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How Are Educators Reacting To Chat GPT?

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ChatGPT, developed by OpenAI, a USA company has the opportunity to innovate how education is accessed, as well as could have severe consequences on student’s critical thinking skill development.

This blog will explore some of the views, both positive and negative aspects of ChatGPT on education and curriculum design and delivery to some of the risks to students learning and cognitive development.

According to a recent survey more than half of students (51%) consider using AI tools such as ChatGPT to complete assignments and exams to be a form of cheating. Public schools in at least five Australian states have banned ChatGPT through measures like using a firewall to block access to the website on school grounds. Schools in Alabama, New York, and many other USA schools have also banned access to ChatGPT. In addition, some international universities that have also banned ChatGPT are: Cambridge University, Imperial College of London, Sciences Po in Paris and RV University in Bengaluru, India and no doubt many others.

Even some countries have now banned access to ChatGPT, specifically Italy, China, Iran, North Korea, etc. However, it should be noted that ChatGPT has a major competitive product in China from Baidu, called ErnieBot, and so this blockage, I view as more of a recognition of the economic risks of ChatGPT penetrating the China market impacting local software product innovations. These market reactions also signal of how serious countries are taking ChatGPT.

What are some the educational impacts to educators?

ChatGPT is so simple and easy to use that it may create a lazy student syndrome as students do not have to think about generating their own unique ideas, or undertake rigorous research, as they can simply state the problem they want to solve and are surfaced up relevant content to get a solid passing mark and without AI plagiarism software verifying research sources students richer more critical learning experiences are impacted.

Students that are not able to invest time exploring diverse literature research sources across many academic disciplines from philosophy, history, science, literature, business etc., will be marginalized in thinking of their own ideas on developing a new theory or perspective, or building argument skills based on detailed analysis and reflection.

Surfacing up answers so easily on a computer screen from ChatGPT will no doubt reduce curiosity and independent skill development as sadly humans often take the path that is least resistant.

In addition, there are copyright risks in the usage of AI Natural Large Language Models (LLM’s) regarding: academic plagiarism, as sources are not cited easily and raise ethical concerns and even legal risks for educational institutions.

Developing ethical values of honesty, creativity, critical thinking skills and even memory retention risks as cognitive offloading into machines is not building memory muscle, which may increase student laziness to deeply read, learn, understand and be able to recall the material in solving problems. Other issues inherent is students with access to these toolkits vs those that don’t have access and hence creates ethical risks on diversity and inclusiveness.

Other leading industry experts, like George Veletsianos, Professor of Education and Camada Research Chair in Innovative Learning and Technology at Royal Roads University, he has been studying for over two decades the use of emerging technologies in the education sector and is very concerned about the risks that ChatGPT or other generative AI tools will have on the educational sector. Already students taking online exams are monitored on cameras, which can monitor not just their surroundings, but their facial expressions, and any movements , monitoring sounds, background noises, all can form a profile of the students emotional state during the exam, and can increase student’s anxiety in being watched and controlled versus being trusted. We have already mentioned the concerns of plagiarism with these tools, but as noted, many educators believe that rather than ban these technologies, one needs to embrace them and modernize how education should be taught.

I recently had the pleasure of speaking to experts at the Forbes School of Business & Technology’s Dean, Dr. Maja Zelihic, and Dr. Karen Lynne-Daniels Ivy, Department Chair and Professor – Technology Studies about their views of Chat GPT on our SalesChoice Predictive AI World Podcast Channel. In a nutshell, their views are one of embracing technology changes and to explore how to integrate these tools into their existing philosophy of ethics as modifying curriculum methods to ensure students are given more complex assignments which may require interviews with “real people” or preparing video presentations where they have to practice their research and voice skills.

In addition, purchasing AI detection tools like Turnitin is the route all educators are advancing to ensure students are not using solely using AI chatbots to complete their assignments, essays, and homework. Educating students that AI chatbots area not a replacement to complete an academic course which a new research toolkit to help enhance their skills, knowledge, and critical thinking.

Dr. Maya Zelihic and Dr. Karen Lynne-Daniels Ivy’s views mirror the recent decision by South Australia’s education minister Blair Boyer to approve and green-light ChatGPT across their educational institutions.

“I don’t think we can bury our head in the sand here and just think that you know ChatGPT or artificial intelligence are an overnight sensation that is going to disappear. They are here, and in fact, we’re going to see a lot more,” Minister Boyer said.

While this the educational institutions are all debating should we or should not we, there are more strategic risk discussions underway in the EU. As mentioned, Italy has blocked the use of ChatGPT and currently, USA, France, Germany, Ireland, and Canadian data regulators are also investigating how the OpenAI system collects and uses data. The European Data Protection Board, that is a data protection authority, has recently set up an EU-wide task force to investigate ChatGPT and whether it asked people for consent to have their data scraped, or prove that it has a “legitimate interest” in collecting it.

OpenAI will also have to explain by April 31st to the EU how ChatGPT uses their data and gives them the power to correct any mistakes about them that the chatbot spits out, to have their data erased if they want, and to object to letting the computer program use it.

All industry experts do not believe OpenAI can comply with these pending concerns, especially with the stiff GDPR privacy data standards. Hefty fines could be fast coming their way, and hence also will weigh into educational liability risk concerns.

OpenAI will also have to explain to people how ChatGPT uses their data and give them the power to correct any mistakes about them that the chatbot spits out, to have their data erased if they want, and to object to letting the computer program use it. All industry experts do not believe OpenAI can comply with these pending concerns, especially with the stiff GDPR privacy data standards. As legislation increases in AI, no doubt regulation will slow down the advancement of AI but it is needed and long overdue.

Conclusion

AI tools like ChatGPT are not going to away and we need to ensure that we create ethical and relevant guard rails for our students to use these technologies effectively and efficiently. Investing in AI plagiarism toolkits is mandatory for all education institutions. At the same time, educators need to evolve their teaching and curriculum methods to ensure students are building critical thinking and judgement skills. A thoughtful balance is needed so cognitive off loading and critical thinking skills are not marginalized as the role of education is to prepare students with the required skills to secure employment, and solve business challenges and problems that advance the organizations they are employed by.

The stakes could not be higher for OpenAI and other leading chatbot. The EU’s General Data Protection Regulation is the world’s strictest data protection regime, and it has been copied widely around the world. Regulators everywhere from Brazil to California will be paying close attention to what happens next, and the outcome could fundamentally change the way AI companies go about collecting data. Educators need to proceed wisely to ensure resources and risks are managed effectively.

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