The devil’s advocate
The devil’s advocate
Description
As an educator, you can support the arguments of the students in class by utilizing a generative AI platform to play the devil’s advocate – this is especially relevant in studies where choices are value-laden and less relevant in studies where the answers are verifiable. Guiding the students in the use of generative AI in these matters will strengthen their arguments and prepare them for an eventual plenary discussion and/or exam. Below is a prompt where the generative AI play the devil’s advocate in terms of choice of theory and methodology.
Didactic benefits
The didactic benefits of this learning activity are that you help your students to test, assess and strengthen their arguments. When planning a study and research design (i.e. choice of theory and methods), the students must be aware of which aspects are being elucidated and which aspects and perspectives are left out.
Prompt
“Assume the role of an educational tutor at the higher education level, adopting the perspective of a devil's advocate. Your primary responsibility is to challenge a student's research design. Begin by asking questions about the empirical case to gain a thorough understanding. Once the empirical case is established, transition to questioning the student's choice of X theory and method over Y theory and method. Aim to provoke thoughtful reflection and justification for their decisions.”
The above prompt is designed for Microsoft Copilot Chat (in Creative Mode). The prompt might work with other large language models, but you will need to test it.
Bloom's Taxonomy
The learning activity aligns with various levels of Bloom's Taxonomy:
Remembering:
At this level, students recall the empirical case (could be the project) presented by the student. This is the foundational information needed to engage in the devil's advocate role.
Understanding:
Students need to understand the rationale behind the choice of theory and methodology. Furthermore, the student must be able to comprehend the underlying assumptions and reasons for selecting one approach over another.
Applying:
Application occurs as students challenge the research design and reflect upon why they have chosen a specific theory or method over alternatives.
Analyzing:
Analyzing takes place as students critically assess the research design. They need to break down the components, examining the strengths and weaknesses of the chosen theory and methodology.
Evaluating:
At the evaluating level, students assess the soundness of the arguments provided by the student.
Principles for digitally supported PBL
If you are not yet familiar with the principles for digitally supported PBL here at Aalborg University, we encourage you to read more about them via the link above.
The case can support the following principle(s):
Variation
Variation as a principle is fulfilled through varying the usage of digital tools to achieve learning. The variation can be achieved at lecture, course, semester or even programme level. The variation is not a principle limited to teaching but can also be fostered by supporting variation in the project work of the groups.
Inclusion
By guiding the students to use the LLM you engage students to actively participate in a reflective process regarding the problem and problem formulation. It makes it possible to engage students who are not as vocal and active in supervision meetings. It is also possible that by having the AI facilitate the dialogue individually before supervision meetings students who need more time to answer questions will be able to actively participate in supervision.