Generative AI Exploring the Potential Impact on Education and Creativity Learning Technology Blog

We use it on campus, and apparently over 330,000 companies use it in the UK. Microsoft have bundled GPT-4 bundled into Office365 and fused with organisational data, to create the “Co-pilot” tool that can generate business-specific responses to prompts. Imagine the legal consequences if a new graduate sends out a Co-pilot generated response that seems plausible to them, but that invites legal jeopardy because it is in fact, incorrect. This suggests an urgent need for artificial intelligence literacy in higher education [3]. We argue that this literacy cannot be achieved whilst simultaneously banning the use of artificial intelligence, because researchers have discovered that ethics training does not translate into other courses unless it is embedded [4]. Staff could potentially use AI in marking, such as GRAIDE from Imperial or GPT itself and that will require understanding from all stakeholders involved, including students and institutions.

And employers are looking for human talent that can think critically for itself. Without reliable quality university reputation and corresponding grade point average credentials, genrative ai industry is likely to recruit young talent without the necessity of tertiary degrees. The question is, can higher education change fast enough to avoid being made redundant?

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It will become, in the next couple of years, quite difficult to know what’s real and what’s not. The All-Party Parliamentary Group for Data Analytics is collaborating with the Higher Education Commission to host a roundtable on the impacts of Generative AI on the Higher Education sector. Ultimately the Head of Centre has the responsibility for ensuring that students do not submit inauthentic work.

Whilst not substantially different from content they might find online, it is worth being aware that people interact with generative AI differently and the content that generative AI produces may seem more authoritative and believable. At Edapt we support school staff in England and Wales with individual employment disputes and allegations. We are apolitical, independent and do not participate in political lobbying or strike action.

Students

So, whereas a year ago we might have assessed clarity and correctness of language, for example, it no longer seems that that would be fair. It would benefit students using AI tools at the expense of those not using such tools. A lot of us in higher education are thinking about using AI tools creatively, perhaps even embracing them. I’m a little worried about how artificial intelligence might affect students’ motivation, sense of identity, and intuition around knowledge production and consumption.

Founder of the DevEducation project

A new UNESCO global survey of over 450 schools and universities found that fewer than 10% have developed institutional policies and/or formal guidance concerning the use of generative AI applications. The results illustrate that an immediate response to the sudden emergence of these powerful generative AI applications that can produce written and visual creations is challenging for institutions. We should also resist the urge to require the use of AI tools and we should try not to advantage those who do.

Schools, institutes and departments

Some AI detection tools have been developed, including one by Turnitin, but these are unreliable with high or unknown false positive and false negative rates. Exploring AI through multiple platforms and apps is a great way for users to get started. While many offer free tokens or limited availability for new users, some require payment. Our team genrative ai member, inspired by the use of AI-generated images by an art student at UON, tried the IOS app, Dawn AI, which offered a 3-day trial. They enjoyed generating 48 new versions of themselves and even created versions of themselves as a warrior and video game character. Generative AI holds immense promise for students and the workforce alike.

A further challenge is that the field of generative AI is quickly evolving, and universities are struggling to keep up with the educational policy, practice, and technology changes that come with it. It’s important that we as educators and thought leaders stay engaged in the conversation and continue to explore the opportunities and challenges that come with this emerging field. Cheating software is a plaster – one worthy of our attention in the very short term only. If we need to know what is human generated and what is AI generated then governments need to regulate the industry to make it so. That is not only unrealistic, but it is immoral given the certainty of failure.

Generative artificial intelligence in education call for evidence

As we draw breath to examine the rapid pace of change and the possibilities generative AI unlocks, let’s consider how it can have a positive impact on assessment, both for candidates and educators. The term Generative AI (GAI) refers to models which generate content rather than provide expertise in a specific field like, for example, spotting cancer cells in X-rays. Developing a school chatbot for student support services, addresses the ethical issues of bias, social responsibility, risk and privacy.

• How can we use it to give ourselves more time to do what matters in our schools, and to ensure our students are as well supported as they can possibly be?
• At the University of Plymouth, we’ve begun to explore the potential of AI to support students and staff with on-demand information using our WAVE digital assistant.
• Shifting timetabling away from blocks of time will be very difficult to do but something has to give.
• Asked to imagine the workplace in 2030 (by Microsoft) people stated that they would most value changes that saved them time.
• Several natural language processing AI models have come to prominence in recent months, such as generative AIs like ChatGPT.

As well as artificial intelligence, he has worked on projects around the internet of things, virtual reality, and learning analytics. Before joining Jisc, Michael worked in the higher education sector, leading IT and learning technology. It offers learners the chance to focus on other literacies and transferable skills, while also challenging educators to create more authentic assessments.