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Field courses for dummies: To what extent can ChatGPT design a higher education field course?

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Title: Field courses for dummies: To what extent can ChatGPT design a higher education field course?
Authors: Tupper, Mark1 (AUTHOR), Hendy, Ian W.1 (AUTHOR), Shipway, J. Reuben2 (AUTHOR) reuben.shipway@plymouth.ac.uk
Source: Innovations in Education & Teaching International. Apr2025, Vol. 62 Issue 2, p512-526. 15p.
Subject Terms: *Generative artificial intelligence, *Artificial intelligence, *Higher education, ChatGPT, Chatbots
Abstract: We tested whether ChatGPT can play a role in designing field courses in higher education. In collaboration with ChatGPT, we developed two field courses; the first aimed at creating a completely new field trip, while the second was tailored to fit an existing university module, and then compared to the human module design. From our case studies, several insights emerged. These include the importance of precise prompt engineering and the need to iterate and refine prompts to achieve optimal results. We outlined a workflow for effective prompt engineering, emphasising clear objectives, sequential prompting, and feedback loops. We also identify best practices, including highlighting the importance of collaborating with human expertise, validating AI suggestions, and integrating adaptive management for continual refinement. While ChatGPT is a potent tool with the potential to save a significant amount of time and effort in field course design, human expertise remains indispensable for achieving optimal results. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Field courses for dummies: To what extent can ChatGPT design a higher education field course?
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  Data: <searchLink fieldCode="AR" term="%22Tupper%2C+Mark%22">Tupper, Mark</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hendy%2C+Ian+W%2E%22">Hendy, Ian W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shipway%2C+J%2E+Reuben%22">Shipway, J. Reuben</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> reuben.shipway@plymouth.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Apr2025, Vol. 62 Issue 2, p512-526. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink>
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  Data: We tested whether ChatGPT can play a role in designing field courses in higher education. In collaboration with ChatGPT, we developed two field courses; the first aimed at creating a completely new field trip, while the second was tailored to fit an existing university module, and then compared to the human module design. From our case studies, several insights emerged. These include the importance of precise prompt engineering and the need to iterate and refine prompts to achieve optimal results. We outlined a workflow for effective prompt engineering, emphasising clear objectives, sequential prompting, and feedback loops. We also identify best practices, including highlighting the importance of collaborating with human expertise, validating AI suggestions, and integrating adaptive management for continual refinement. While ChatGPT is a potent tool with the potential to save a significant amount of time and effort in field course design, human expertise remains indispensable for achieving optimal results. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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