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/T (Het is niet noodzakelijk dat de feedback die een student ontvangt alleen maar door een docent gegeven kan worden. Door de opkomst van Large Language Models is het ook mogelijk om feedback door een AI-tool te laten genereren.)
/E (Het is niet noodzakelijk dat de feedback die een student ontvangt alleen maar door een docent gegeven kan worden. Door de opkomst van Large Language Models is het ook mogelijk om feedback door een AI-tool te laten genereren.)
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/T (In deze oefening gaan studenten aan de slag met het genereren van feedback in een AI-tool naar keuze aan de hand van vooraf vastgestelde criteria. Deze criteria zijn nodig zodat de tool weet binnen welke kaders de feedback gegeven dient te worden. )
/E (In deze oefening gaan studenten aan de slag met het genereren van feedback in een AI-tool naar keuze aan de hand van vooraf vastgestelde criteria. Deze criteria zijn nodig zodat de tool weet binnen welke kaders de feedback gegeven dient te worden. )
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/T (Bij het selecteren van de AI-tool zijn allerlei afwegingen mogelijk, uiteraard binnen de kaders van het beleid van jouw onderwijsinstelling. In beginsel is een eenvoudige LLM voldoende voor deze oefening.)
/E (Bij het selecteren van de AI-tool zijn allerlei afwegingen mogelijk, uiteraard binnen de kaders van het beleid van jouw onderwijsinstelling. In beginsel is een eenvoudige LLM voldoende voor deze oefening.)
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/T (Deze oefening kan zowel klassikaal worden uitgevoerd als individueel bij een zelfstudieopdracht.)
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/T (Tip: zoek voorafgaand aan de oefening uit met welke instelling je de tone of voice van de gekozen AI-tool kan aanpassen, en geef de tool instructies hierover mee, bijvoorbeeld, kritisch, dubbel checken, coachend, nauwkeurig.)
/E (Tip: zoek voorafgaand aan de oefening uit met welke instelling je de tone of voice van de gekozen AI-tool kan aanpassen, en geef de tool instructies hierover mee, bijvoorbeeld, kritisch, dubbel checken, coachend, nauwkeurig.)
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/E (Houd een mini-kalibratie tijdens de bijeenkomst, waarbij je de studenten vraagt om aan te geven wat zij bij een specifieke vaardigheid belangrijk vinden en terug willen zien in de opdracht. Dit kan klassikaal of in groepjes, met daarna een plenaire terugkoppeling van de antwoorden per groepje. Vraag door bij onduidelijke antwoorden en check of anderen/andere groepjes het ermee eens zijn. Schrijf de resultaten kernachtig op het bord. Dit resulteert in een lijstje met criteria dat weerspiegelt wat door de groep wordt gezien als kwaliteit. Vergelijk deze criteria vervolgens met de tekst uit de rubric op de geselecteerde vaardigheid. Wat zijn de overeenkomsten en verschillen? )
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/E (Studenten vragen in een conversatie met de AI-tool om feedback op hun werk. De student kan meerdere vragen stellen om de output te verfijnen. In het invuldocument staan een serie vragen die de student kan gebruiken.)
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/E (Na het genereren van de feedback kan de activiteit plenair nabesproken worden waarbij door de docent aangestuurd wordt op de volgende gespreksonderwerpen:)
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