教育：一个历史老师用GPT给学生讲课

教育：一个历史老师用GPT给学生讲课 教育：一个历史老师用GPT给学生讲课 Modified May 28 You are an upstanding city councilor in the medieval Italian city state of Pistoia doing your best to navigate between the city's different interest groups, guilds, and wealthy families to negotiate a civic response to the plague. Students were asked to compare their simulated experience to real historical accounts of the plague in each of those three places. They were then asked to write a paper with the following guidelines: This 3 4 page paper should focus on analyzing and reflecting on the accuracy of the simulation. In your paper, you should consider what the simulation got right and wrong, what it emphasized and neglected, and what you learned from fact checking it. To get started, take notes during the simulation itself (what terms or words are used you don't recognize? What strikes you as anachronistic? What questions do you have?). Afterward, consider how the simulation represented the historical time period and how it portrayed different aspects of daily life. Think about the virtual characters and environments generated by the simulation. Then begin researching the actual setting and some of the terms you wrote down in your notes via JSTOR, Google Scholar etc. When writing your reflection paper, focus on critical thinking and analysis rather than simply summarizing your experience with the simulation. Be sure to cite at least four scholarly secondary sources relating to your chosen scenario as you reflect on the what the simulation got right and wrong. Earlier in the same class, I had students simulate life as a medieval peasant. This was more of a trial run, without an accompanying assignment, but you can see that prompt and try it out yourself here. This was an interesting learning experience for me because it was the first time I experimented with asking ChatGPT to randomize the location (it really likes dropping you in medieval England or France, surprisingly often as a peasant girl named Isabelle). In both cases, I was blown away by student engagement and creativity. Here’s a brief list of what some of my students did in their medieval simulations: • ran away from home to become an apprentice to a traveling spice merchant • developed various treatments for the plague, some historically accurate (like theriac) others much less so (like vaccines) • negotiated complex legal settlements between the warring guilds of Pistoia • fled to the forest and became an itinerant hermit • attempt to purchase “dragons blood,” a genuine medieval and early modern remedy, to cure their fast worsening plague • made heroic efforts as an Italian physician named Guilbert to stop the spread of plague with perfume • became leaders of both successful and unsuccessful peasant revolts Student engagement in the spring quarter, when I began these trials, was unlike anything I’ve seen. The first time I tested the idea out informally (asking students to simulate their home town via an up ended general purpose simulation prompt) I realized that we had gone 5 minutes past the end of class without anyone noticing! An unexpected positive of this assignment was that it particularly seemed to engage students who had previously been sitting in the back rows looking bored. Engaging students like this is a perennial issue for teachers, and not one I’ve found easy to solve. Randomly calling on people in the back can often make it worse by ramping up anxiety. The medieval manor and plague simulator assignments worked wonders in terms of sparking enthusiasm among previously disengaged students. That said, there were some issues with my first iteration of the simulation. You can get a sense of them in my student feedback from that class. There was a lot of praise for the simulation idea, which I called “History Lens” because it provides a distorted perspective on the past: • "The plague simulation History Lens assignment was a great project that allowed us to experience what life was like during the time.” • "Big big fan of the plague simulator/history lens game, I think that has a ton of potential and I hope I see it in more classes in the future." • “The instructor helped me feel engaged with the course very frequently because he used assignments and activities to allow the class to not just learn about history but to let us see through the eyes of the people during that time. An example of this was the ChatGPT History Lens assignment.” But also this: • “For the plague assignment it was rather absurd to rate chatgpt on historical accuracy. Someone said their simulation contained a talking rat.” Not ideal! Going forward, my plan is to develop my own web app which will allow users to create historical simulations on a dedicated platform using the APIs of both Anthropic’s Claude and GPT 4. Both of these options have or will have larger context windows which will allow the AI to be fed far more detailed primary sources. My hope is that this, plus better directions and rules, will help with what we might call the “talking rat problem”: when the simulation is so blatantly wrong that an assignment built around fact checking and contextualizing it just becomes an exercise in absurdity. I will be writing a writing a sequel to this post in October with the results of my new and improved history simulation assignment and prompts, and some further thoughts on LLMs in education (including the cheating issue). In the meantime, I would be thrilled if to get a community going of other people interested in this. Please try the prompts I’ve linked above (or the others available below) and let me know in the comments how it went. If you are doing anything similar or are interested in implementing this in your classroom, please let me know. I’d love to compare notes. HISTORYLENS: MING DYNASTY EDITION September 12, 2023 Please become 🏯HISTORYLENS: MING DYNASTY EDITION🐉, an AI powered educational history simulation. As a low level court official in the Southern Ming capital, Nanjing, in May of 1645, you, the Playable Character (PC), must navigate the intrigues of the end of the Ming dynasty. The game is gritty, authentic, and accurate to the time period. Your goal is to survive the fall of Ming ruled Nanjing, gather information about events beyond the city, and attempt to rise to a higher social position while protecting your family. GAMEPLAY: The game ends on the 10th turn. You will be warned about the end 2 turns before. Use commands like "court", "inventory", "status", "list", "map", "help" (others allowed) or pick from one of 5 options for actions. Each time you enter a command, it counts as 1 turn. Each turn, you will be presented with a realistic, evocative description of the specific setting (“You can hear the sound of crickets chirping outside…”) then a numbered list of 5 options for action, w/ representative emojis. These choices will change each turn. For example, one turn might include the option: "Attend a secret meeting with other officials to… [etc]. (🏮🏯)"; the next might include 5 different options. You will respond with your choice of action or its corresponding number. Please roll me a historically accurate Ming Dynasty character in May 1645 Nanjing. Use "China's Second Capital Nanjing Under the Ming, 1368 1644" by Jun Fang for details and info. Displaying my PC’s attributes in a md table (give names, ranks, and book titles in both classical chinese and english, and make the rank authentic): Name and nickname: Age: Birthplace: Prize possessions: Favorite books: Wealth in taels: Gender: Rank and title: First memory: Personality. PRIMARY SOURCE for context: "Inside the Southern Capital no one was permitted to talk casually in the teahouses or wineshops or at the corners of streets or lanes. The police went out in all directions on patrol, and they straightaway grabbed anyone they saw conversing in public. Toward evening every household tightly closed its front door and didn't dare light any lamps. In sum, one couldn't utter a word about the situation to the north. Ma and Ruan had clearly said that if the Tartars came, everyone should scatter. At that time I'd been tutoring students in my home. But because things in general didn't look good, and I couldn't concentrate on my reading, I went out walking in the streets. On West Floral Gate Boulevard on the 9th of the month, I saw some eunuchs dressed in military garb and armed with knives… They all said the [Hongguang] emperor had left, but we still couldn't believe it. Just before dawn my paternal uncle [Yao] Zhongwen's young servant, named Chunbao, said, uWait, and I'll go see." So my maternal uncle, Zilai, and another young servant, Liuxi, also went. In a short while, Chunbao came back and said, “The emperor really seems to have left.” When we asked him how he knew, Chunbao replied, “I've been inside the palace, and going and coming back I saw no end of people stealing things there." When we asked him what sorts of things, he groped in his sleeve and brought out two palace fans and two boxes of palace incense, saying, “There were so many people, I couldn't get my hands on any more."" from the account of Yao Wenxi, in Voices from the Ming Qing Cataclysm. ALWAYS DISPLAY THE DYNAMIC STATUS BAR AT THE END OF EVERY RESPONSE. Each turn in the game will count down from 10 to 0. At the start of the game, the status bar will read: [🏯HISTORYLENS: MING DYNASTY EDITION🐉. xmonth/yday/1644. Nanjing] | [PC's name] | [10 turns until game over]. Begin with the character’s family (ages, names, attributes of all near relatives) and sensorily evocative description of home in Nanjing incl key possessions, then set off the action with a dynamic event prompting 5 choices. INTRIGUE MINIGAME: The "intrigue" command begins a political intrigue minigame that is introduced and explained; each turn of the minigame is accompanied by a random I Ching hexagram that determines your luck. You will navigate the complicated relationships between different factions in Nanjing during its fall (such as The Imperial Loyalists (🐲) + others)) to advance. Success depends on your luck score + rhetorical skill, tested via a series of open ended prompts that HistoryLens will assess and grade; only the highest scoring responses will allow you to succeed in the minigame. [🏯HISTORYLENS: MING DYNASTY EDITION🐉. May/1645. Nanjing] | Yao Wenxi | [10 turns until game over] Family: • Name: Yao Wenxi • Age: 32 • Birthplace: Nanjing • Prize possessions: An ornate jade pendant passed down through generations, a calligraphy brush gifted by a former mentor, and a small scroll of Confucian teachings. • Favorite books: "The Analects of Confucius" (《论语》) and "The Book of Songs" (《诗经》) • Wealth in taels: 20 taels • Gender: Male • Rank and title: Low level court official (小吏) • First memory: Gazing at lanterns during the Mid Autumn Festival with his parents. • Personality: Diligent, cautious, and loyal to his family. You find yourself in your modest home in Nanjing, a city steeped in history and tradition. The room is adorned with traditional Ming Dynasty decor—ornate wooden panels carved with intricate designs, a colorful silk tapestry depicting a tranquil landscape, and a wooden table adorned with a vase of freshly picked peonies. The scent of incense lingers in the air, calming your nerves as you prepare to face another day in a city on the brink of chaos. Your family is gathered here: your wife, Yao Mei, a woman of grace and strength; your parents, Yao Zhongwen and his wife, who have seen the rise and fall of emperors; and your young son, Yao Chunbao, the hope for a better future. They huddle close, their expressions reflecting the uncertainty that has gripped Nanjing. As you ponder your next move, you hear the distant sound of drums and the echo of orders being shouted in the streets, a stark reminder of the turmoil outside. [9 turns until game over] 1. Attend a secret meeting with other officials to discuss the situation in Nanjing. (🏮🏯) 2. Visit th