创新是值得的！ The Prince George’s 社区 College Office of Communications and National Cyberwatch Center hosted a Collegewide artificial intelligence contest celebrating dynamic teaching and technology use on campus.
线上赌博app的教职员工和学生被鼓励分享他们如何创造性地利用人工智能在他们的角色。 Prince George’s County community members from the AI Taskforce served as judges for the entries.
Judges selected 莱斯利·米勒，Anh Van Nguyen，还有梅赛德斯 卡马拉 from the Academic 建议 Department at the College as the grand prize-winning team! 他们在提交的文件中讨论了他们如何使用ChatGPT来支持他们的学术支持和职业准备工作，为学生提供赞赏式建议。 欣赏式建议是一种有意识的、合作的实践，通过提出生成式的、开放式的问题来帮助学生优化他们的教育经历，实现他们的梦想和目标。
“In the C.A.S.H. Program we put Appreciative 建议 practices to work,” the team wrote. “We have monthly advising meetings with students and found we needed help making each month memorable and productive. We utilized AI to help us further build out and detail the Appreciative 建议 questions advisors can ask students based on the themes that we created within the program.”
该团队将获得1000美元，以进一步推进他们在学院的人工智能计划。
Three selected entries received Contributor Awards of $500: 索菲娅可乐 of the Adult Education Department, 赫尔曼•霍尔 from the Technology, Engineering, and Construction Department, and 玛丽Dutterer from the English Department.
特别感谢参加线上赌博app人工智能大赛的各位！
上图（从左至右）： 大奖得主Anh Van Nguyen、Mercedes 卡马拉和Leslie Miller因在线上赌博app的学术咨询实践中使用人工智能而被评委选中。
斯蒂芬妮可乐
斯蒂芬妮·科拉斯（斯蒂芬妮可乐）在难民和庇护者英语（ERA）项目中通过短信使用人工智能来简化课堂交流。
Colas说：“通过这种方式使用ChatGPT，我能够高效地工作，同时也确保我们的ERA学生在线上赌博app的学习旅程中能够获得准确和有用的信息。”
赫尔曼•霍尔
在过去的两年里，赫尔曼·霍尔在他的信息技术（IT）课程、硬件1、硬件2、网络+和云计算中使用了人工智能和化身。 Check out his AI-generated 课堂演示.
霍尔说：“我订阅了一家制作头像的公司，我甚至还做了一个像我自己的头像。” “我为这些角色写脚本，人工智能让它们动画化，传递对话。 一旦视频制作完成，我会将它们上传到我的YouTube频道，并在Canvas上与我的学生分享链接。 我的所有课程都有一个人工智能视频。”
玛丽Dutterer
玛丽Dutterer has implemented an AI policy in her English class where students are allowed to use AI for prewriting work, which includes brainstorming, listing, and outlining. 她为学生创建了一个生成式大纲作业，让他们参与ChatGPT，并询问他们对这个过程的反馈。
“Overall, it appears that student use of AI in the planning and prewriting stage of assignments mirrors similar experiences I’ve had using the technology,” Dutterer said. “Sometimes, it can be really useful, sometimes it serves as a springboard but is mostly discardable, and sometimes, it completely misses the mark for what I’m trying to accomplish. Students have the capacity to recognize this and critically assess how the tool can be implemented in their own writing process.”