![]() Teachers should make it clear at the outset what their expectations are from their students regarding the use of AI tools in their courses. Based on the results, they can tweak their assignment instructions to ensure that students are compelled to think for themselves and consult academic sources in their writing.Įducational institutions should implement policies for their students' responsible and ethical use of AI, particularly as preparation for written assignments. Ultimately, I think teachers should experiment with ChatGPT for themselves to figure out its capabilities and limitations. Here are a few examples (along with my opinion in brackets): "implement plagiarism detection tools" (but plagiarism detection programs, such as Turnitin and ZeroGPT, are currently prone to errors in catching AI-generated content), "raise awareness" and "encourage honesty and ethical behaviour" (as if telling students not to plagiarise is going to make all the difference!), "monitor and investigate" (certainly, but the burden falls entirely on teachers, and is particularly difficult for large class sizes), and "impose consequences" (sure, but for this to happen, policies should be implemented first at the institutional level). It produced a few answers in a couple of seconds, but most of those were optimistic without being particularly inspiring or groundbreaking. In the interest of full disclosure, I did ask ChatGPT how students can use it effectively to assist with their writing without plagiarising (after writing down my own thoughts separately first, of course!). ![]() Afterwards, students can rewrite it by addressing those criticisms. For instance, teachers can use an AI program to generate text on a specific theme and have students critique it for accuracy, comprehensiveness, inherent biases in its response, language use and strength of argument. Likewise, conducting audio or video discussions would push students toward sufficiently grasping the topic before presenting them to their teachers.Īcademicians who support the integration of AI tools into the curriculum argue that ChatGPT can assist students in their writing and learning process. This should work, as ChatGPT is unlikely to know what particular aspect of a topic is discussed in class. We can ask students to reference lecture materials and class discussion notes in their assignments. In my opinion, most of the aforementioned suggestions are viable approaches to consider. Mills (2023) provided several suggestions, such as incorporating in-class discussions for analysis, requiring students to use verifiable sources with quotations, integrating multiple sources, critiquing AI-generated content as part of assessment activities, and submitting video or audio clips discussing their essays. But even if a teacher catches a student using ChatGPT in an assignment, it can be extremely difficult to actually prove it. Generally, individuals familiar with the subject matter, such as teachers, would be able to identify that a portion of the text is AI-generated. This is because ChatGPT reproduces answers using non-identical words and sentence structures each time a question or prompt is given. The first hurdle is proving with certainty that a student has used an AI tool, such as ChatGPT, to produce their writing, even partially. In the following paragraphs, I'll outline a few challenges facing teachers in assessing student assignments and propose a few potential solutions to confront this issue. In the recent classes that I've taught at my university, this has raised serious concerns for academic integrity. However, the issue of plagiarism remains a serious concern as students tend to simply copy the information provided by Large Language Models, such as ChatGPT, into their work. ![]() ![]() Students will find alternative ways to access it on their own, beyond the control of teachers and administrators. ![]() Personally, I'm against banning this technology simply because it would be futile. Due to the widespread use of ChatGPT in student assignments, questions have risen about whether teachers should ban this technology from the classroom, allow its use by modifying the requirements of the assignments, or integrate it within the curriculum in higher education. ![]()
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