For numerous students, ChatGpt has become an essential tool akin to a notebook or calculator.
With its capabilities to refine grammar, organize revisions, and create flashcards, AI is swiftly establishing itself as a dependable ally in higher education. However, educational institutions are grappling to adapt to this technological shift. Are you utilizing it for comprehension? That’s fine. Do you intend to use it for your assignments? Not permitted.
As per Recent Reports from the Institute for Higher Education Policy, nearly 92% of students are now using generative AI in some capacity, a notable rise from 66% the preceding year.
“To be honest, everyone is using it,” states Magan Chin, a master’s student in technology policy at Cambridge. She shares her preferred AI research techniques on TikTok, ranging from chat-based learning sessions to prompts with insightful notes.
“It has progressed. Initially, many viewed ChatGpt as a form of cheating, believing it undermined our critical thinking abilities. But it has now transitioned into a research partner and conversational tool that enhances our skills.”
“People just refer to it as ‘chat,’” she noted about its popular nickname.
When used judiciously, it can transform into a potent self-study resource. Chin suggests feeding class notes into the system and asking it to generate practice exam questions.
“You can engage in verbal dialogues as if with a professor and interact with it,” she remarked, adding that it can also produce diagrams and summarize challenging topics.
Jayna Devani, International Education Leader at OpenAI, ChatGpt’s US-based developer, endorses this interactive method. “You can upload course materials and request multiple-choice questions,” she explains. “It aids in breaking down complicated tasks into essential steps and clarifying concepts.”
However, there exists the potential for overreliance. Chin and her peers employ what they call “push-back techniques.”
“When ChatGpt provides an answer, consider what alternative perspectives others might offer,” she advises. “We utilize it as a contrasting view, but we acknowledge that it is just one voice among many.” She encourages exploring how others might approach the topic differently.
Such positive applications are generally welcomed by universities. Nevertheless, the academic community is addressing concerns regarding AI misuse, with many educators expressing significant apprehensions about its effect on the university experience.
Graham Wynn, Principal of Education at Northumbria University, asserts that while it can be used for assistance and structuring assessments, students should not depend on AI for knowledge and content. “Students can easily find themselves in trouble with hallucinations, fabricated references, and misleading content.”
Northumbria, similar to numerous universities, employs AI detectors that can flag submissions indicative of potential overdependence. Students at the University of the Arts London (UAL) are required to keep a log of their AI usage and integrate it into their individual creative processes.
As with most emerging technologies, developments are rapid. The AI tools utilized by students today are already prevalent in workplaces where they will soon enter. However, universities focus on processes, not merely outcomes, reinforcing the message from educators: support AI in learning but do not substitute it.
“AI literacy is an essential skill for students,” states a UAL spokesperson.
Source: www.theguardian.com
