{"id":32868,"date":"2023-09-04T19:22:12","date_gmt":"2023-09-05T02:22:12","guid":{"rendered":"https:\/\/blogs.georgefox.edu\/dlgp\/?p=32868"},"modified":"2023-09-04T19:38:50","modified_gmt":"2023-09-05T02:38:50","slug":"warning-proceed-with-caution-and-integrity","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/warning-proceed-with-caution-and-integrity\/","title":{"rendered":"Proceed with Caution and Integrity!"},"content":{"rendered":"

It wasn\u2019t long ago I found myself in the musty basement of Collins Memorial Library at the University of Puget Sound doing research using a microfiche. My much younger fellow graduate students had no idea what a microfiche was and quickly introduced me to the wonders of online research. I found the documents I needed with less effort from the comfort of my home. In case you are wondering, microfiche and microfilm are still used in libraries and archive institutions, but possibly not for long.[1]<\/a><\/p>\n

Technological advances have greatly impacted how we learn. I graduated with a bachelor\u2019s degree without owning a typewriter or a computer. Today, my elementary school age grandchildren are issued their own computers on the first day of class. I will forever be playing catch-up in this digital age! It\u2019s unwise to remain fearful and confused about things I don\u2019t understand. I signed up for ChatGPT and entered the world of AI. I had mixed feelings engaging yet another threshold concept and thought it would take hours to learn. I didn\u2019t anticipate enjoying it. I\u2019m uncomfortable with how easy it was to use and how fast ChatGPT generated an essay.<\/p>\n

Dangers: When I first heard about the use of AI in academia, I was immediately concerned about the unfair advantage students with access would have and thus contribute to the ever widening achievement gap. I suspected AI would increase cheating, be challenging to manage, and difficult to detect. The possibilities for abuse seemed endless. My fears were not unfounded, but they have been somewhat relieved. After all, AI is not going away.<\/p>\n

David Boud suggests two dangerous aspects of using AI. First, information retrieved may contain or create unhelpful biases. This is detrimental not only for higher education and research but impacts society negatively. Second, Boud states, \u201cThere has been a continuing shift from the problem of accessing information to that of trustworthiness.\u201d If I don\u2019t know who is writing something and where the information is coming from, how can I trust it? Citing the use of AI writers is not clearly defined, contributing to misinformation, and undetected plagiarism. Though Boud believes AI will influence learning positively he warns misuse could impede learning outcomes. Students must learn to think.[2]<\/a> I\u2019m proceeding with caution.<\/p>\n

Limitations: According to Michael Webb one of the biggest challenges is that AI is not good at facts or math. This will improve with time. AI can\u2019t be used for everything. It was never intended for essay writing.[3]<\/a> One limitation for me is that it creates more information overload with sources that must be verified. In How to Read Numbers, <\/em>Tom Chivers and David Chivers warned, \u201cNumbers can be manipulated by those who are either misinformed, intentionally trying to deceive, or presenting information they want to believe.\u201d[4]<\/a> Information generated using AI must be checked, as I discovered.<\/p>\n

Using ChatGPT I asked the following questions:<\/p>\n

What is a microfiche? Are microfiche becoming obsolete?<\/p>\n

https:\/\/chat.openai.com\/2212bb11-f2a7-4897-84a2-3e3020deadf3<\/a><\/p>\n

References were not given.<\/p>\n

Using ChatGPT I generated the following command: Write a 250 word academic essay on the dangers of AI with references.<\/p>\n

https:\/\/chat.openai.com\/share\/f3b0e483-b9f7-482c-9b87-8dfdd86b829d<\/a><\/p>\n

References were included. Two legitimate, one incomplete, and the other not found. I entered the same question four times generating four different essays.<\/p>\n

Possibilities: In Eight Ways to Engage AI Writers in Higher Education, <\/em>Lucinda McKnight highlights ways to engage responsibly with AI. One helpful suggestion is to use an AI writer for research purposes. Creating an essay using ChatGPT to uncover additional reference materials and generate further research questions can contribute to original thoughts and ideas.[5]<\/a> As a former English writing teacher and instructor of educators she believes AI can be used creatively and has the potential to enhance higher levels of thinking. McKnight encourages students to not be afraid of using AI and advocates for the development of clear guidelines for ethical use.[6]<\/a> Her perspective and excitement about AI reduced my concerns.<\/p>\n

Using AI, I listened to Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT.<\/em> It was fascinating how the authors of the article generated, edited, collaborated, documented, and ultimately published writing about ChatGPT using ChatGPT. The article highlighted promising applications such as asynchronous communication, immediate feedback on work, collaboration, and personalized learning and assessments.[7]<\/a> It provided a helpful example of how to ethically cite the use of ChatGPT.<\/p>\n

Additionally, David Boud noted that using AI could be helpful with cognitive offloading freeing the student to focus on the essential task of learning and thus save time by taking over boring or tedious tasks.[8]<\/a><\/p>\n

At the beginning of this post my quick google search produced an instant and easily referenced article on microfiche that provided a reasonable answer to a relatively simple question. That type of \u00a0\u201cresearch\u201d was impossible 40-years ago. Using ChatGPT creatively and ethically is intriguing. However, generating thoughts and reflections, being surprised by, and responsible for what emerges through my writing process is what I most enjoy. Determining ethical guidelines for using AI are important moving forward, not just in academia but in news reporting, social media, and other sources of written information. My goal is to use AI with integrity for appropriate tasks, citing its use as a research aid, and check resources generated following ethical and institutional guidelines. I\u2019m still on the fence if I will actually use ChatGPT, but grateful my microfiche days are over!<\/p>\n

 <\/p>\n

    \n
  1. <\/a>\u201cThe Ultimate Guide to Microfiche and Microfilm,\u201d Accessed August 31, 2023, https:\/\/bp-ms.co.uk\/the-ultimate-guide-to-microfiche-and-microfilm\/<\/a><\/li>\n<\/ol>\n
      \n
    1. <\/a>David Boud \u2013 Assessment AI 27032023.mp4<\/li>\n
    2. <\/a>Michael Webb, University of Kent: Chat-GPT-3 and its Impact on Education: MichaelWebb.mp4.<\/li>\n
    3. <\/a>Tom Chivers and David Chivers, How to Read Numbers. (London, UK: Weidenfeld & Nicolson, 2021),115.<\/li>\n
    4. <\/a>Lucinda McKnight, Eight Ways to Engage AI Writers in Higher Education, Times Higher Education<\/em>, October 14, 2022, https:\/\/www.timeshighereducation.com\/campus\/eight-ways-engage-ai-writers-higher-education<\/a><\/li>\n<\/ol>\n
        \n
      1. <\/a>Lucinda McKnight, \u201cAnticipating the impact of AI-based writing on education and assessment,\u201d Accessed August 31, 2023, https:\/\/www.youtube.com\/watch?v=oEvvi-0Wggc<\/a><\/li>\n
      2. <\/a>Debbie R.E. Cotton, Peter A. Cotton, and J. Reuben Shipway, \u201cChatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT.\u201d Innovations in Education and Teaching International<\/em> March 6, 2023, https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/14703297.2023.2190148<\/a><\/li>\n<\/ol>\n
          \n
        1. <\/a>David Boud, Assessment AI 27032023.mp4<\/li>\n<\/ol>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

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