{"id":32950,"date":"2023-09-10T10:14:09","date_gmt":"2023-09-10T17:14:09","guid":{"rendered":"https:\/\/blogs.georgefox.edu\/dlgp\/?p=32950"},"modified":"2023-09-10T10:14:09","modified_gmt":"2023-09-10T17:14:09","slug":"jesus-and-chatgpt","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/jesus-and-chatgpt\/","title":{"rendered":"Jesus and ChatGPT"},"content":{"rendered":"

Introduction<\/strong><\/p>\n

Artificial Intelligence (AI) looks like a great revolution that is here to stay and very beneficial in various aspects. I believe AI will change how we do things. I found myself wondering why anyone would see this negatively. Like in any other area, there is no question that potential dangers will come with it depending on how we use and interact with it. The benefits look endless, and I must confess that I didn’t know much about these systems till we started receiving information for this semester.<\/p>\n

Is there anything wrong with it?<\/strong><\/p>\n

As suggested by countless research articles, ChatGPT can be a great tool and genuinely helpful even in education. When I started testing ChatGPT, I was amazed at the performance. It can generate so much information quickly, saving the user so much time to search.<\/p>\n

Tools and techniques are emerging that provide ethical challenges. For example, there are several AI techniques that aim to understand human emotions, and organizations may want to start thinking and talking about what place (if any) these kinds of tools have in higher education.[1]<\/strong><\/a><\/p>\n

Even though we might not have known it as AI or ChatGPT, it is clear some of us have been using AI tools much earlier. We may not have called it by the same name. I have significantly benefited from systems like Microsoft spell check, Grammarly, Otter.ai, and many more.<\/p>\n

“Ingenuity and creativity mean that this technology is constantly changing. Most recently, the advent of AI writers has created a lot of excitement and concern.” [2]<\/a><\/p>\n

Are there potential dangers?<\/strong><\/p>\n

As stated earlier, I will agree. “One downside is that lecturers will not get to know their students as thoroughly as is desirable if they never do any marking.”[3]<\/a><\/p>\n

Harin speaks specifically about the danger of the relationship between students and marking their work.<\/p>\n

I can see where the challenge stands as AI becomes the teacher\/tutor, keeping papers with no human interactions. Isn’t this the same as online education vs. studying in a classroom?<\/p>\n

The benefits of online education cannot be denied; systems to mitigate the negative side of online education have been put in place, and I can testify there are vast benefits to online and in-class instruction.<\/p>\n

“Some middle ground is needed \u2013 AI could mark some assignments, but for a lecturer to accurately assess and understand a student’s ability, the lecturer must see\u00a0a significant amount of a student’s output.”[4]<\/a><\/p>\n

Putting on the positive lens<\/strong><\/p>\n

Anyone paying attention in the last two months has been seeing statements like these, especially in education. The thesis has been Students are going to be using chat GPG and other forms of AI to cheat their assignments. They’re not going to learn. It’s going to completely undermine education as we know it.[5]<\/strong><\/a><\/p>\n

I agree with Khan assuring us that it is possible to mitigate any dangers of AI systems and maximize the positive benefits of this fantastic technology. The author continues with demonstrations of how to do it in such a very persuasive way.<\/p>\n

“Now what I’m going to argue today is not only there are ways to mitigate that, we put the right guardrails, we do the right things, we can mitigate it.”[6]<\/a><\/p>\n

Conclusion: Jesus and ChatGPT<\/strong><\/p>\n

I hope these great resources, as discussed by several sources, are available to the least of these. \u201cWhatever you did for one of the least of these brothers and sisters of mine, you did for me\u201d. Matthew 25:40. I always gravitate towards finding solutions for many who have no access to solutions of such great value.<\/p>\n

But we’re at the cusp of using AI, the biggest positive transformation education has ever seen. And the way we’re going to do that is by giving every student on the planet an artificially intelligent but excellent personal tutor; we’re gonna give every teacher on the planet, a an amazing, artificially intelligent teaching assistant.[7]<\/strong><\/a><\/p>\n

I look forward to the time every refugee child who desires education will have a personal tutor. I think these miracles of science and technology contribute to amazing transformation today.<\/p>\n

 <\/p>\n

 <\/p>\n

[1]<\/a> Michael Webb, \u201cWhat\u2019s next for AI in Higher Education,\u201d August 4, 2022, https:\/\/www.timeshighereducation.com\/campus\/whats-next-ai-higher-education.<\/p>\n

[2]<\/a> Luninda McKnight, \u201cEight Ways to Engage with AI Writers in Higher Education,\u201d Times Higher Education<\/em>, October 14, 2022, https:\/\/www.timeshighereducation.com\/campus\/chatgpt-and-rise-ai-writers-how-should-higher-education-respond.<\/p>\n

[3]<\/a> Harin Sellahewa, \u201cResource Collection: AI and the University,\u201d Education, April 23, 2021, https:\/\/www.timeshighereducation.com\/campus\/spotlight\/ai-and-university.<\/p>\n

[4]<\/a> Harin Sellahewa.<\/p>\n

[5]<\/a> Sal Khan, \u201cHow AI Could Save (Not Destroy) Education | Sal Khan | TED,\u201d accessed September 10, 2023, https:\/\/www.youtube.com\/watch?v=hJP5GqnTrNo.<\/p>\n

[6]<\/a> Sal Khan.<\/p>\n

[7]<\/a> Sal Khan.<\/p>\n","protected":false},"excerpt":{"rendered":"

Introduction Artificial Intelligence (AI) looks like a great revolution that is here to stay and very beneficial in various aspects. I believe AI will change how we do things. I found myself wondering why anyone would see this negatively. Like in any other area, there is no question that potential dangers will come with it […]<\/p>\n","protected":false},"author":164,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1],"tags":[2546],"class_list":["post-32950","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-chatgpt","cohort-dlgp01"],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/32950","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/users\/164"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/comments?post=32950"}],"version-history":[{"count":2,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/32950\/revisions"}],"predecessor-version":[{"id":32952,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/32950\/revisions\/32952"}],"wp:attachment":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/media?parent=32950"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/categories?post=32950"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/tags?post=32950"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}