The Future of Writing: Creating the Playbook for Human-AI Collaboration

The webinar begins with a welcome to participants from around the world. Attendees are reminded that they will be automatically muted, with designated times for questions towards the end. Questions can be submitted anytime using the Q&A widget. Instructions are given for enabling closed captioning, and it is mentioned that the webinar will be recorded and sent out via email. The host introduces the topic 'The Future of AI' and sets the context by discussing the disruptions in teaching, learning, and working since the introduction of generative AI, especially in writing.

The host discusses the profound changes in writing brought by generative AI, particularly tools like ChatGPT. The main focus is on how writing instruction and relevant skills are evolving. Grammarly's long-standing role in supporting writing is highlighted, emphasizing that new tools should augment rather than replace fundamental writing skills. The host then starts a poll to understand attendees' roles and their views on the future of writing in education. Introductions of the panelists, Step Moore and Mark Watkins, follow, detailing their roles and contributions at the University of Mississippi.

Mark Watkins emphasizes that writing remains a powerful tool even with generative AI. He references a tweet by Greg Brockman of OpenAI, highlighting the process of writing as a cycle of confusion and discovery. Watkins asserts that text generation will augment but not replace the writing process. Stephen Moore adds that writing remains the ultimate learning tool, essential for clarity, conciseness, and specificity. Both panelists agree that while technology evolves, the core skills of writing and critical thinking are irreplaceable.

The panelists discuss the impact of AI on writing as an assessment tool. Stephen Moore notes that traditional one-off writing assessments are becoming outdated and need rethinking. The focus is shifting towards authentic assessments that reflect real-world applications. Mark Watkins explains that writing to learn, involving personal reflection and contextualizing learning, remains valuable. He highlights various tools used to support this approach, emphasizing that while AI can assist, the core process of writing and reflection should not be entirely offloaded.

The panelists address concerns about academic integrity in the AI era. Mark Watkins explains the unreliability of AI detection tools and emphasizes the importance of human judgment in assessing student work. Stephen Moore stresses the need for trusting relationships between teachers and students. He advises against relying solely on AI detectors, which can produce false positives and negatives. Instead, he advocates for open conversations with students about the appropriate use of AI, ensuring that learning and personal growth remain central.

The discussion turns to practical ways of integrating AI into writing assignments. Stephen Moore shares examples of creative classroom activities, such as using AI-generated drafts for student revisions. The goal is to teach revision skills and enhance learning through AI assistance. Mark Watkins presents a framework developed at the University of Mississippi to guide students on acceptable AI use. This includes brainstorming and counterargument generation while ensuring that AI-generated content is attributed and not adopted uncritically.

The panelists emphasize the need for faculty to develop AI literacy. Stephen Moore suggests that faculty engage in professional development and face-to-face workshops to stay current with AI developments. Mark Watkins highlights the importance of understanding and experimenting with AI tools. He suggests that faculty involve students in creating policies around AI use, ensuring transparency and collaboration. The discussion underscores the evolving nature of AI and the necessity for continuous learning and adaptation.

The panelists explore the potential of AI to support student learning, particularly for those with disabilities. Mark Watkins discusses the assistive features of AI tools, such as summarization and language translation, while cautioning against over-reliance that might deskill students. Stephen Moore adds that faculty need to be aware of these tools and their limitations to guide students effectively. The focus remains on using AI to enhance learning while maintaining critical thinking and personal engagement.

The discussion shifts to the future of writing and communication in the workplace. The panelists agree that effective communication, augmented by AI, will be crucial for employability. Stephen Moore notes the enduring importance of human authorship and creativity, while Mark Watkins emphasizes the need for students to develop skills that align with workplace demands. The role of AI in assisting but not replacing fundamental writing and communication skills is highlighted.

The webinar concludes with a focus on preparing students for a future where AI is integrated into various aspects of work and communication. The panelists stress the importance of foundational writing skills and ethical use of AI. They encourage educators to continuously adapt and innovate their teaching methods to incorporate AI responsibly. Grammarly's commitment to supporting educational institutions with secure, effective AI tools is reiterated, aiming to enhance student learning and prepare them for the evolving job market.

The webinar ends with a Q&A session, addressing questions about the use of AI in supporting students with disabilities, ensuring human creativity in the AI era, and practical tips for integrating AI into writing pedagogy. The panelists provide insights into the evolving role of AI in education and emphasize the importance of maintaining a balance between technology and human skills. The session concludes with an invitation to learn more about Grammarly's educational tools and their application in academic settings.