ChatGPT and the rise of AI writers: how should higher education respond?
The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in seconds
Deep machine learning has reached a level of sophistication whereby platforms can produce human-like text instantly. The latest craze is around the mind-blowing capabilities of ChatGPT and GPT-3.5. With its new user-friendly interface, the AI chatbot launched on 2 December had attracted more than 1 million users within five days.
There are a growing number of AI-enabled content writers – Jasper, CopyAI and Rytr, to name a few. So, what sets ChatGPT apart?
It is prolific, highly effective and still learning. And it is free. Most of these platforms cost money students do not have. The new interface means everyone can use it. Putting AI-enabled content development into a chat format is a new innovation that makes it interactive, accessible and inviting.
ChatGPT and GPT-3.5 can produce very good text in any structured language: poems, essays, blog posts, marketing materials and all code languages.
For example, I gave it the prompt:
“You are a journalist. Explain what ChatGPT is to THE Campus readers. Explain what it means for higher education.” I received the following text in about 30 seconds.
ChatGPT is a new technology developed by OpenAI, a research laboratory, which uses artificial intelligence (AI) to enable natural-language conversations. It works by using a deep learning model which is trained on large datasets of human conversations. This model is then used to generate natural-sounding responses to questions posed by users. ChatGPT has the potential to revolutionize the way we communicate with computers, and it could have a big impact on higher education. For example, ChatGPT could be used to create virtual tutors, to interact with students in lectures, and to help answer questions about course material. It could also be used to create virtual research assistants, allowing students to ask questions and receive answers quickly and accurately. In addition, ChatGPT could enable smarter conversations between teachers, students, and researchers, allowing them to collaborate more effectively and efficiently.
There are of course naysayers who claim this is not a big deal. They point out that AI-generated text is not perfect, that it does not care about accuracy, that it lies. For example, it produces fake citations and reproduces biases that exist in the literature.
Continue reading at: https://www.timeshighereducation.com/campus/chatgpt-and-rise-ai-writers-how-should-higher-education-respond
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