For those who don’t know about the revolutionary existence of OpenAI’s ChatGPT, you are missing out. Using a natural language processing software, a chat bot and discussion page hold the answers to any question or information you want to know. Gathering data from across the internet and the world wide web, the algorithm created by OpenAI collects and summarises answers for research, language learning support, productivity and writing assistance.
It can also be used for fun, for brain storming and idea generation - its great at telling jokes, create writing prompts, give advice and my personal favourite feature is the ability to write humorous songs. My favourite thing I asked it to do was write a song a song about something random in the style for Kanye West and it definitely out-performed; my favourite verse being from a song about carbs being ‘Bread, bread, it’s the OG fuel, Simple, yet versatile, always in the tool, From loaves to bagels, we got it all, Ain't no carb king that can make us fall’.
In terms of education, a student can use AI to help learn simple facts, translate texts, and use it to broaden their understanding over a subject area or topic for example, ask Chat GPT to ‘Write a summary on the events of The War of Roses 1445’, or ask ‘How does the law commission influence parliament’, or ‘translate this text from Spanish to English’. For those interested in code, Chat GTP has the ability to write code for software and computing technology engineering for example ‘write a code for a traffic lights’.
The chat box allows someone to have quick and easy access to essay, code and report writing right at their fingertips. The ease and ability of this means students can be more efficient and productive in their essay writing, tasks and learning because the information is all curated and put in simple terms of understanding. This tool is very good in its trained ability to generate human-like and engaging text that can be used freely but here is where the problem and concerns can start to arise.
ChatGPT may be used to facilitate cheating and academic dishonesty. Students could use ChatGPT to obtain answers to test questions, essays, or assignments, rather than putting in the time and effort to develop their own understanding of the subject matter.
This may have implications for the role of educators and the nature of the learning experience. If students can access information and answers at any time and from anywhere, the traditional role of educators as the primary source of knowledge and expertise may be diminished.
ChatGPT is that it may exacerbate existing inequalities in higher education. Students who have access to the latest technology and resources may have an advantage over those who do not, potentially widening the attainment gap between different socioeconomic groups. Additionally, the use of ChatGPT may require a level of digital literacy that not all students possess, further disadvantaging those who are already struggling to keep up with the demands of higher education.
The last three paragraphs were written by ChatGPT when I asked ‘ What problems can ChatGPT cause for higher education in the UK’.
It is interesting the ability the software has and recognises the issues Universities may or will face with the number of users growing and easier access. The problem of plagiarism may grow with lecturers and markers being unaware of the use of ChatGPT assisting or used in student essays, code and work because of the software’s trained ability to adapt and replicate academic tone. The authenticity of our work will still rely on our own academic integrity, and our responsibility to produce honest work and desire to learn and educate ourselves.
However, the question is how Newcastle University and higher education will respond to ChatGPT and the risk of students using it. Will they put a ban on using it removing access on the Uni server or will they find ways of tracking the use of AI in our work.
(Artificial intelligence helped me write my article, how cool yet bizarre is that!?)
