A Strangely Easy Idea No Writing Teacher Has Discussed

I may be out of the loop here, but I've come up with a simple idea that may be grant-worthy. Yes, steal it. Beat me to the grant. The consequences for students' learning may be too great for me to worry about being the first to put my name on it.

What I propose is simple: a writing environment online with the ease of Google Docs, but with one enormous feature disabled: copy/paste. In that regard, it would resemble the Respondus Lockdown Browser. 

The difference? Faculty would organize their classes and assignments there, as with a learning-management system, but they would pick certain AI tools that could employed at each stage of the writing process. The tools would work only from within the writing environment, and the final stages of each step--from rough-draft to revision to later drafts--would be sent from within the browser to the faculty member, along with how each writer used any AI tools permitted.

In that regard, my writing environment looks something like an educational version of Grammarly that an executive once demoed for me. In that product, all work copied and pasted into to interface would be watermarked and AI tools could be disabled or enabled by the user. I'd put that power in the hands of the course instructor, where it belongs. As students tell me again and again, using AI is simply the norm now, and we faculty are wasting time focusing on detecting plagiarism with AI detectors I don't trust. Time and again, studies I've read indicate that they turn up too many false positives. 

My idea requires some coders adept at building a good client and we'd have to negotiate licensing for AI programs such as Research Rabbit, an LLM, a image / slide-deck generator, and multimedia tools such as ElevenLabs' podcast and text-to-voice generators.

By placing the tools within the writing environment and forbidding copy/paste from outside, drafting by cognitive offloading would no long be an issue. 

I'm currently talking to a few colleagues who run our AI cluster on campus. I hope to have something sketched out, and if we can find the coders and money, tested in 2026.

Creative-Commons Image courtesy of oercommons.org 

Ohio State Takes the AI Plunge

A colleague in senior administration at OSU sent me a notice about their new AI initiative.

It's so at odds, in a healthy manner, with the "just say no, hard no" of the CCCC Chair's April keynote on AI. While I'm encouraged about a new CCCC working group formed on AI, as with so many things run by faculty, it's going to take time to spin up, while administration and industry race (perhaps unwisely) into adopting this technology. I'm going to chuckle at the negative stories such as one from The Columbus Dispatch, picked up by MSN, calling it a "betrayal" and claiming that AI is being "rammed down students' throats." 

Have these reporters even looked closely at student use?

Let's just assume it's nearly 100%. My 3rd annual student survey says as much. We need to address that reality and do so ethically and in a pedagogically sound manner. Maybe that's where we can critique this or similar initiatives. I remain the wary adopter, not an enthusiast.

So what are the broad outlines of the OSU plan, to be unfolded this Fall?

• Units on AI fluency in a seminar taken by all students.
• Support for faculty to incorporate Generative AI into classes. I do not see a mandate for all faculty.
• Building upon an “Embedded Literacy" in all majors. Read more about them here. This will likely be strengthened to include appropriate and ethical use of AI in the discipline of the major.
• Partnership with industry.

So why the pushback? 

Perhaps the details are too vague, the timing too sudden and rolled out over the summer when many faculty and students are away.

Yet this development has deep roots; OSU is a Big 10 and a land-grant; they have long partnered with companies to help their students develop skills needed in the workplaces of their era. Though I taught for nearly all my career at a liberal-arts university, I hear already from adult learners that in their jobs, AI fluency no longer remains an option. New hires are expected to have some fluency or go elsewhere for a first job.

Are we caving to corporations? Only if we let them set the terms of engagement. We have adopted new technologies before our way, by providing open-access Internet resources, releasing materials into the Creative Commons, and pursuing innovations with mobile computing. I still live by those rules, never putting a syllabus into BlackBoard's gated community. My content is on the open Web for all to use. That was the promise of the early Internet. I hope we can do something similar with AI.

I just finished a course that focused on deep-reading techniques for literature. We used AI for two assignments, but the reading journal, done as a Google Doc and commented upon by peers, proved hard for AI to assist. One student leaned too heavily on AI on a final set of journal entries, and it hallucinated quotations that do not exist in the texts the student then analyzed: an F on that assessment proved penalty enough. I reminded the student, in essence, "on the job, you'd have been fired. Here it just reduced the final grade."

The students had to employ critical-thinking skills beyond summary and analysis to find "need to know" questions to bring to class discussion, where 50% of their grades came in the form of participation.

AI cannot do that. But without learning to use AI ethically and effectively, my students won't land jobs in a few years. So there's my pushback: no matter the basis for objecting to AI, college involves helping students start careers. It does so much else, too, but without employed alumni, the entire enterprise of higher ed would fold. 

Let's see where OSU goes with this venture. 

Image: OSU Seal via Wikipedia