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The use of AI in education is an evolving situation; this resource and its associated collection will be updated and enhanced as things develop regarding both Artificial Intelligence and Academic Integrity.
The UTS approach to the use of generative AI tools (for example, ChatGPT, DALL-E, Copilot, Midjourney) is to promote effective ethical engagement. Different approaches to achieve this will be required in UTS courses (and subjects) depending on their particular disciplines and contexts – in planning your approach ensure you align with advice from your faculty. In the first resource of a new collection, we offer guidance and an overview on the UTS approach for adapting to the advances of artificial intelligence.
- Understand the basics of generative AI in this explainer blog: In a nutshell: ChatGPT and other Generative AI
- Read how effective, ethical engagement forms the UTS approach for generative AI: GenerativeAI@UTS: effective, ethical engagement
Additionally, The UTS Student Rules on misconduct have been adapted to show that misconduct with regards to AI includes:
- Copying or reworking any material (e.g. text, images, music, video) from generative AI tools and claiming this work as your own without declaring use of the relevant tool
- Using generative AI tools, unless permitted use is specified for that assessment
Disciplines and subjects will need to adapt to the challenges and opportunities offered by AI tools. We recommend the following:
Explore and understand
- Try out the AI tools most likely to be relevant to your field – try using prompts related to the subject’s assessments and determine if your assessments are at risk of misconduct using AI
- Look into how others in your field are using AI in their teaching or adapting assessments
Engage your students
- Discuss AI tools with students and encourage them to understand the tools strengths and limitations – looking at examples of typical AI responses may discourage students from misusing the AI tool for assessment
- Provide students with clear guidelines on what is considered acceptable use of AI tools in your subject and how its use should be acknowledged
- Discuss the importance of generative AI as part of their learning in higher education, and how it is being used in your discipline/profession – now and into the future
- Discuss unethical use of AI with your students and how this relates to Academic Misconduct – remind students of the importance of academic integrity and let them know of support that is available
Prepare and adapt
- Determine if small modifications and adaptations of your assessment tasks are necessary to ensure academic integrity in the coming semester
- Plan for longer term changes to your assessments and curriculum for future sessions – such as assessing the process of learning as well the product, higher order thinking skills and application to specific contexts such as workplace environments
- Utilise detection software – Turnitin has released a new AI-generated text detection feature; UTS is currently monitoring, testing and evaluating in accordance with its AI policy.
- Many online exams are particularly at risk – consider use of ProctorU as a short-term mitigator
How can I update assessments to deal with ChatGPT and other generative AI? (The University of Sydney)