Since the AI chatbot ChatGPT launched late last year, K-12 educators have grappled with whether they should allow students to use the technology, given concerns about academic deception, or whether they should encourage students to use it in a limited way. To help with the research, as well as how generally AI tools should be accepted in the classroom.
These questions were the main focus of Tuesday’s ASU + GSV Summit led by Stanford computer science professor Emma Brunskell, Turnitin CEO Chris Karen, Southern New Hampshire University (SNHU) President Paul LeBlanc, Wharton School of the University of Pennsylvania Associate Professors Ethan Mullick and Edward Tian, a computer science and journalism student at Princeton University who founded and developed GPTZero. Their discussion, titled “The Future of Integrity in the Brave New World of AI/GPT,” centered on the ways in which advances in AI and tools like ChatGPT can fundamentally change how we learn and train functionally in an increasingly technical-integrated education sector. and labor market.
Noting the recent development of tools used to detect plagiarism in AI, such as GPTZero and the new AI detection features on Turnitin, Tian said educators should also work on finding ways to adapt their curriculum to changes in technology rather than focusing solely on plagiarism going forward.
“When we first launched on January 1st, it made sense to have instant guarantees because the hype around ChatGPT was all over the place,” he said. “But today we really need to shift from discovery at the individual level to discovery at the policy and institutional level. We just launched a new product to do that. … We really need to get to the bottom of what this is all about. It’s not about catching the student. It’s not It’s even about discovering artificial intelligence. It’s about preserving what is human.”
Karen said teachers should learn about AI tools to help design lessons and assignments that encourage students to enhance their critical thinking skills, as well as to teach students how to use AI tools appropriately for things like research.
“We’ve been using artificial intelligence for three years to learn how fingerprints are written, the writing style and when it changes,” he said. “With AI-generated content, teachers have varying views on the appropriateness of using AI in assignments. In most cases they are welcome, but they want to understand how much work a student has put in.
He later added, “We’ve been working on an app — a offering in our benchmark product used by about 2 million teachers — that highlights for the first time the percentage of a paper written by an AI.” “Right now, we see about 10 percent of research papers with at least 20 percent AI authored at work, and about 5 percent written entirely by AI. … Those numbers, if you look back to before Four weeks, it has tripled.”
Brunskill said that while AI technology and educators more specifically can provide more one-on-one support to students on a large scale in the coming years, students still need to be taught that “productive struggle is part of what it means to learn.” However, she said the United States needs to focus more broadly on retraining workers to acquire the skills needed to find work in tomorrow’s economy if advances in artificial intelligence eventually lead to massive layoffs across industries.
“We need to make sure students are aware of this when they use it [AI tools a lot]They are missing out on an opportunity to acquire the skills that they will need in the future.” “This also raises a really important question going forward in education, which is, ‘What skills are we going to stop teaching, and what skills do we need to teach now in order to allow people to benefit from them in a way effective?”
With AI tools expected to become ubiquitous across industries for a wide variety of job functions, Brunskill and Mollick said it is only a matter of when AI will radically change the labor market, not whether it will change the labor market.
“There wasn’t a single person here who didn’t say everything is different now,” Molik said. “Everything ended up the way we thought it — the nature of jobs has changed radically, the nature of how we teach, the nature of how teachers and students relate to work — it all just changed. Even if there was no advance in AI in the past today, it has already happened… Whoever tells you they have all the answers – we don’t have answers.”