This is a common, and very important, question for those working in Higher Ed. It is also a very large question that is difficult to answer right now. The field of AI is constantly growing, changing, and adapting, making it difficult to predict exactly what will happen in the future. However, there are some questions that we will try to address, at least based on the state of AI at this moment: “What does this mean for my course?” “What does this mean for my students?” and “What does this mean for academic integrity?”
The implications for generative artificial intelligence on higher education are still developing, but what is clear is that these tools are not going to disappear. It’s also worth noting that as we consider the impact this new technology has on higher education, plenty of other enterprises have already been, and will continue to be, impacted by it as well. As with any new technology, it will take time for everyone to figure out to what degree they find it useful. Right now, the best thing to do, for students and instructors alike, is to familiarize themselves with the strengths and weaknesses of these types of software and to experiment from a critical perspective. Many of them, like ChatGPT, are open access. It is through personal practice and exploration that you will understand the benefits, limitations, and areas of concern.
Resources
- ChatGPT: Understanding the new landscape and short-term solutions. (n.d.). Google Docs.
- This resource has a question/answer format that may address many initial questions. Compiled by Cynthia Alby.
- D’Agostino, S. (2023, January 12). ChatGPT Advice Academics Can Use Now. Inside Higher Ed.
- A more extensive article in which 11 academics propose ideas for “harnessing the potential and averting the risks” of AI technology in the classroom.
- Mills, A. (n.d.). AI Text Generators: Sources to Stimulate Discussion among Teachers. Google Docs.
- A large collection of resources and articles sorted into several categories among which are “Sample Academic Integrity Statements about Text Generators” and “Student Perspectives and Marketing to Students” along with “Understanding AI Text Generators/Large Language Models.”