NJY Thrive Reflection

 When we are talking about integrity and academic misconduct, we are looking at something different here. We know that we should not cheat in exam. Misconduct in simple term mean "copy others work and claim it yours", "ask other to do your own work", "adapt others work without acknowledgment". With AI, what seems to be clear has become blur. I attended the course, dialogue of GPT and these are the insights generated by GPT that I extracted. 1. Clarify AI’s Role in Coursework Students may use generative AI tools (e.g., ChatGPT, DALL·E, Canva AI, Copilot) as learning assistants , not substitutes for original thought. We will use three guiding principles to communicate expectations schoolwide: • Declare – Be transparent about how AI was used (tool, stage, purpose, extent). • Attribute – Credit AI-generated ideas, images, or phrasing that influenced the work. • Improve – Use AI as a starting point for refinement, verification, and testing through human ...

 We commonly use GPT to get things done for us. GPT can make learning easy like what a teacher do. From the research with NIE, I gather one strategy using the "Primer and Prompt" approach. The craft of primer is adapted from Harvard School - a four step approach: Define GPT role, Define your role, Define the dialogue Process, Define the expected outcome. Example, GPT role is act like a nutritional expert and to ask me question, my role is to provide inform so that we can have a good outcome. The dialogue has to be critical (we examine each other output) and the objective is to create new insights.