1.4.1 ChatGPT in a higher education context

From fine-tuning text to brainstorming: ChatGPT can be a real thinking tool.

ChatGPT by OpenAI is one of the best-known generative AI tools. It is based on a Large Language Model (LLM) that has been trained on billions of text data points from a wide variety of sources. ChatGPT can respond to natural language inputs, generate new texts, or revise and structure existing ones – in various styles and languages.

 

How ChatGPT works

It is operated via so-called prompts, i.e. text inputs that you use to give ChatGPT tasks. The clearer and more specific the prompt, the more accurate the response. Typical functions include:

• Wording assistance: "Write an e-mail to the student advisory service…"
• Brainstorming: "Give me ten topic suggestions for a seminar…"
• Summaries: "Summarise this text in five sentences…"
• Style change: "Rewrite this paragraph in a more academic style…"

 

Practical tips for use in everyday university life

• Clarity is key: Prompts should be specific, context-relevant and formulated as purposefully as possible.
• Observe data protection: Do not enter any personal or sensitive data.
• Remain critical: Results must always be checked, questioned and, if necessary, revised.

  

Possible applications in university practice

Teaching

Creation of exercises, feedback texts, teaching materials or case studies

Administration

Drafts for emails, descriptions of processes or templates for announcements

Research

Structural suggestions for abstracts, literature ideas, discussion prompts (subject to source verification)

Studying

Support with writing texts, summaries, flashcards, and brainstorming ideas for assignments (in accordance with university guidelines on the use of AI)

  

Limitations: What ChatGPT cannot (yet) do

• No source reliability: Quotes and references must be checked and supplemented manually.
• Misinformation possible: Hallucinations – i.e. plausible-sounding but false statements – are inherent to the system.
• Dependence on the prompt: The quality of the results stands or falls with the clarity of your input. Experimentation is part of the process.

  

Didactic reflection: AI as learning content

In addition to practical use, ChatGPT can also become a subject of teaching in its own right. Students should learn how to formulate prompts, what opportunities and limitations exist, and how to approach generated content critically.

  

Information 

ChatGPT is available as a free version (GPT 3.5), but also as a paid version (GPT 4 and other applications, known as GPTs). Price overview.

Help & FAQ

Terms & Policies

Further information can be found in the HOOU course (in German) KI-Tools kurz erklärt! So verwendest du ChatGPT, Leonardo.AI & Co.

  

💡 Learning Summary Chapter 1.4.1: ChatGPT in a higher education context

• ChatGPT is a versatile tool: It is based on a Large Language Model (LLM) and can generate, revise, structure or summarise texts – in various languages and styles.
• Use in everyday university life: In teaching, administration, research and study, ChatGPT can assist with the creation, optimisation and generation of ideas for texts – whilst observing data protection, prompt quality and university guidelines.
• Limitations and pedagogical use: ChatGPT does not provide reliable sources, can make mistakes ("hallucinate") and requires precise prompts. Critical reflection and integration into the teaching context are therefore crucial.