Blog Post for Module 2

For Module 2, I chose to use ChatGPT and Craiyon. 

I had never used Craiyon before, but I just tried it, and it was really fun and powerful. However, it felt a bit slow, and I wish it worked faster without needing a subscription. 

This is a screenshot I got from using Craiyon

ChatGPT answer about Craiyon

The SAMR model is a framework for evaluating how technology is integrated into educational experiences, developed by Dr. Ruben Puentedura. It consists of four levels: Substitution, Augmentation, Modification, and Redefinition. Let’s analyze Craiyon (an AI-driven image generation tool) in the context of a university drawing class through this lens:

Substitution

At the substitution level, Craiyon could simply replace traditional drawing methods. Instead of using pencils, pens, or digital drawing tablets, students might input textual prompts to generate images. However, there is no fundamental change to the task—it’s still about creating a visual image, but without the need for students to manually draw it.

• Example: A student types a description (e.g., “a cat sitting under a tree”) and Craiyon generates a drawing of it. The student’s role in visualizing and manually creating the image is substituted by AI-generated artwork.

Augmentation

At the augmentation level, Craiyon not only substitutes manual drawing tools but also enhances the process. For example, students could quickly generate multiple versions of a concept by adjusting prompts, making it easier to iterate on ideas without starting from scratch each time.

• Example: A student can create different compositions of an idea, tweaking descriptions such as “a cat under a pine tree” or “a cat in the moonlight” to explore variations faster than if they had to draw each by hand.

Modification

At the modification level, Craiyon allows students to transform the task of drawing into a more interactive and exploratory process. Instead of focusing on technical drawing skills, students can focus on creative thinking, composition, and concept generation. The tool enables them to manipulate artistic elements more rapidly, providing feedback and evolving their artwork based on generated results.

• Example: A student could experiment with Craiyon to explore abstract concepts or surrealist ideas, entering vague prompts to see how AI interprets them. They might take inspiration from the AI’s output to modify and refine their artistic vision, significantly altering the way they engage with the creative process.

Redefinition

At the redefinition level, Craiyon enables entirely new artistic experiences that wouldn’t have been possible without the technology. Students could engage in collaborative art-making by sharing prompts and generated images, or they might integrate the AI’s unique capabilities into projects that blend traditional drawing techniques with AI-generated elements. This could redefine what “drawing” means in the course, expanding it to include both human and AI contributions in creative expression.

• Example: Students might develop a project that combines their hand-drawn artwork with AI-generated images, experimenting with how different mediums and styles can be merged. They could also create interactive art experiences, where the audience provides prompts and the AI generates images in real time during an exhibition.

Summary:

• Substitution: Craiyon replaces traditional drawing tools with AI-generated images based on prompts.
• Augmentation: Craiyon enhances the process by allowing quick iterations of visual ideas without manually redrawing them.
• Modification: The use of Craiyon transforms the focus from technical drawing skills to creative exploration, with students experimenting with AI-generated visuals to refine their ideas.
• Redefinition: Craiyon enables new forms of artistic collaboration and creativity, blending human and AI-generated art in ways that redefine the boundaries of a drawing class.

This SAMR analysis highlights how Craiyon can be integrated into a university drawing class, progressively shifting from merely substituting traditional tools to redefining the art-making process.

My Reflection on ChatGPT response

• Substitution: It explained this well. I agree that Craiyon does a great job of creating amazing drawings through AI. 

• Augmentation: The explanation made sense. It showed how you can quickly get the exact image you want by sending multiple prompts. 

• Modification: This part aligned with my thoughts. I believe Craiyon can inspire visual arts students by giving them fresh ideas to work with. 

• Overall: ChatGPT’s answer reflected what I had in mind about Craiyon using the SAMR model. 

My Thoughts on Using Generative AI 

While tools like Craiyon and ChatGPT are useful, I have a few concerns: 

1. Impact on Creativity: 

I worry that artists might rely too much on AI and stop thinking creatively. Instead of developing their own ideas, they might just type a few prompts to generate art, which could limit their imagination over time. 

2. Academic Integrity Risks: 

Generative AI could be misused. My math professor mentioned that in a few years, tools like ChatGPT might be able to write complete proofs for math problems, which could seriously violate academic integrity. If students use AI irresponsibly, it could undermine the value of education and degrees. 

Despite these concerns, I believe that AI is powerful and beneficial. It can help professors, students, and others when used correctly. However, it’s important to follow guidelines and ask questions when we are unsure about appropriate use. 

My Experience Using ChatGPT 

I found ChatGPT very helpful during my research for ATWP 135. My instructor encouraged us to use AI tools as long as we cited them properly. Here’s part of the footnote I included in my research essay for ATWP 135: 

“I used ChatGPT to help me decide on a research essay topic by describing my current activities and interests. I mentioned that I wanted my essay to focus on the intersection of Communication, Technology, and Sustainability.” 

Reference

“Perform a SAMR Analysis of Craiyon in the Context of a Drawing Class in University.” ChatGPT, 11, Oct. 2024. www.chatgpt.com

“Someone Solving a Math Problem”. Craiyon, 11 Oct. 2024, www.craiyon.com.