“These AI tools are not necessarily new,” explains Turner. “But ChatGPT is a new tool that has turned the tide. I think it shook people in the sense that they realized that they had to think seriously about what kind of effect it would have.
“Some felt a great opportunity, others felt a great threat, and everything in between.”
While there are questions about how students should ultimately use these tools, and there are related issues around academic integrity, USask has taken a broad approach to banning the use of AI tools outright. not. Rather, Turner feels that the growing use of AI is a learning moment. This is not only an opportunity for assessment practices, but also an opportunity to rethink our approach to how systems like ChatGPT can be incorporated into the classroom, and to educate them on their proper use.
“Some teachers are wondering how these tools can be used and whether they are appropriate for assignments and other learning activities,” Turner said. “There are no general rules that can be applied across campus regarding this.
Turner said that in some courses, students are very likely to use these tools after they graduate and enter the profession, so it makes sense to allow students to work with these tools. He said it might work. Using tools like ChatGPT can also limit the ability of instructors to master the skills they are teaching their students.
“One example we’ve seen is students using ChatGPT to generate ideas in the same way they use tools like Google,” Turner said.
Regarding the question of whether a particular course allows the use of AI tools, Turner said it’s best to ask course instructors about the proper use of these tools in relation to assignments.
Turner’s office has already begun work on how the USask academic community interacts with AI tools, including a robust FAQ page that addresses issues such as attribution, academic misconduct, and privacy and copyright issues. . You can read the FAQ here.
“Above all, we need to approach the use of these tools ethically, including being properly aware when using AI,” said Turner. “We also need to recognize the limitations and biases of these tools and support the development of the skills necessary to identify the inaccuracies and biases reproduced by AI.”
But the effort to adapt learning practices to AI isn’t over yet.
Turner’s office continues to work with many academic experts to bring additional thought and resources into supporting the USask academic community around learning strategies, professional development, and AI tools.
“As faculty and instructors prepare for the fall semester and carefully consider how they approach assessment and the use of these tools in teaching, there will be a lot of focus on this topic this summer. We expect the work to be expended.”
