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The following post is entirely generated using AI. It is based on the second AI Conversation session that took place last Friday 6th October. The session was recorded in MS Teams, which automatically created a transcript. The transcript was summarised in Claude and the blog post was generated using ChatGPT4. Image created by Adobe Firefly.

How are university students using AI?

In today’s rapidly evolving digital landscape, the integration of artificial intelligence (AI) in higher education is not only a topic of discussion but also a practical reality. Sue Attewell, the revered head of AI and Co-Design at Jisc, sheds light on this very subject through the groundbreaking research conducted by the National Centre for AI in Tertiary Education.

Based on extensive student discussion forums involving both FE and HE students, the research provides an in-depth understanding of students’ relationship with AI in their academic pursuits. The results are both fascinating and insightful, highlighting a trend of burgeoning reliance on AI tools by students.

Widespread Adoption of AI

A staggering 99% of the students surveyed actively harness the power of AI for a plethora of reasons:

  1. Aiding Understanding: For many, especially non-native English speakers, AI serves as a handy tool for translation and clarification, ensuring that language barriers don’t hinder academic excellence.
  2. Enhancing Writing Skills: Students increasingly depend on AI to receive feedback on their writing, hone their focus, and gather ideas. This, in turn, augments their clarity and expression.
  3. Academic Support: Beyond writing, AI proves beneficial for coding, maths, and even generating vivid images to elevate the visual appeal of their work.
  4. Direct Answers: In some instances, students also turn to AI for quick answers, using it as a dynamic and responsive tool to address specific queries.

The Other Side: Concerns and Considerations

But it’s not all rosy. The increasing dependence on AI also brings forth a range of concerns:

  • Students are anxious about the data privacy and security aspects of AI tools. With so much personal and academic data at stake, these concerns are both genuine and pressing.
  • The intellectual property conundrum is another gray area. Who retains the ownership rights when students feed their work into AI-driven platforms?
  • There’s a palpable discomfort about the inherent association of AI tools with plagiarism. Instead of being viewed as potential cheaters, students wish to be acknowledged for leveraging AI in legitimate, productive ways.

Aspirations from Universities

Students have a clear vision of how universities should step up to address the changing AI landscape:

  • A pressing need exists for universities to offer lucid guidance and policy frameworks around data and IP issues, clearing the fog around rights and responsibilities.
  • The narrative around AI in education needs to be more encompassing, moving beyond the limited scope of plagiarism.
  • Equally important is the training and empowerment of staff. If educators aren’t comfortable or familiar with AI, their ability to support students diminishes.

The Assessment Conundrum

When it comes to assessments:

  • The overwhelming sentiment leans towards embracing AI. Students see it as an indispensable skill for the future.
  • However, traditional disciplines like English exhibit reservations about the incorporation of AI in evaluations.
  • Innovative suggestions emerged, like personalized AI time limits based on subject areas, hinting at a tailored approach to AI use.

Furthermore, there’s a clarion call for a shift in assessment philosophy. Instead of rote memorization, the emphasis should pivot towards nurturing critical thinking and creativity.

A Unified Vision for the Future

What stood out prominently from the research is the desire for consistency in AI policies across institutions. Such uniformity would be pivotal in ensuring a level playing field for all students. Moreover, students don’t just want to be passive recipients of policies; they seek active involvement in shaping the discussions and decisions concerning AI usage.

In conclusion, as we stand on the brink of an AI-augmented academic future, it’s essential to ensure that this journey is collaborative, conscious, and student-centric. With leaders like Sue Attewell spearheading these conversations, the future of AI in higher education seems both promising and progressive.

Link to recording