The robots aren’t just watching, they are here.

The website Will Robots Take My Job (https://willrobotstakemyjob.com/) used to assess occupations as vulnerable to automation by ranking them as “Robots are watching”. With ChatGPT4 the robots are here. I’m sure many of you have tinkered with it, but have you really put it to the test? Have you asked it questions that you get asked on the job? As a former curriculum developer I asked ChatGPT4 to do this, “Design a 13-week curriculum for a 100-level university communications course.” This is what it came up with:

A possible 13-week curriculum for a 100-level university communications course is:

Week 1: Introduction to communication studies. Define communication and its key concepts, such as context, channel, message, feedback, noise, and code. Explain the importance of communication skills in personal and professional settings. Identify the main models and theories of communication.

Week 2: Verbal and nonverbal communication. Describe the characteristics and functions of verbal and nonverbal communication. Analyze how verbal and nonverbal cues affect the meaning and interpretation of messages. Demonstrate effective use of verbal and nonverbal communication in various situations.

Week 3: Interpersonal communication. Explain the principles and processes of interpersonal communication. Discuss the role of self-concept, perception, and emotion in interpersonal communication. Apply the skills of listening, empathy, and feedback in interpersonal communication.

Week 4: Intercultural communication. Define culture and its dimensions, such as values, beliefs, norms, and practices. Compare and contrast different cultural patterns and styles of communication. Recognize the barriers and challenges of intercultural communication. Develop strategies for improving intercultural competence and sensitivity.

Week 5: Group communication. Identify the types and functions of groups. Explain the stages of group development and the factors that influence group dynamics. Evaluate the roles and responsibilities of group members and leaders. Demonstrate effective group communication skills, such as problem-solving, decision-making, conflict management, and collaboration.

Week 6: Public speaking. Identify the elements and principles of public speaking. Analyze the audience, purpose, and occasion of a speech. Develop a clear and coherent speech outline with an introduction, body, and conclusion. Use appropriate language, style, and delivery techniques for public speaking.

Week 7: Informative speaking. Define informative speaking and its types, such as definition, description, explanation, demonstration, and narration. Select a suitable topic and narrow it down to a specific purpose and thesis statement. Conduct research and evaluate sources for informative speaking. Organize and support the main points of an informative speech with evidence and examples.

Week 8: Persuasive speaking. Define persuasive speaking and its types, such as fact, value, and policy. Identify the components of persuasion, such as ethos, pathos, logos, and kairos. Apply the methods of persuasion, such as reasoning, evidence, emotional appeals, credibility, and refutation. Organize and support the main points of a persuasive speech with arguments and counterarguments.

Week 9: Special occasion speaking. Define special occasion speaking and its types, such as introduction, tribute, toast, acceptance, commemoration, eulogy, roast, etc. Analyze the audience, purpose, and occasion of a special occasion speech. Adapt the tone, style, and content of a special occasion speech to suit the context and expectations. Deliver a special occasion speech with confidence and grace.

Week 10: Media literacy. Define media literacy and its importance in the contemporary society. Examine the effects of media on individuals and society. Critically analyze media messages using the concepts of representation, ideology, audience, genre, narrative, etc. Evaluate media sources for credibility, accuracy, bias, etc.

Week 11: Digital communication. Define digital communication and its characteristics, such as interactivity, convergence, hypertextuality, multimodality, etc. Explore the advantages and disadvantages of digital communication for personal and professional purposes. Use digital communication tools and platforms, such as email, social media, blogs, podcasts, etc., effectively and ethically.

Week 12: Communication ethics. Define communication ethics and its principles, such as honesty, respect, responsibility, fairness, etc. Discuss the ethical issues and dilemmas in various communication contexts, such as interpersonal, intercultural, group, public, media, and digital communication. Apply the ethical standards and codes of conduct for communication professionals, such as journalists, public relations practitioners, advertisers, etc.

Week 13: Communication research. Define communication research and its types, such as quantitative, qualitative, and mixed methods. Identify a research problem or question in communication studies. Design a research proposal with a literature review, methodology, data collection, and analysis plan. Present the research findings with a report or presentation.

Sure, now you have to figure out how to teach it. Well, we know what to do. Ask ChatGPT. This is what it came up with for teaching Week 2’s non-verbal communication lesson:

Non-verbal communication is an essential skill for first-year university students, as it can affect their academic performance, social interactions and personal well-being. However, teaching non-verbal communication can be challenging, as it involves a variety of aspects, such as body language, eye contact, facial expressions, gestures, tone of voice and personal space. Here are some methods that can help you teach non-verbal communication in your classroom:

• Role-play: This is a classic method for teaching communication skills. You can ask your students to act out different scenarios that involve non-verbal communication, such as giving a presentation, having a job interview, or meeting a new friend. You can then provide feedback on their non-verbal cues and how they affect the message they are conveying.
• Group games: Group games are an interactive, engaging way to teach verbal and nonverbal communication, persuasion, collaboration and relationship-building skills. You can use games such as charades, pictionary, or taboo, where your students have to communicate without using words or with limited words. You can also use games that require your students to pay attention to each other’s non-verbal signals, such as mirroring, guessing emotions, or following the leader.
• Films: A carefully compiled collection of film and TV clips is a great teaching tool. You can show your students examples of effective and ineffective non-verbal communication in various contexts and cultures. You can then ask your students to analyze and discuss the non-verbal cues and their impact on the communication process.
• Introspection: You can also help your students become more aware of their own non-verbal communication by asking them to reflect on their strengths and weaknesses. You can use self-assessment tools such as quizzes, surveys, or journals to help your students identify their non-verbal habits and preferences. You can also ask your students to record themselves in different situations and review their non-verbal behavior.
• Turn-talking: This is a technique that helps your students practice listening and speaking skills while paying attention to non-verbal cues. You can ask your students to pair up and take turns talking about a topic for a set amount of time. The listener has to use non-verbal signals such as nodding, smiling, or leaning forward to show interest and understanding. The speaker has to use non-verbal signals such as eye contact, gestures, or pauses to emphasize their points and engage the listener.
• Asking questions: This is a simple but effective way to teach your students how to use non-verbal communication to clarify and confirm information. You can ask your students to formulate questions based on the non-verbal cues they observe in others. For example, if they see someone crossing their arms or looking away, they can ask “Are you feeling uncomfortable?” or “Do you agree with me?” This way, they can learn how to interpret and respond to non-verbal messages appropriately.
• Record and reflect: This is a technique that helps your students improve their non-verbal communication skills by receiving feedback from others. You can ask your students to record themselves or each other in different situations and share their videos with the class or with a peer group. You can then ask them to comment on the non-verbal cues they notice and how they affect the communication outcome.

BTW, this came up with 0% in Turnitin if you’re at all interested. And it is free and took it less than a minute to generate.

Conclusion? Who the heck knows.

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