Name: Emma Plank, Rayney, Charlotte Tenebrini Steckart
An AI image generated by Charlotte Tenebrini Steckart using Canva’s Magic Media Tool
In the rapidly evolving landscape of education, the integration of Artificial Intelligence (AI) tools in the classroom offers a spectrum of promises and pitfalls. AI brings forth the potential for personalized learning experiences, tailoring educational content to individual student needs and learning styles. This fosters enhanced student engagement and motivation through interactive platforms, while also lightening the administrative load for educators through automation. Moreover, AI analytics provide invaluable insights into student performance, allowing for targeted interventions to address areas of difficulty. However, lurking beneath the surface are concerns regarding biases embedded within AI algorithms, potentially exacerbating inequalities and discrimination in educational outcomes. Privacy issues also loom large, with questions arising about the collection and utilization of sensitive student data. Moreover, there's apprehension that over-reliance on AI may diminish critical thinking skills and exacerbate disparities in resource allocation among educational institutions. While AI holds transformative potential in education, its implementation demands a careful balancing act between its benefits and the ethical, social, and economic challenges it poses.
Focus on its impact on college students and professors
In response to the rapid integration of artificial intelligence (AI) technologies in modern education, schools are grappling with the formulation of comprehensive policies to regulate its implementation and ensure ethical use. The current policy at UWGB states “Taking credit for the work or efforts of another without authorization or citation (this includes using, without Instructor authorization, generative artificial intelligence software or websites)”.
Although Canvas itself cannot detect artificial intelligence usage, there are different softwares that can be used. A software that Canvas uses is Turnitin, which detects the use of artificial intelligence. By combining AI-powered plagiarism detection tools with manual inspection and critical assessment, professors can effectively identify and address instances of plagiarism while promoting academic integrity among students.
Insight on different professors' feelings of it being used in and out of the classroom.
An AI image generated by Charlotte Tenebrini Steckart using Canva’s Magic Media Tool
Prakash Duriaisamy is a new ITADS faculty member and has a Ph.D. in computer science. During an interview, Professor Prakash Duriaisamy asked about whether his teaching style allows students to use AI as a tool. Duraisamy noted that there is a borderline to using AI and continued to say that students are “able to use it if creativity is not spoiled by using AI.” It was also noted that students still need to complete their own work because AI is just a tool.
Administration and possible changes coming their way
As mentioned before, UW-GB’s current policy in regard to the usage of artificial intelligence is rather short, nor is it explicitly written just for AI. In an interview with Provost and Vice Chancellor Kathleen Burns, she explains it as, “[The Academic Honesty Policy] just looks at like plagiarism in general…They’re trying to keep it broad. I think that sometimes when you make the policy more specific as technology evolves, you don’t want to box yourself into a corner. If the core concern is you need to be able to cite your sources, you need to be able to represent what is your work, what is others work, it should be broad enough that that should account for AI.” However, when it comes to monitoring how professors use AI to assist in their classroom, Vice Chancellor Burns described it as a “choose your own adventure book” situation. “In terms of where we are right now, it [policies regarding AI] is kind of at an instructor level…we provide different syllabus language that people can utilize. The policy is that we encourage faculty to use the syllabus language that reflects their approach. If you were at the end of choosing your own adventure book, if you allow AI in your class, this is what you would say in your syllabus.” When it comes to the future of AI management, UW-GB hopes to be able to provide a place where professors and anyone who's interested will be able to have access to training services in order to encourage ethical use of these systems as academic tools. “We are part of what’s called New Era, which is all of the public higher ED institutions within Northeast Wisconsin. We are having a joint conference this summer with them as well as folks from the AI industry. It’s not just for the classroom, but more in terms of as a university, as industry. How do we better partner, how do we better learn and grow and understand this emerging technology.”
Moreover, fostering a culture of collaboration between AI developers, educators, and students can help tailor AI applications to meet the diverse needs of learners while promoting critical thinking and digital literacy skills. Looking ahead, the potential for further advancements and adaptation in generative AI holds promise for even greater transformative impact in higher education. As technology continues to evolve, embracing a proactive stance towards innovation, while remaining mindful of ethical considerations and human values, will be key to harnessing the full potential of AI to enrich and empower learners and educators alike on their academic journey.
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