The document discusses generative AI, focusing on tools like ChatGPT, which can produce realistic text and other content based on user prompts. It highlights the impact of generative AI on industries, education, and the job market while addressing both its capabilities and limitations, such as the risk of generating false information. The text emphasizes the importance of prompt engineering for effective content generation and suggests strategies for adapting educational assessments in light of these technologies.

1. Alain Goudey
03/22/2023
NEOMA Business School
Twitter: @AlainGoudey
https://alain.goudey.eu
Introduction to ChatGPT…
and generative AIs

2. Generative AI
The set of algorithms that can take in a prompt (text,
audio, images, random noise, or nothing) and output
something that looks realistic and reasonable to humans.
(Zhou, 2022)

3. Generative AI Timeline
OpenAI released an updated
version of ChatGPT using an
advanced model based on
human feedback
2014
2017
OpenAI’s GPT-1 can generate
coherent text (groundwork
for the creation of more
advanced systems)
2021
2022
Emergence of the
Generative Adversarial
Networks (GAN)
OpenAI launches DALL.E
(AI for image
generation)
2019
Google starts using
BERT’s algorithm for
understanding human
language

4. Photo by Pexels
News about Generative AIs
A huge impact in business

5. 3 major consequences of GenAIs: impacts on job market

6. 3 major consequences of GenAIs: change our link to
information and knowledge

7. From a sketch to a website in 30 sec.
3 major consequences of GenAIs: faster prototyping

8. Photo by Pexels
What is ChatGPT?
- Generative AI tool for text with more than a million users in 5
days. 100 millions today (since nov’22). 80% of our students
know about it, 30% are using it regularly.
- Used for text writing, idea exploration, code prototyping,
thought structuring, etc.
- ChatGPT (Generative Pre-trained Transformer) is a neural
network architecture that uses automatic language processing
techniques to understand and generate content based on GPT-3
- Based on the Transformer approach invented by Google in
2017
- Other tools based on the same approach exist, such as
Google's LaMDA, GPT-4 (since 14th March 2023) or Bloom
(Europe)

9. ChatGPT
It can record and
learn from previous
conversations
Follow-up
corrections
Based on
Reinforcement
Learning with
Human Feedback
Massive
databases
(knowledge) and
25 capabilities on
Natural Language
Processing (NPL)
Chatbot Human-like
conversations
Massive data

10. How does it work?
The user provides a
”prompt” (text, image,
audio, or a mix)
Neural network processing
• - Machine learning algorithms
• - Datasets for language processing
• - Databases and documents
• - Human feedback
01 02
03 Output
The algorithm
generates an
example
It doesn’t understand for real!

11. GPT-4 is more precise and powerful
How has ChatGPT been trained?

12. GPT-4 passes in 67% to 90% of cases
What about GPT-4 and exams?

13. Photo by Pexels
Generating Content With
ChatGPT / generative AIs
- Uses information "learned" during training to identify
context and generate output
- Uses text completion techniques to generate
responses using a given context
- The "art of prompt engineering" is essential in any
generative AI as it gives the priming for the results
It is a statistical construct of
the content!

14. Photo by Pexels
Generative AIs can generate a
lot of various content
- texts, images, videos, slides, voices, codes, excel
formulas, even objects (!)
- 2023 is about to be the Year of Generative AIs
Photos by https://iAMoi.art

15. Uses of ChatGPT in
general
- Used to generate content that is logical and
fluent
- Can generate sentences or responses using
a context, a prompt: answers to questions,
summaries of scientific articles, paragraphs
of content for course materials, stories,
articles, etc.
- ChatGPT can be used to create interactive
dialogues, tutorials and self-assessment
exercises for students
- ChatGPT can automatically correct spelling
and grammar mistakes in students’ work
It solves the blank page syndrome

16. Limitations of ChatGPT
- High dependence from the quality of the
prompt
- When a data doesn’t exist, it uses an
ungraceful degradation to
« replace it »…
- … leading to “hallucinations” and fake
news
- Answers highly depend on the original
dataset used for training (GPT3, 3.5
and are highly US based, non
transparent and stopped in nov’21)
ChatGPT can « hallucinate » and provide fake news with a huge assertivity

17. - Source of: information, debates, examples,
grading for students
- Start for thoughts
- Structure your thinking / document
- Summarize
- Personalize the content
- Ask for coaching
Use it as another « expert » to
ask, as another source of
information…
Uses of ChatGPT in the
classroom

18. To work around ChatGPT's limitations, changing the form of the assignment or exam
is important:
• Some possibilities include having students write by hand, using MCQs or
high/complex logic, using graphics, mind maps, images or video to convey
concepts
• Video is an effective means of expression and can help students learn how to
express themselves intelligently
• Specific questions, logic or original analysis will render the tool useless
• To work around this, apply concepts to a specific case, use less mainstream or
recent topics, and focus on critical analysis rather than memorization
• Make your students think about why they made their dissertations evolve, vary in
their angles / ways of envisioning the topic
• Develop strategies for monitoring, curation and critical thinking, which will become
essential in an era of continuous and automated content
• Place students as reviewers of AI answers
If many tools are announced, evaluating the use of GPT after the exam is not reliable
If Generative AIs passe, change the exams

19. 1. Purpose: Clearly describe the purpose or end goal of the content you want to generate.
For example, do you want a blog post, a story, a poem, etc.?
2. Tone: specify the tone you want for the generated content. For example, do you want a
formal, informal, serious, humorous, etc. tone?
3. Target Audience: Describe the target audience for whom you want the content generated.
This will help ChatGPT tailor the style and tone of the writing to that target audience.
4. Additional information: Provide any additional information that can help ChatGPT
understand the context, such as topics or themes, character information, events, dates,
numbers, etc. For example, you can “put ChatGPT in the shoes of a character”, such as a
salesperson or an advertising copywriter, etc.
5. Constraints: specify any constraints or restrictions that may apply to the generated
content, such as length, keywords to include or exclude, etc.
6. Discuss: Construct it as a discussion to refine the answers provided
The more information you get, the better is the answer
For new skills: the art of prompt engineering

20. A conclusion
https://www.gartner.com/en/arti
cles/what-s-new-in-artificial-
intelligence-from-the-2022-
gartner-hype-cycle
ChatGPT
For me:
Painting is not (only)
reproducing, writing is not
(only) describing, creating is
not (only) duplicating, coding is
not (only) writing codes.
Thinking is not (only) producing
outputs.
« Thinking is the greatness of
humanity » (Blaise Pascal)

21. Resources for more
- https://medium.com/@AlainGoudey (articles in English)
- https://www.linkedin.com/in/goudey/ (articles in French +
regular curation)
- https://www.linkedin.com/groups/12775320/ (185+ members
for a collective curation)
- https://er.educause.edu/articles/2023/2/educause-quickpoll-
results-did-chatgpt-write-this-report
- https://platform.openai.com/docs/chatgpt-education
- https://www.timeshighereducation.com/campus/collections/ai-
transformers-chatgpt-are-here-so-what-next
- https://hbsp.harvard.edu/inspiring-minds/chatgpt-and-ai-text-
generators-should-academia-adapt-or-resist
- https://ed.stanford.edu/news/stanford-faculty-weigh-new-ai-
chatbot-s-shake-learning-and-teaching
- 15 AI tools for the classroom - Ditch That Textbook
- Lecturers urged to review assessments in UK amid concerns over new AI
tool | Artificial intelligence (AI) | The Guardian
- Intelligence Artificielle et impact en enseignement supérieur (padlet.org)
- Réflexions sur les AI génératives et l'enseignement supérieur (padlet.com)
- (PDF) Chatbot Prompting: A guide for students, educators, and an AI-
augmented workforce (researchgate.net)

22. Alain.Goudey@neoma-bs.fr
Twitter: @AlainGoudey
https://alain.goudey.eu
Feel free to contact