Sharing Experiences of Integrating Artificial Intelligence into Educational Practice in NCKU

Subject | Education

Learning

Sharing Experiences of Integrating Artificial Intelligence into Educational Practice in NCKU

Evolution in Education
Educational Transformation
Formative Evaluation
Precise Education (Personalized Learning)
Evolving Role of Teachers

Professor Shin from National Cheng Kung University (NCKU) shares his experience integrating Artificial Intelligence into educational practice. This lecture frames Generative AI as a form of "evolution," examining its impact on teachers and students. Rather than a threat, Generative AI is presented as a powerful tool for enhancing "efficiency" and creating "precise, interactive education." Professor Shin discusses the necessary shift in student evaluation—focusing on the learning process rather than just results—and the evolving role of teachers in facilitating human "cooperation" and "dialogue" in the AI age.

Target
Bachelor, Master, Doctor, General
Language
English
Lecture time
45-60min.
Start month
Anytime
Length
No setting
Delivery method
Ondemand

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Expired

©Office of International Online Education. Last Update 2025-10-23

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学習内容
Staff

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Content／学習内容

- Framing the Advent of Generative AI as “Evolution”
  
  The concept of “evolution” is introduced as a biological framework for understanding the advent of Generative AI. Generative AI is framed not as a threat, but as a tool driving the next phase of evolution, similar to the Industrial Revolution or past technological shifts. This section outlines how the ongoing digital transformation (DX), accelerated by the pandemic, is now merging with the Generative AI revolution, posing new challenges and opportunities for the role of teachers and the methods of student evaluation (shifting from results to process).

- Creativity: The Only Path for Humanity to Confront Artificial Intelligence
  
  This section breaks down the adoption of Generative AI into four distinct levels: “Knowing” (Awareness), “Using” (Application), “Creating” (Development), and “Managing” (Governance). It argues that while Generative AI can replace manual and cognitive tasks, it cannot replace core human “Emotion” and “Creativity.” Using the example of “a cat sitting on a mat” combined with various artistic styles (e.g., Van Gogh, Hokusai), this part demonstrates that the human creativity and emotion guiding the AI are the essential human elements that cannot be conquered in the Generative AI era.

- Common Questioning Strategies When Using Large Language Models
  
  This section introduces five specific prompting strategies (RTF, TAG, BAB, CARE, and RISE) for communicating effectively with Generative AI. Using clinical nursing scenarios as examples, it explains how to clearly define the “Role,” “Task,” “Format,” and “Goal” for the AI. It is noted that a student’s inability to ask precise questions can itself be an indicator for teachers to gauge their level of understanding. The section emphasizes that providing detailed context and persona information is key to obtaining higher-quality responses from the AI.

Common Prompt Keywords for Text-to-Image Generation

This section focuses on creating effective prompts for text-to-image generation. It identifies three key elements: “Subject,” “Description,” and “Style,” noting that “Style” (e.g., Ghibli style, 16:9 ratio) requires individual literacy. The lecture emphasizes that while AI combines data via algorithms, humans provide the “feeling” and creativity, meaning “human must be first.” It concludes that AI is a tool for efficiency, freeing humans to “enjoy life,” and looks ahead to future “AI Agents.”