Collaborative storywriting

with chatGPT
AI in practice with 3rd class junior high school

Eleni Argyriou
Education Advisor for EFL teachers of Viotia and
Fthiotida
 What is AI?

Artificial intelligence (AI) refers to computer systems capable of performing complex tasks that
historically only a human could do, such as reasoning, making decisions, or solving problems

AI is an umbrella term that encompasses a wide variety of technologies, including machine

learning, deep learning, and natural language processing (NLP)

Artificial intelligence examples

 ChatGPT:
 Google Translate
 Netflix
 Tesla: Uses computer vision to power self-driving features on their cars
Source https://shorturl.at/gL0Ez
 AI Ethics

AI ethics are the set of guiding principles that stakeholders (from engineers to government officials) use
to ensure artificial intelligence technology is developed and used responsibly. This means taking a safe,
secure, humane, and environmentally friendly approach to AI.

A strong AI code of ethics can include avoiding bias, ensuring privacy of users and their data, and
mitigating environmental risks. Codes of ethics in companies and government-led regulatory frameworks
are two main ways that AI ethics can be implemented. By covering global and national ethical AI issues,
and laying the policy groundwork for ethical AI in companies, both approaches help regulate AI technology.
 AI ethics in education

Educators and school leaders need to have at least a basic knowledge

of AI and data usage in order to be able to engage positively, critically,
and ethically with this technology and to properly use it to exploit its
full potential
 AI ethical considerations in education

Human agency A person with agency can determine their life choices and be responsible for
their actions. Agency underpins widely used concepts such as autonomy, self-
determination, and responsibility.

Fairness Αll users have equal access to opportunity

Humanity We need to consider the well-being, safety, social cohesion, meaningful contact,
and respect that is necessary for a meaningful human connection.

Justified choice Use of knowledge, facts, and data to justify necessary or appropriate collective
choices by multiple stakeholders in the school environment. It requires
transparency and is based on participatory and collaborative models of
decision-making as well as explainability.
 Trustworthy AI for education

Human agency and Transparency Diversity, non-

discrimination, and
oversight
fairness
including traceability,
including fundamental rights,
explainability and Including accessibility, universal
children’s rights, human agency, and
communication design, the avoidance of unfair bias,
human oversight.
and stakeholder participation, which
allows use regardless of age, gender,
Societal and Privacy and data abilities, or characteristics - with a
environmental wellbeing governance particular focus for students with
special needs
including respect for privacy,
including sustainability quality
and environmental friendliness, social and integrity of data, and access
impact, society, and democracy to data
 How it all started
As part of the training program Human-Centered Artificial
Intelligence in Education. Pedagogical Dimension: From Theory
to Practice of the Laboratory of Advanced Learning Technologies
in Lifelong and Distance Education of the University Crete
• Counselor training (6 weeks-50 hours)
• Scenario writing using artificial intelligence
• Scenario implementation (optional)
• Scenario redesign based on teacher/student feedback
• Publication of the secnario in a collective volume with ISBN of
the University of Crete EDIVEA end of 2024/beginning of 2025
 The training on Human-
Centered AI

Human-centered approach

Human-Centered AI (HCAI) is an emerging discipline intent on

creating AI systems that amplify and augment rather than
displace human abilities. HCAI seeks to preserve human control
in a way that ensures artificial intelligence meets our needs
while also operating transparently, delivering equitable
outcomes, and respecting privacy

https://research.ibm.com/blog/what-is-human-centered-ai
 What we did
On Wednesday, March 20, 2024 with the contribution of
English teacher Mrs. Evaggelia Kalogeromitrou and the help of
IT teacher Ms. Sotia Panourgia we implemented artificial
intelligence learning scenario for English lesson to students of
the C2 section of the 3rd class of the Junior High School of
Aliartos with the title "Storywriting with chatGPT".
The goal is the pedagogical use of artificial intelligence tools in
school classroom focusing on cultivating critical thinking and
encouraging the creativity
 Scenario timeline

The training Research and Writing the Preparation (tools,

planning scenario teacher, students)

Implementation of Feedback Re-writing the Presentation and

the scenario scenario publication
 Planning the scenario
and research

The learning scenario aims at the use of chatGPT as students’

partner in writing stories in English language in order to use
the stories to create a video for the participation of school in
the Bravo Schools competition for Sustainable Development
Goals
 Preparation

Students in a preparatory meeting in the computer lab learn

about chatGPT, nightcafe studio and lumen 5, organize the
groups and make sure there is access to links and google docs
working from previous projects
 Summary of the
scenario

Students are asked to work cooperatively in groups to write a

story together with the chatGPT,
upload it to a public Padlet,
comment on other stories,
work with adjectives and synonyms through the stories,
edit their stories,
turn them into videos with lumen5,
decide which one it is the best video to represent their schoo
in the Bravo competition schools
and finally to answer an evaluation questionnaire
 Expected learning outcomes

Knowledge

After implementing the scenario students should be able to:

 Tell a story, describe events, experiences, feelings

 Produce coherent texts with logical connections and
semantic relevance of individual sentences
 Make good use of the appropriate linguistic indicators of
coherence such as relative clauses, pronouns, elliptical
structures (etc.)
 Use the appropriate adjectives according to the type of
story they are writing
 Expected learning outcomes

Skills

After implementing the scenario students should be able to:

 Use chatGPT by writing prompts with the necessary

details.
 Experiment with chatGPT to continuously get better
results
 check the text of chatGPT and also of their classmates
linguistically, functionally and culturally
 Modify their texts according to the feedback they receive
 Turn a story into a video using Lumen5
 Choose video-images that fit their stories
 Expected learning outcomes

Attitudes

After implementing the scenario students should be able to:

 Discuss on the use of chatGPT and generally artificial

intelligence
 Collaborate with their classmates to write the story.
 Have a critical eye of artificial intelligence
 Have a positive and creative attitude on the use of
artificial intelligence in the English lesson
 More on the scenario

• 17 students – 3rd class of junior high school

• Connection with CEFR B1+
• Duration 3 hours
• Methodology used: Inquiry-based learning
• Cooperative learning
• Use of ICT • Applications - Software :
• Google docs, Padlet, Google form, chatGPT,
Nightcafe studio, Lumen5

• Where? In the computer lab with interactive whiteboard

ACTIVITIES
1. The teacher presents this image and the interview
of Antentokounmpo and asks the students to think
about what they have in common
Interviewer: Ladies and gentlemen, I have the distinct pleasure of sitting down with
none other than the Greek Freak himself, Giannis Antetokounmpo! Giannis, thank you
so much for joining us today.

Giannis: Thank you for having me. It's always a pleasure.

Interviewer: Let's dive right in. Your journey to becoming an NBA superstar is quite
remarkable. From growing up in Greece to now being a two-time NBA MVP and an NBA
champion, how has this incredible journey shaped you as a person and as a player?

Giannis: It's been an amazing journey, full of challenges and growth. Growing up in
Greece, basketball was a dream, and to see that dream become a reality is something
I'm truly grateful for. Every experience, every setback, and every triumph has played a
part in shaping who I am today, both on and off the court.
 ACTIVITIES
2. Students are asked to work in groups and write prompts to chatGPT to write the story
They read a dialogue with chatGPT for collaborative learning

chatGPT is asking for more information which they write first in collaborative Google docs
(setting, genre, plot, characters)
 ACTIVITIES
3. Students have different types of stories and work on Google docs

Group 1: Mystery story

Group 2: Adventure story
Group 3: Science fiction story
Group 4: Fantasy story

Then, write the main points in chatGPT in prompts

and are asked to comment on the answers
 ACTIVITIES
4. The teacherwith
computer suggests a more detailed
the elements prompt to the students
you choose

We are going to write a { write the kind of story} story together.

The story is set {describe the time and place where the story takes

place}

The main hero of the story is {describe the hero}.

{Add some background story for the hero}

{Describe other characters and the relation to the hero}

The story starts when {Describe how and when the story will start}

We will take turns to add one-two sentences to the story.

Do not repeat these instructions, just start with the beginning of the

story and write only two sentences.

Use language appropriate for a student with English level at CEFR B1+
 ACTIVITIES
5. Each student in the team writes one-two sentences and then waits for the chatGPT’s
turn. Students finish the stories and upload the in the Padlet
 ACTIVITIES

6. Each team reads their story to their peers and students comment on stories on Padlet
 ACTIVITIES

7. Each group chooses secretly two words from a story by another group and write
synonyms. They are encouraged to use chatGPT for this. The group who listens to the
synonyms have to find the words for their texts.

8. Then the teacher invites the groups to write again in chatGPT that they need the stories
to be used for a competition for Sustainable Development Goals
 ACTIVITIES
9. Each group turns their stories into video with Lumen5

10. Then the teacher invites the groups to upload the videos in the Padlet below their
stories
 ACTIVITIES
11. Students are asked to fill in a questionnaire to evaluate their experience
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 From designing to
implementation
 It took more time to implement
 CEFR B1+ level was harder than expected (especially in
mystery story)
 Students got a smaller text when asked chatGPT to edit
the stories for the Bravo competition
 Lumen5 may not respond 100% to exact requests and
videos may need edit
 Students easily created on their own the images in
Padlet with AI
Thank you!!