Fact- Checking ChatGPT
Fact- Checking ChatGPT
Embedded Files
This sample project is a guided tutorial to help learners practice fact-checking answers generated by GenAI tools in their online research process. They are introduced to fundamental AI concepts like hallucinations, how GenAI works and its limitations, and a four-step process to avoid online misinformation/disinformation when they rely on ChatGPT to learn new information.
Learners: Students and Professionals using ChatGPT.
Role: Learning Strategy, eLearning Design & Development, Video Creation.
Tools: Articulate Rise, Miro, Canva, Google Docs.
Overview
Fact-checking answers generated by ChatGPT is a distinct process, given how novel the technology is. Learners need foundational knowledge of AI concepts, the workings and limitations of AI Large Language Models (LLMs), and to learn the process of verifying the factual accuracy of the information they get. Ultimately, successful learning relies on how learners change their online research behavior to adapt to novel challenges brought on by generative AI.
Process
DEFINE
Define Learning Outcomes
Using backward design, my first step was drafting the learning outcomes for this tutorial. To define the scope of the learning outcomes, I relied on online library resources focusing on information literacy, fact-checking, and genAI.
After completing this guided tutorial, learners will be able to:
Understand how ChatGPT works and define AI hallucinations
Describe four key limitations of ChatGPT
Identify prompt biases and assumptions
Practice a step-by-step process to fact-check ChatGPT answers
Action Mapping
To extend my subject matter research beyond library resources, I consulted a university librarian (my SME) and defined knowledge gaps, a clear performance goal, and key actions to fact-check ChatGPT. I proposed a design solution: a guided tutorial with a simulated exercise to practice performing a real-world fact-checking task while using ChatGPT. This process involved defining a 4-step process for learners to decide whether to share, publish, or use that information in their research and decision-making.
DESIGN
Visual Storyboard
With learning outcomes and an action map in place, I first drafted a visual storyboard for the knowledge components of this tutorial. This included video scripting and designing visual elements to make bite-sized knowledge units at the start of the learning journey.
Video Editing & Scripting
The visual storyboard sped up my video production process on Canva. I arranged the visual layout and slide transitions, captured and edited the videos, and added elements like background music from Canva’s audio library.
DEVELOP
Interactive elearning Development
I used Articulate Rise to integrate all the multimedia and interactive elements of this course. I imported the Canva videos, added a quiz, and used Rise’s learning assessment design features to create an original simulated exercise for learners to practice fact-checking ChatGPT answers.
Here are a few snippets of how I combined various design elements on Rise to create learning assessments for this guided tutorial.
Results & Takeaways
The most rewarding part of this project was creating what turned out to be an original simulated exercise for a novel and emerging learning need. After sharing this guided tutorial with 5 former students, I confirmed that students knew about the issue of genAI misinformation, but didn't always have sufficient guidance in learning how to avoid it.
The answer to effective information literacy education isn't more information overload about genAI; it is designing processes to empower learners with approachable, actionable steps that they can adopt in their rapidly changing daily behaviors of online research.
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