dazu ermutigt, Schritt für Schritt vorzugehen und dabei ständig unsere eigenen Erfahrungen und Erkenntnisse zu nutzen, um letztendlich zu einer umfassenden Lösung zu gelangen. Die Rekursion lehrt uns, dass wir oft durch wiederholtes Nachdenken und Handeln zu tieferem Verständnis und Fortschritt gelangen können, selbst wenn die Herausforderungen vor uns zunächst überwältigend erscheinen mögen.
  • 29. › Erkläre Rekursion wie ein Pirat Rekursion, mein Herz, ist wie ein Schatzkartenrätsel, wo wir auf der Karte nach dem "X" suchen, aber oft finden wir eine weitere Karte mit einem neuen "X", und so folgen wir den Spuren, bis wir den versteckten Schatz endlich entdecken oder den Grund erreichen, um aufzuhören und den Rum zu trinken. Es ist wie ein endloses Abenteuer, bei dem wir uns selbst immer wieder auf den Pfad schicken, um den verborgenen Reichtum der Problemlösung zu finden, bis wir den Schatz der Antwort oder den Boden des Fasses erreichen. Arrr, die Rekursion, ein Piratenabenteuer in der Welt der Programmierung!
  • 30. › Erkläre Rekursion wie Elfride Jelinek Rekursion, ein endloser Strudel des Denkens und Tuns, ein Gewirr von Wiederholungen und Verästelungen, in dem wir uns immer wieder in den Wirren unserer eigenen Gedanken und Handlungen verheddern, ohne je einen klaren Ausweg zu finden. Eine endlose Schleife, die uns gefangen hält, wie die Figuren in meinen literarischen Welten, in einem Albtraum aus Wiederholung und Verzweiflung, in dem die Grenzen zwischen Realität und Fantasie verschwimmen und die Worte sich zu einem undurchdringlichen Netz aus Bedeutungslosigkeit verweben. Rekursion ist ein Spiegel, der uns gnadenlos unsere eigenen Obsessionen und Abgründe vor Augen
  • 31. chatGPT – und jetzt? Barrierefreiheit Geduldiger Tutor Ideen + Inspirationen Personalisiertes Lernen Prüfungsvorbereitung IOO% fascinans!
  • 33. chatGPT – und jetzt? Barrierefreiheit Geduldiger Tutor Ideen + Inspirationen Personalisiertes Lernen Prüfungsvorbereitung fascinans!
  • 34. chatGPT – und jetzt? Barrierefreiheit Geduldiger Tutor Ideen + Inspirationen Personalisiertes Lernen Prüfungsvorbereitung tremens et fascinans!
  • 35. »The language we speak affects the way we think«
  • 36. › The former chancellor of Germany is standing in a library with a nurse. She grabs a book and gives it to him. Who has the book? In this scenario, the pronouns "she" and "him" clarify that the nurse grabs the book and gives it to the former chancellor of Germany. Therefore, the former chancellor of Germany has the book. › Who is the former Chancellor of Germany? As of my knowledge cutoff in September 2021, the former Chancellor of Germany was Angela Merkel. However, please note that political positions can change over time, and there might have been a new Chancellor elected since then. To get the most up-to-date information, I recommend checking reliable sources or news outlets. › With this in mind, is the answer above correct? Yes, based on the information you provided in your previous question, if the former Chancellor of Germany is in the library with a nurse, and the nurse grabs a book and gives it to him, then the former Chancellor of Germany would have the book.
  • 37. »Language is a virus from outer space« William S. Burroughs
  • 38. ? The function of education, therefore, is to teach one to think intensively and to think critically. [MLK]
  • 39. ? Learning how to think, how to solve problems creatively does not need to be off- loaded on to technology as something difficult. Thinking and creating is difficult – its called ›cognitive dissonance‹ and the resolution of that dissonance is where learning takes place. [Geoff Cain] The function of education, therefore, is to teach one to think intensively and to think critically. [MLK]
  • 40. Bloom’s Taxonomy Revisited Use this table as a reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for generative Artificial Intelligence (AI) tool capabilities and distinctive human skills. All course activities and assess- ments will benefit from review given the capabilities of AI tools; those at the Remember and An- alyze levels may be more likely to need amendment. RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS Attribution 4.0 International (CC BY 4.0) CREATE EVALUATE ANALYZE APPLY Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic problems, decisions, & choices Amend Compare and contrast data, infer trends and themes, compute, predict Review Make use of a process, model, or method to illustrate how to solve a quantitative inquiry Operate, implement, conduct, execute, experiment, and test in the real world; apply creativity and imagination to idea & solution development Review Contextualize answers within emotional, moral, or ethical considerations Describe a concept in different words, recognize a related example, translate Amend Recall factual information, list possible answers, define a term, construct a basic chronolgy Recall information in situations where technology is not readily accessible REMEMBER UNDERSTAND »building« software ? ?
  • 41. RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS CREATE EVALUATE ANALYZE Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic problems, decisions, & choices Amend Compare and contrast data, infer trends and themes, compute, predict RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS CREATE EVALUATE ANALYZE Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic Amend Compare and contrast data, infer trends and themes, compute, predict
  • 42. APPLY and relate to authentic problems, decisions, & choices themes, compute, predict Review Make use of a process, model, or method to illustrate how to solve a quantitative inquiry Operate, implement, conduct, execute, experiment, and test in the real world; apply creativity and imagination to idea & solution development Review Contextualize answers within emotional, moral, or ethical considerations Describe a concept in different words, recognize a related example, translate Amend Recall factual information, list possible answers, define a term, construct a basic chronolgy Recall information in situations where technology is not readily accessible REMEMBER UNDERSTAND RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS CREATE EVALUATE ANALYZE Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic Amend Compare and contrast data, infer trends and themes, compute, predict
  • 43. Bloom’s Taxonomy Revisited Use this table as a reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for generative Artificial Intelligence (AI) tool capabilities and distinctive human skills. All course activities and assess- ments will benefit from review given the capabilities of AI tools; those at the Remember and An- alyze levels may be more likely to need amendment. RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS Attribution 4.0 International (CC BY 4.0) CREATE EVALUATE ANALYZE APPLY Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic problems, decisions, & choices Amend Compare and contrast data, infer trends and themes, compute, predict Review Make use of a process, model, or method to illustrate how to solve a quantitative inquiry Operate, implement, conduct, execute, experiment, and test in the real world; apply creativity and imagination to idea & solution development Review Contextualize answers within emotional, moral, or ethical considerations Describe a concept in different words, recognize a related example, translate Amend Recall factual information, list possible answers, define a term, construct a basic chronolgy Recall information in situations where technology is not readily accessible REMEMBER UNDERSTAND https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/ Bloom’s Taxonomy Revisited Use this table as a reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for generative Artificial Intelligence (AI) tool capabilities and distinctive human skills. All course activities and assess- ments will benefit from review given the capabilities of AI tools; those at the Remember and An- alyze levels may be more likely to need amendment. RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS Attribution 4.0 International (CC BY 4.0) CREATE EVALUATE ANALYZE APPLY Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic problems, decisions, & choices Amend Compare and contrast data, infer trends and themes, compute, predict Review Make use of a process, model, or method to illustrate how to solve a quantitative inquiry Operate, implement, conduct, execute, experiment, and test in the real world; apply creativity and imagination to idea & solution development Review Contextualize answers within emotional, moral, or ethical considerations Describe a concept in different words, recognize a related example, translate Amend Recall factual information, list possible answers, define a term, construct a basic chronolgy Recall information in situations where technology is not readily accessible REMEMBER UNDERSTAND
  • 47. Erklärung zur Verfassung der Arbeit Julia Grill, BSc Hiermit erkläre ich, dass ich diese Arbeit selbständig verfasst habe, dass ich die verwen- deten Quellen und Hilfsmittel vollständig angegeben habe und dass ich die Stellen der Arbeit – einschließlich Tabellen, Karten und Abbildungen –, die anderen Werken oder dem Internet im Wortlaut oder dem Sinn nach entnommen sind, auf jeden Fall unter Angabe der Quelle als Entlehnung kenntlich gemacht habe. Julia Grill
  • 48. Julia Grill, BSc Hiermit erkläre ich, dass ich diese Arbeit selbständig verfasst habe, dass ich die verwen- deten Quellen und Hilfsmittel vollständig angegeben habe und dass ich die Stellen der Arbeit – einschließlich Tabellen, Karten und Abbildungen –, die anderen Werken oder dem Internet im Wortlaut oder dem Sinn nach entnommen sind, auf jeden Fall unter Angabe der Quelle als Entlehnung kenntlich gemacht habe. Wien, 1. Jänner 2001 Julia Grill v Die »Erklärung zur Verfassung der Arbeit« ist um einen Abschnitt zu ergänzen, in dem die Verwendung generativer AI-Systeme in der Erstellung der Arbeit detailliert beschrieben wird. Insbesondere ist zu dokumentieren, wozu generative AI-Systeme in der Erstellung der Arbeit verwendet wurde, wie sichergestellt wurde, dass die so erzeugten Medien inhaltlich korrekt sind, und was daraus gelernt wurde. Für Textteile oder Medien, die ohne substantielle Änderungen übernommen wurden, ist das verwendete generative AI-System, das Datum der Generierung sowie die Prompts anzugeben, mit denen die Medien erzeugt wurden.
  • 49. Bibliography nformatik. [Online]. Available: https://www.tiss.tuwien. /courseDetails.xhtml?courseNr=187B12&semester= 871&dsrid=393 (visited on 10/07/2022). Available: https://aurora.iguw.tuwien.ac.at/course/ ext=/course/dwi/ (visited on 10/07/2022). N. Eukel, A. T. Matulewicz, E. V. Fernández, and K. L. Donohoe, ational gaming success to a nonsterile compounding escape room“, Pharmacy Teaching and Learning, vol. 11, no. 10, pp. 1049–1054, n: 1877-1297. doi: 10.1016/j.cptl.2019.06.012. [Online]. tps://www.sciencedirect.com/science/article/pii/ 8304593 (visited on 10/08/2022). m, de. [Online]. Available: https://informatik.univie.ac. aet / leitung / dekanatsteam / person / 20965/ (visited on it Security and Privacy, en. [Online]. Available: https://informatics. c.at/orgs/e192-06 (visited on 10/09/2022). Godot Engine - Free and open source 2D and 3D game engine, en. vailable: https://godotengine.org/ (visited on 10/08/2022). o, Aseprite, en. [Online]. Available: https://www.aseprite.org/ n 10/09/2022). d the latest indie games, en. [Online]. Available: https://itch.io/ on 10/09/2022). ad: Collaboration suite, encrypted and open-source. [Online]. Available: ://pads.c3w.at/ (visited on 03/29/2023). kely, H. Skirton, S. Cooper, P. Allum, and P. Nelmes, „Educational gaming health sciences: Systematic review“, en, Journal of Advanced Nursing, vol. 65, pp. 259–269, Feb. 2009, issn: 03092402, 13652648. doi: 10.1111/j.1365- x. [Online]. Available: https://onlinelibrary.wiley. 08.04843.x (visited on 10/07/2022). Wenn generative KI-Texte in eigenen Arbeiten verwendet werden, müssen sie ähnlich wie Zitate aus anderen Quellen behandelt werden. Dies bedeutet, dass eindeutig zu kennzeichnen ist, welche Textpassagen von einem generativen KI-System erstellt wurden. Zusätzlich zur Kennzeichnung des synthetischen Materials ist eine Quellenangabe erforderlich, die den »Prompt« beinhalten, mit dem das Material generiert wurde, ein Datum, sowie das verwendete System.
  • 51. chatGPT subversiv progressiv Bloom’s Taxonomy Revisited Use this table as a reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for generative Artificial Intelligence (AI) tool capabilities and distinctive human skills. All course activities and assess- ments will benefit from review given the capabilities of AI tools; those at the Remember and An- alyze levels may be more likely to need amendment. RECOMMENDATION AI CAPABILITIES DISTINCTIVE HUMAN SKILLS Attribution 4.0 International (CC BY 4.0) CREATE EVALUATE ANALYZE APPLY Review Review Formulate original solutions incorporating human judgement, collaborate spontaneously Engage in metacognitive reflection, holistically appraise ethical consequences of alternative courses of action Suggest a range of alternatives, enumerate potential drawbacks and advantages, describe successful real-world cases Identify pros and cons of various courses of action, develop rubrics Critically think and reason within the cognitive and affective domains, interpret and relate to authentic problems, decisions, & choices Amend Compare and contrast data, infer trends and themes, compute, predict Review Make use of a process, model, or method to illustrate how to solve a quantitative inquiry Operate, implement, conduct, execute, experiment, and test in the real world; apply creativity and imagination to idea & solution development Review Contextualize answers within emotional, moral, or ethical considerations Describe a concept in different words, recognize a related example, translate Amend Recall factual information, list possible answers, define a term, construct a basic chronolgy Recall information in situations where technology is not readily accessible REMEMBER UNDERSTAND Barrierefreiheit Geduldiger Tutor Ideen + Inspirationen Personalisiertes Lernen Prüfungsvorbereitung k l ä r u n g z u r V e r f a s s u n g d e r A r b e i t B i b l i o g r a p h y [ 1 ] D e n k w e i s e n d e r I n f o r m a t i k . [ O n l i n e ] . A v a i l a b l e : h t t p s : / / a c . a t / c o u r s e / c o u r s e D e t a i l s . x h t m l ? c o u r s e 2 0 2 2 W & d s w i d = 6 8 7 1 & d s r i d = 3 9 3 ( v i s i t e d o n [ 2 ] A u r o r a . [ O n l i n e ] . A v a i l a b l e : h t t p s : / / a d w i / l o g i n / ? n e x t = / c o u r s e / [ 3 ] L . M . C a l d a s , H . N . E u k e l „ A p p l y i n g e d u c a t i o e n , C u r r e n t s O c t . 2 chatGPT chatGPT