AI can provide incredible opportunities for faculty hoping to improve their online courses quickly. To use AI effectively, all faculty should familiarize themselves with the concept of prompt engineering. Prompt engineering is the practice of providing a specific instruction or question within a generative AI system that is designed to elicit a certain type of response. The quality of the response depends on the quality of the prompt–when a prompt is too vague, AI stumbles. The more tailored and specific your prompt is, the more tailored and specific the response will be. Use the 3Ps of quality prompting to get the best results when ideating with an AI tool.
The 3Ps
Prep is all about setting the stage and transferring what you already know about a situation or scenario into a generative AI tool. Providing background information into you, your students and their learning environment, as well as contextual information about the task gives AI important information about the task you’d like it to perform.
Purpose provides AI with the goals and objectives of the task you want it to perform. When you provide purpose, you are incorporating details about the situation or scenario you envision and additional task details. Providing examples to AI is a great way to provide purpose.
Parameters provide boundaries for the AI tool and indicates what you do want but also what you do not want. This could be layout, formatting, standards or items you want to include, and, of course, items you’d like to exclude. Providing information on your preferred tone, word choice, and style is also helpful as AI ideates on a solution that best fits your needs.
Want to take this work to the next level? Check out the our advanced AI Tips for Assessments.
Example Prompt for You to Try
Use the example prompt below to begin prompting in generative AI today! Find other prompt templates on our website.
I am a faculty member designing an authentic assessment for [course name/subject]. My student population includes [student population details]. The learning environment is [environment and course details], focusing on [key aspects like engagement, collaboration, etc.].
I am creating [details about the assessment] and that assessment will fulfill the following objectives: [objectives]. Students will [details about assessment and materials and topics] in preparation for this assessment. Students will have [timeframe] to complete this assessment.
I define authentic assessment [your definition] and has the following characteristics, students can:
- [Characteristics with examples or descriptions]
Not all these items need to be present but at least some should be present. Please provide 3-5 options in a summary format and ask me to clarify questions.
Completed Prompt Example
Using the example prompt above, here is an example of a completed prompt by an online faculty member.
I am a faculty member designing an assessment for Business, Professional, and Technical writing course. My student population includes MBA students who are enrolled at mid-size university in Florida. The learning environment is an accelerated, asynchronous course focusing on developing writing skills they will later utilize in their professional careers.
I am creating an authentic assessment, and that assessment will fulfill the following objectives: Prioritize information based on the goals and objectives of the communication and Structure messages to achieve the desired impact and response. Students will review materials on rhetorical strategies, business writing genres and platforms, and how to structure a message in preparation for this assessment. Students will 1 week to complete this assessment.
I define authentic assessment as assessments designed to reflect the complexities of real-life situations and applications that mirror professional standards, and has the following characteristics, students can:
- Use critical thinking, problem solving, and metacognitive strategies to review and evaluate cognitive complex situations.
- Have group work, peer feedback and instructor feedback or similar opportunities
- Further their soft skill development, for example adaptability, communication and collaboration skills
- Develop skills specific to their discipline to help them prepare for employment or advancement in their field.
- Develop their self-efficacy, self-confidence, and the assessment helps them think critically for themselves as a part of the workforce and their role within it.
Not all these items need to be present but at least some should be present. Please provide 3-5 options in a summary format and ask me to clarify questions.
