Generative Artificial Intelligence (GAI), such as chatbots, are examples of Large Language Model (LLM) that can answer questions and generate text so that the end result resembles something produced by a human. The emergence of GAI at the universities has an impact on many aspects of teaching and exams, which educators should take into consideration.
We are educating students for a labour market increasingly characterised by technology that uses GAI. By being at the forefront of chatbots and teaching our students how to use them, we can prepare our students for their future on the labour market.
Of course, like all technology, chatbots have their limitations and there are several ethical aspects we need to consider when using them. That’s why it’s essential that we learn to use them with integrity – which is also something we can educate and teach our students.
From the fall of 2024, students are allowed to use generative artificial intelligence (GAI) in all exams at AU unless it is explicitly stated in the academic regulations or course description that they may not.
The new rules have been implemented in the individual academic regulations and course descriptions, therefore it might be beneficial to read these and understand how it applies to your course(s).
GAI and chatbots can be used as a valuable resource to generate ideas, creative inputs and text. As such, they also have the potential to support members of teaching staff and students in their academic work, provided we appraoch them consciously, reflectively and critically.
Here are some examples of what GAI and chatbots can be used for at university and some things to consider when using them.
Your students need to know how they may and may not use chatbots. Have a discussion with your students about the limitations of chatbots and the ethical implications of using them. It’s important that students develop a better understanding of how they can use chatbots in a responsible way. It could be relevant to discuss:
How to use chatbots responsibly | How to use chatbots responsibly within the framework of the course/subject and in a way that does not constitute cheating. This also relates to the general advice and guidelines on academic standards – which students can read more about on AU Studypedia. |
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Plagiarism and cheating | Students should be aware of AU’s rules on plagiarism and ensure that they provide correct references when taking text from other sources, including chatbots. |
Chatbots and reliability | Students should be aware that they cannot trust all the information they get from chatbots. Chatbots such as ChatGPT are often based on text from the internet, which is not always correct. It is therefore important that students check the reliability of the information elsewhere. |
How to reference chatbots | If the form of examination allows the use of GAI, students must know how to refer to the chosen chatbot. You can find guidance on how to refer to GAI and chatbots at the AU Library. |
The limitations of chatbots | Students should be aware that chatbots are a tool and not a replacement for their own critical thinking and writing. They are always required to exercise their own assessment and expertise when using chatbots. |
How the students use chatbots | Ask students how they use chatbots so that you can learn more about their practices. Perhaps you can find an interesting way to integrate this into your teaching. |
Materials for students | Students can find more information and inspiration on how to use chatbots in connection with their degree programme on AU Studypedia. |
You can use chatbots either as a resource to improve the students’ academic and study competencies or as a current topic that you examine from an academic perspective. There are many ways to do this.
Here are a few suggestions:
Chatbots as a current topic |
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Chatbots as a resource |
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Try out chatbots like ChatGPT for yourself and experiment with ways to use them within your academic field. It’s a good idea to get to know the technology so that you can teach the students about it and be a good role model for how chatbots can be used within your subject. Here are just a few examples of how you can work with chatbots:
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Chatbots can be a valuable resource for students’ academic work. Of course, students should not use chatbots to produce their text, but, if they use chatbots wisely and responsibly, they can help improve students’ understanding of academic content and assist them with the writing process. Students can use chatbots like ChatGPT to:
Get feedback on their own text | Students can give the chatbot a text excerpt, such as a report or an analysis, and ask the chatbot to give feedback on the grammar, coherence and clarity in the text. |
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Suggest alternative formulations | Students can ask the chatbot to suggest ways to vary the title of a text or to change the angle of a research question or hypothesis. |
Get started on their writing | The chatbot can help students get started on their writing by giving them initial suggestions for sentences or paragraphs, which the students can then work on. This can be helpful for students who often experience writer’s block. |
Understand a topic better | A chatbot can be a good tool for students to get a quick overview of a complicated topic, theory or concept before they investigate it in more detail and depth. |
Assist with the reading process | Students can use chatbots to get a basic understanding of a primary text, especially if the text is complicated. This could make it easier for students to relate to the text and to know what they should take from it and how they should approach it. Students can learn more about reading strategies on AU Studypedia. |
A teacher from BSS has created a focus group with their students and asked about their use of chatbots.
Students use AI tools for:
We asked some students how they use ChatGPT in connection with their degree programme. Here are some of the things they said:
"I used the bot to find a summary of John Dewey's educational philosophy, as I couldn't process the massive number of search results that appeared on Google. So I used ChatGPT to find the ‘canned’ version, and then I could easily continue my search using the different buzz words on Google" - 2nd semester Master’s degree student, ICT-based educational design |
"I have used the chatbot to clarify concepts and theorists and to discuss the two theories I used in my assignments, to see if I was on the right track in my own discussion. It confirmed to me that my understanding of the theories and their differences and similarities was legitimate, but it did not give me an adequate answer. So I have used it to develop my professional understanding while writing the assignment." - 6th semester Bachelor’s degree student, Educational Science |
"I have used ChatGPT to revisit and get an overview of Max Weber and his theories instead of diving into the heavy text again. Here, the results were of fluctuating quality. In general, in relation to theories, GPT can point you in the right direction, a bit like google scholar, but I have also experienced that it has been wrong." - 2nd semester Master’s degree student, Arts |
"I have used ChatGPT to revisit and get an overview of Max Weber and his theories instead of pulling out the heavy text again. Here the results were of fluctuating quality. In general, in relation to theories, GPT can point you in the right direction, a bit like google scholar, but I have also experienced that it has been wrong." - 4th semester Bachelor's degree student, Computer technology |
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