Welcome to our section on Artificial Intelligence (AI)! We invite you to start by reviewing The UWI AI Policy Framework.<\/a><\/span><\/p>\n In this rapidly evolving digital age, AI has become an integral part of our lives, transforming the way we work, communicate, and solve complex problems. As AI technologies continue to advance, it’s natural to have questions about how AI works, its applications, ethical implications, and much more. Whether you’re a curious individual looking to understand the basics or a professional seeking deeper insights, our AI FAQs are designed to provide clear and concise answers to the most common inquiries. Explore this section to demystify the world of artificial intelligence and gain a better understanding of the technology shaping our future.<\/span><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.23″ _module_preset=”default” custom_padding=”||30px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.24.3″ _module_preset=”default” body_font_size=”1.4em” body_line_height=”2em” use_background_color_gradient=”on” background_color_gradient_direction=”236deg” global_colors_info=”{}”][et_pb_accordion_item title=”1. What is Artificial Intelligence (AI) and where can I find out about it? ” open=”on” _builder_version=”4.24.3″ _module_preset=”default” global_colors_info=”{}”]\n AI is sometimes used as a branch of computing but more specifically the term is used as a broad sense for computer systems that mimic, and handle work done by people. The rise of AI tools that generate or creates text, images, or code based on information stored in computers based on prompts provided by individuals is called generative AI. This includes tools such as ChatGPT, BingChat, DALL-E and Bard to name a few.\u00a0 There are several places you can learn more about AI.\u00a0 We recommend following the discussions that are connected to the Higher Education Setting.\u00a0<\/p>\n You may for example explore the following sources:<\/p>\n <\/p>\n While there are no present policies that address generative AI specifically, the use of AI and submitting as their own would be considered an offence of academic misconduct.\u00a0 Faculty should therefore use AI with careful consideration of the\u00a0<\/span>ethical issues and guidelines<\/a>. The issue of intellectual property is important to raise in relation to the use of AI in academic work – see\u00a0<\/span>UWI Plagiarism Policy<\/a>. We need to teaching our students to be how to be responsible ethical users of tools including AI. For this reason, you may want to add a statement in your course outline, or course space that makes this clear to your students.\u00a0 Eg Using any artificial intelligence (AI) tools such as ChatGPT to assist in completing any type of university assessment unless you are permitted to do so is considered academic misconduct. The university takes academic misconduct very seriously and there are a range of penalties that may apply.\u00a0<\/span><\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”3. Turnitin has indicated that they detect AI (as of April 2023), should I use rely on this? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n While Turnitin has updated its algorithm to detect AI, it is not foolproof and is not clear as to how it is detected.\u00a0 It is still possible that AI-generated content can be passed off as a student\u2019s original work.\u00a0 For this reason, you should be cautious in its use as a detection.\u00a0 In fact, some universities like\u00a0<\/span>Vanderbilt University<\/a>\u00a0have disabled Turnitin AI plagiarism feature as it is not certain of its validity.\u00a0 Therefore, use this TurnitIn feature with caution.\u00a0\u00a0<\/span><\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”4. What to do if I suspect my students are using AI to complete assessments? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n First, you should take a proactive approach to minimise such occurrences and provide an update on how AI is used in your classroom.\u00a0 Explain to students the penalties as outlined in the university plagiarism policy.\u00a0 You may also want to draw on an honour code that requires students to agree to honour code statement. You can also adopt a statement as indicated in FAQ 2 above.\u00a0 However, should you suspect a student used AI, you can request permission from student to have this checked in the plagiarism checker which can be used as a point of discussion with the student.\u00a0<\/span><\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”5. Can I use AI to detect or verify if students used AI in their assignments? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n You can use the tool to detect but it is not recommended as this would be a breach of student confidentiality and data privacy.\u00a0 There are legal implications of adding student work into the AI generated algorithms and you should be guided accordingly.\u00a0 You may want to read\u00a0<\/p>\n As an educator AI can have an impact on your assessment design. You can draw on AI taking the role of teaching assistant in designing your assessment in such a way that it provides options for your review. You can also design your assessment in such a way to deepen critical thinking while at the same time reducing the changes of cheating.\u00a0 While you can use AI to suggest ways to make your specific assessment less prone to cheating, you can also redesign your assessments to cater to the high usage of AI by students by adopting the following strategies\u00a0<\/p>\n consider this quite from Nancy Gleason: \u201cIf universities want to stay true to their missions of equity, inclusion and access, then we need to keep and develop [\u2026] alternative assessments. The task now is to design assessment that incorporates AI-generated text. Not least because upon graduation, students will be using this technology in the workplace.\u201d – Dr. Nancy Gleason (2022).\u00a0<\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”7. What message should I tell my students in using ChatGPT? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n We recommend first to\u00a0<\/span>learn about AI\u00a0 its use in the education<\/a>\u00a0<\/span>context.\u00a0 You should also consider having a discussion with your students about ChatGPT and other generative AI as it is quite likely that they have already started testing and using them. The key here is to draw to student\u2019s attention the need to use AI carefully given our policies. Each faculty should make it clear on how AI is can be used or not used for their course. Students can refer to\u00a0<\/span>university\u2019s Plagiarism and referencing guide<\/a>\u00a0<\/span>https:\/\/libguides.uwi.edu\/citingreferencing<\/a>\u00a0<\/span>if they are not sure how to cite work. There are a number of resources you can draw on to deepen your understanding of how you can use ChatGPT as a facilitator :\u00a0<\/p>\n Many students are using AI, often more so than their teachers. Rather than being punitive, we should provide guidance and support to encourage them to ethically and contextually use AI.\u00a0 Thus, you can create assessments that encourage the use of AI. Here are some examples of AI supported assessment:\u00a0<\/p>\n A student can be directed to use AI to create an initial script for a screenplay\u00a0<\/p>\n<\/li>\n In groups, math students are instructed to solve a problem on their own, followed by using\u00a0<\/span>Photomath<\/a>\u00a0<\/span>to solve the same problem. The students can then compare the steps in solving the problem\u00a0<\/p>\n<\/li>\n<\/ul>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”9. How can AI be used for content creation? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n AI offers an innovative approach to developing video content that engages and supports student learning. By using AI-powered tools, faculty can automate the process of generating subtitles, creating video summaries, and enhancing audio quality. Moreover, AI can analyse student engagement with video content, allowing instructors to make data-driven decisions for future enhancements. There are a growing number of tools that assist in the use of AI for content creation. For example,\u00a0<\/span>AI can be used to create video content<\/a>\u00a0which when used can result in quick turnaround video content.\u00a0<\/span><\/p>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”10. What is prompt engineering? ” _builder_version=”4.23″ _module_preset=”default” global_colors_info=”{}” open=”off”]\n Prompt engineer is a term used to describe the intentional communication and interface with AI to get it to do user requests. The term has gained prominence since the rise of ChatGPT, and it is suggested that educators consider the anatomy of a good ChatGPT prompt when interfacing with tools like ChatGPT. Tasmin (2023) suggest that a good prompt should have 5 components: Context, Task, Instruction, Clarify and Refine. The Table below provides example.\u00a0<\/p>\n\n
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