Learning

Since ChatGPT was released, many commentators are sounding the alarm about an artificial intelligence (AI) takeover, suggesting that professors will soon be out of a job, or that the student essay is dead.

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The publication of ChatGPT by the San Francisco-based artificial intelligence company OpenAI last November touched off a ‘moral panic’ among many professors and academic integrity officers, reminiscent of the one that followed the advent of cheap and easily used calculators in the 1990s.

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This is very important – after all, a higher education institution that wants to increase the chances of technology having a positive impact on it must ensure that students are involved in the implementation journey.

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Faculty members have welcomed chat bots into their classrooms. But how will they help students manage AI’s sometimes-disturbing replies?

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I teach managing technological innovation in Simon Fraser University’s Management of Technology MBA program. Thanks to the explosion of generative artificial intelligence, I’m rewriting my 2023 syllabus and assignments.

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The ability to write well, to formulate one’s ideas with clarity and concision, has long been a core learning objective of a university education. Writing is not only how we express our thoughts to others, but it’s how we develop our own thinking.

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How well can AI models write law school exams without human assistance? To find out, we used the widely publicized AI model ChatGPT to generate answers on four real exams at the University of Minnesota Law School. We then blindly graded these exams as part of our regular grading processes for each class. Over 95 multiple choice questions and 12 essay questions, ChatGPT performed on average at the level of a C+ student, achieving a low but passing grade in all four courses. After detailing these results, we discuss their implications for legal education and lawyering. We also provide example prompts and advice on how ChatGPT can assist with legal writing.

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Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

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Recent release of ChatGPT has generated a lot of interest in the media, as well as among educators. Here we summarise some of the lessons we can learn at this stage.

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The toothpaste is out of the tube! ChatGPT is here and, whether we like it or not, we can’t go back to a time before its arrival. The question now is how do we, as educators, move forward?

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Just as pocket calculators, personal computers, and smartphones have posed threats to students learning math skills, AI (artificial intelligence) seems to be the new tool poised to undermine the use of writing assignments to assess student learning.

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When Kristen Asplin heard about a powerful new AI chatbot tool called ChatGPT going viral online recently with its ability to write frighteningly good essays in seconds, she worried about how her students could use it to cheat.

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I may incorporate ChatGPT in future courses, but for now, I’ve developed 10 strategies to prevent students’ use of such technologies, writes Kevin Jacob Kelley.

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Large language models (LLMs) such as ChatGPT are sophisticated statistical models that predict probable word sequences in response to a prompt even though they do not “understand” language in any human-like sense.

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