The number of articles, blog posts, long-read investigations, and academic papers is growing as more and more people try ChatGPT and other generative AI tools. I also note the number of people who have strong opinions on the best (and worst) way to integrate (or ban) it into their work.
Education is at a crossroads in whether new generative AI tools are something we use to design learning materials, use it to inform the creation and/or grading of assessments, understand and recommend them for student use, and understand the possibilities these new technologies can afford all sides of the learning journey.
Therefore this paper is, I think, the best introduction to these questions I’ve seen yet:
While there has been plenty of controversy surrounding the release of ChatGPT and its implications for higher education, there are clear opportunities to enhance student learning and access. This content analysis of news articles highlighted that the public discussion and university responses about ChatGPT have focused mainly on academic integrity concerns and innovative assessment design. The literature also revealed a lack of a student voice in the conversation so far and that there is potential for AI tools to enhance student success and participation from disadvantaged backgrounds. Academics and university representatives should be aware of the frames they choose to discuss when engaging with the media, as news coverage can influence social norms towards student cheating behaviour and public perceptions of universities. This demonstrates a need for further research and discussion about the implications of AI tools, including ethical use, innovative teaching and learning practices, and ensuring equitable access to educational opportunities. As these technologies continue to advance, it is important for universities to adapt and embrace the use of AI tools in a way that supports student learning and prepares them for the challenges of an increasingly digital world.March 20, 2023 – “ChatGPT in higher education: Considerations for academic integrity and student learning” by Miriam Sullivan, Andrew Kelly, and Paul McLaughlan