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This page provides resources about AI and its impact on higher ed with a focus on highlighting others' indexing efforts.
These resources will be updated regularly so check back often!

Advanced Automated Tools at UNW

Introduction

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The development and capability of advanced automated tools (such as ChatGPT and similar) is novel, swiftly changing, and highly dynamic. Therefore expect rapid changes and updates to this space as information and research becomes available and experience grows. Also expect a growing need for all faculty members to watch current news and research pertaining to their particular disciplines. We welcome input, suggestions, and questions: Contact Dr. Joel Johnson (Academic Technology) or Dr. Cheryl Norman (Center for Teaching and Learning).

These tools are usually free to use, easy to find, and designed for ease of use by non-technical users. Therefore, the prevalence and methods of use by students, faculty members, and staff is likely to expand rapidly.

Definitions

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  • Advanced Automated Tools (AATs) is a general term encompassing artificial intelligence and machine learning tools and technologies such as ChatGPT or Dall-E 2 — sometimes described as “generative” or “autogenerative” tools — which use sophisticated training on very large data sets in order to produce writing, images, or other products that appear human-made, in response to natural language queries and prompts.
  • Generative AI: These tools are sometimes called generative because they produce "original" content on demand based on training data sets and predictive models. Output is not curated directly from elsewhere, but transformed and generated in response to prompts.
  • Large Language Models (LMMs) are generative technologies that train on abundant human-written text to produce models predicting reasonable arrangements of words. LMM apps such as ChatGPT often "remember" and incorporate the content of a given conversation session into shaping its output later in that session.Generative Tools: These tools are sometimes called Generative because they produce novel content on demand based on training data sets and predictive models. Output is not curated from elsewhere, but transformed and generated in response to prompts.

Guidelines for Faculty and Student Use

Sample Use Statements for Syllabi/Instructions

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The following are sample statements for use in syllabi or assignment instructions based on the four approaches proposed by University of Delaware. Please customize any statement to the specific contexts of your course or assignment instructions. It is also recommended to share with students your rationale for the selected approach.

  1. Prohibit All Use
    • The use of advanced automated tools is not allowed in this [course/learning activity]. You are expected to complete each assignment without substantive assistance from others, including automated tools. This approach is intended to promote independent thinking, unassisted critical analysis, and mastery of the subject matter.
  2. Allow Use with Prior Permission
    • Advanced automated tools may be used in this [course/learning activity] if instructor permission is obtained in advance. Unless granted permission, you are expected to complete [each/this] assignment without substantive assistance from others, including AI tools. You must attribute any use of advanced automated tools in permitted academic tasks (such as with a citation like the following: “Chat-GPT-4. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/) and provide a brief description of how you used the tool. This approach allows you to utilize AI tools responsibly while ensuring that their use aligns with learning objectives, fulfills the needs of the curriculum, and maintains academic integrity.
  3. Allow Use with Explicit Acknowledgment
    • The use of advanced automated tools is allowed in this [course/learning activity], provided that their contributions are explicitly and properly acknowledged, such as with a citation like the following: “Chat-GPT-4. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/. In addition, you must provide a brief description of how you used the tool. This approach allows you to utilize AI tools responsibly while ensuring that their use aligns with learning objectives, fulfills the needs of the curriculum, and maintains academic integrity.
  4. Freely Allow Use
    • Advanced automated tools may be freely used in this [course/learning activity] without formal citation or acknowledgement. However, if a tool assists you in academic work, you must provide a brief description of how you used the tool. This approach encourages you to harness the potential of AI technology to enhance your learning experience, while still maintaining high standards for academic integrity and professionalism.


Resources

Webinars and UNW Resources

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AI Tool Collections

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Sites and Articles

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How to Use ChatGPT

Metasites Curating Resources

Various Resources

EDUCAUSE Resources

EDUCAUSE Community Resources

Example Classroom Uses of AI

See the infographic source for more information about each: ChatGPT, Chatbots and Artificial Intelligence in Education



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