Russell Group universities are set to introduce guidelines that will teach students how to utilize ChatGPT as part of their studies, marking a significant shift from previous attempts to ban the use of generative AI. The move comes as universities aim to ensure that both students and staff are AI literate.
All 24 vice-chancellors at these prestigious universities have signed up for the new guidelines, which emphasize the role of staff in assisting students with the appropriate use of generative AI like ChatGPT as a learning tool, while maintaining academic integrity.
Professor Andrew Brass, head of the school of health sciences at the University of Manchester, acknowledges that students are already utilizing this technology. He believes it is crucial for educators to prepare them for its use and equip them with the necessary skills to engage sensibly with generative AI.
However, encouraging sensible use of AI may prove challenging for universities. Investigations into students using AI chatbots to cheat on assessments are currently underway in over 40% of UK universities, as revealed by The Tab.
Since December 2022, one-fourth of Russell Group universities have initiated cases against students suspected of using ChatGPT or similar chatbot technology. The University of York alone has investigated 20 students, of which five were found guilty.
A spokesperson from the University of York emphasizes that their guidance has proven effective in identifying, monitoring, and reviewing cases related to this technology. They believe it is important to harness the advancements in artificial intelligence to enhance learning experiences, while concurrently addressing concerns that arise.
The new guidelines from the Russell Group define five principles that the universities should adhere to. However, they do not specify how assessments will change as a result of ChatGPT’s integration. The autonomy of each university in making appropriate adaptations is deemed vital.
Professor Fabio Arico, a professor of higher education and economics at the University of East Anglia, proposes the use of oral exams as an innovative solution to prevent students from relying on ChatGPT for essays. He argues that engaging in conversation for merely 15-20 minutes can yield more information than reading a 2,000-word essay.
Professor Arico believes that it is essential for educators to adapt and embrace change, rather than fear it. He encourages colleagues to explore ways to simplify their work and acknowledges the need to train students for the evolving world. He cautions against clinging to outdated practices and likens it to the dystopian series Black Mirror.
Investigations into students cheating by utilizing ChatGPT have prompted universities to take action and seek alternatives to traditional assessment methods. The emphasis is on ensuring students are adequately prepared for the use of generative AI while maintaining academic standards.
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