Part One: Why do universities exist? When ChatGPT and AI allow us to graduate too.
Part 2: The trend of cheating in exams using ChatGPT: Even though we don't know, why should we worry?
Part 3 What can ChatGPT do and where are its weaknesses?: Things you need to know before adapting.
Part Four: Leading universities and strategies for dealing with ChatGPT decentralization: answering the question but not enough.
Episode 5 “Calculator” – “ChatGPT” and creative adaptations
Suppose the university wants to adapt and accept ChatGPT as part of teaching. Why should it be done?
I told you earlier that leading universities around the world are trying to adapt in this regard. But from what I have noticed nowadays, I may still not be able to achieve my dreams. Because it emphasizes adaptation by decentralizing authority to allow course instructors to find ways to use ChatGPT in the subjects they teach. Which makes the results difficult to predict
For example, I now teach at one of the top forty universities in the world, and the university has this kind of policy as well. But in practice, it is like every organization. That is, each teacher chooses to continue doing the same thing according to what is familiar. When teaching as it was before, ChatGPT is still something of an outsider. The teacher's problem then returns to the “resistance” approach, which is finding a way to prevent or prevent children from using technology.
Some professors have even returned to using written tests in the classroom.
If the university wants to realize its dream of adapting as it was able to before, as it did when the world had to adapt to the arrival of calculators or Google search, there are two ways. One is to remain silent. Another ten years or so when technology becomes normal. The next generation of children who are familiar with the “New World” will become teachers and change their teaching style. But I don't see any need to wait that long. Especially when considering the costs incurred up to then. Dozens of generations of children have lost the opportunity to use ChatGPT effectively. Until then there may be no need for university, so who knows?
Another way I would suggest is that the university should take additional steps on its own. This action occurs when the central university shows leadership. Issuing an official policy to promote adaptation.
Universities such as the National University of Singapore and Imperial College London are choosing to go this route. The extent of its success must be resolved on a practical level. But their idea is that universities must issue regulations and study amendments at the level of academic courses. As for Singapore, a government policy has recently been issued on this matter.
If you choose to deal with it in a way that the university takes a lead role and issues that policy. I have grouped the things to do into 3 things as follows.
1. Details on how to adapt will need to come from the “grassroots” operational level, and this will be seen as a decentralization strategy for the leading universities. That is, a person who is an expert in a subject is the one who best knows the essence and details of his subject. No one can determine the details of all these amendments from top to bottom. But you must use knowledge. The experience and expertise of the trainer in the course is key
2. Curriculum directors responsible for overall course design need to review curriculum objectives. Then coordinate with teachers to adapt in the same direction to support the curriculum objectives. The goal of this course-level adaptation is to acknowledge that ChatGPT or similar technologies will in the future become the core technology. Before thinking about what kind of skills or knowledge the program wants to create graduates with in a world where new technology is about to become as common as this. This adjustment at the curriculum and university levels is an issue that has not been discussed as much as it should be in the education sector.
Next, program administrators should start thinking that if students graduate without using ChatGPT, it will be like the case of students who graduate without using a calculator or search engine at all, they will not be able to find work in the market and will definitely not be useful to society. We may have to realize this from the labor market reasons alone. Educational institutions have no reason to monitor or limit the use of such models at all. Teachers wait to consider grading and award final work results to students. Because companies in the market only need players who can provide high-quality end products or services. It will be created no matter what.
On the other hand, course administrators should reconsider how to integrate ChatGPT into the curriculum. When the model has its own limitations things like hallucinations, social bias and privacy. The importation process must also create awareness of this matter among students. In addition, the curriculum may focus on creating citizens who have a “minimum quality” as a human being and a social member, the ability to engage in thinking and discussing public issues with high quality. To create these things, it must Students are able to read and write on their own. The question then becomes how to adjust the approach that balances all these goals.
For example, a creative writing course at the Massachusetts Institute of Technology (MIT) was recently discussed and revised. They decided to let the students “enter” ChatGPT details to write the first draft of the story. Then let the students be responsible for checking the facts. Reasonableness Then develop your writing to have depth and dimension, and reflect your way of thinking. And more beautiful with the help of technology indefinitely He believes that in a world where everyone uses ChatGPT, people who use technology and combine their creativity will go further than others. Including students are still able to maintain the necessary skills. Plus, you can produce more work.
3. Educational institutions must review educational objectives and organize teaching and learning in accordance with the objectives in the new world. Before coming to support the idea and culture of creative adaptation within the university
From what I went to survey the activities of leading universities. It has been found that supporting comprehensive adaptation in educational institutions occurs in two ways. The exchange is open for dialogue about ChatGPT issues, such as mail merges. Record a message on ChatGPT to invite community members to weigh in and continue the conversation on this topic. Another thing that can be done is to form a team of experts to monitor and study such issues. By collecting documents or examples of real modifications that have occurred in classrooms around the world. Leave it to teachers to ask for advice and benefit.
What's more, it's about creating a system to support equal access to technology. One problem is that children do not have equal access to technology. For example, some may not be willing to pay for a premium ChatGPT membership. Some may suffer from physical disabilities. Some universities propose to solve this problem by asking teachers to create different assessment methods to accommodate all types of people. Furthermore, the University of Hong Kong has invested in creating its own university version of ChatGPT that everyone can use equally. In addition, there is the issue of creating a system to control transparency, such as a form for students to fill out regarding how much and how they use ChatGPT, as well as creating a standard reference system for ChatGPT use. Additionally, standards have been created to protect privacy rights, such as prohibiting teachers from forcing students to videotape their screens while using ChatGPT or using personal information about students as chat data with forms.
In all of this, it is important for universities to assess whether teachers and course programs are aware of and doing these things. There is a system of incentives or punishments that are appropriate to the context of society. This is to emphasize that creative adaptation will actually occur.
The coach can be difficult and annoying. But this is an operational level issue where the university must find a way to move forward in a way that does not create too much workload for faculty. What details will be discussed according to the context.
And that's it. Ultimately, adaptation is an inevitable cost of civilization.
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