I am quoted in this article: “Integrating GenAI into communication education for ‘generation prompt’: an exploration of academics’ perspectives …in Turkiye”

Here are all the quotes from Erkan Saka in the article:

1. “I remember the blessed moment when I first encountered GenAI! As soon as ChatGPT was released, I started using it. The next day, in one of my classes, I said to my students, ‘Look at this! You can do your homework using GenAI’. To my surprise, they started using it immediately! (Laughs). However, in the summer of 2022, before ChatGPT, I learned about MidJourney. I met the person who managed Datça Municipality’s Twitter account for a project. He showed it to me. My mouth fell open in amazement at the ease of use of these AI tools, reassuring me about the learning process.”
2. “Having taught my courses for years, I know what and how to explain to my students. However, I can type a prompt to ChatGPT: ‘This is my syllabus; prepare five learning objectives for me.’ Nobody will read these sections except the invigilators. GenAI can also help to prepare rubrics. I can consult because it is difficult to quantify the measurement of social issues.”
3. “Contrary to social media, some versions of these tools are not ‘freemium’. We may have inadvertently caused this situation by criticizing the idea that ‘if you do not pay for a product, you are the product’! The free versions may not be accessible due to capacity issues. I have to invest part of my salary in GenAI.”
4. “It is vital to keep an eye on new initiatives like Turnitin AI, which measures the use of AI in academic texts. Despite some professors’ early interest, I am against its use. The potential for ‘similarity false positives’ is a significant concern, as it could demotivate students or researchers.”
5. “I had GenAI make a picture of the public sphere. I stuck it on the exam paper. I said, ‘This is how the machine imagines the public sphere during the Enlightenment. Make a semiological analysis of it. Who is in this public sphere, and who is not? Why are there no women, for example? Furthermore, GenAI could not properly visualize our university’s campus. As an assignment, I said, ‘Let us give it commands so it can visualize it. I also have students create custom GPTs in class. For example, one of my Middle Eastern students developed a Halal-Haram bot. However, the data set is always Sunni sources from the Middle Ages… When I asked, ‘Is the blockchain halal or haram?’, it could not answer. ‘What if I am not a Sunni Muslim?’ I asked. ‘God forbid’, he told me (Laughs).”