Guidance for generative AI in education and research

We use writing to organize our own thinking, to take a series of complex ideas and to feel like we have more confidence and ownership over the shape of them. That aspect of what writing does for us is likely to never lose its value in an educational setting. Hart-Davidson discusses OpenAI’s product ChatGPT and how generative AI is starting to change the way we write while also making review and revision increasingly important. He also explores some of the challenges with AI models related to language, bias and transparency. AIMultiple informs hundreds of thousands of businesses (as per similarWeb) including 60% of Fortune 500 every month. Cem’s work has been cited by leading global publications including Business Insider, Forbes, Washington Post, global firms like Deloitte, HPE, NGOs like World Economic Forum and supranational organizations like European Commission.

Throughout his career, Cem served as a tech consultant, tech buyer and tech entrepreneur. He advised enterprises on their technology decisions at McKinsey & Company and Altman Solon for more than a decade. He led technology strategy and procurement of a telco while reporting to the CEO. He has also led commercial growth of deep tech Yakov Livshits company Hypatos that reached a 7 digit annual recurring revenue and a 9 digit valuation from 0 within 2 years. Cem’s work in Hypatos was covered by leading technology publications like TechCrunch and Business Insider. He graduated from Bogazici University as a computer engineer and holds an MBA from Columbia Business School.

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Its proliferation threatens our faith in quality work, truth, educational institutions and even the written word itself. I would encourage people to experiment with using AI whenever they feel they’re in a learning situation for a new type of writing — perhaps trying to write in a genre that’s new to you. Philosophers like Socrates and Cicero encouraged people to learn by imitation, by looking at popular examples of a thing, analyzing them and then doing something similar. These updates Yakov Livshits can also make it easier for students to read, analyze, and understand the materials, leading to a deeper understanding of the content and, ultimately, better learning outcomes. Generative AI can improve the quality of outdated or low-quality learning materials, such as historical documents, photographs, and films. By using AI to enhance the resolution of these materials, they can be brought up to modern standards and be more engaging for students who are used to high-quality media.

• Generating real-time feedback and assessments, allowing teachers to quickly identify areas where students need additional support. While ChatGPT spits out answers to queries, these responses are not designed to optimize for student learning. At present, ChatGPT and AI more broadly generates text in language that fails to reflect the diversity of students served by the education system or capture the authentic voice of diverse populations. When the bot was asked to speak in the cadence of the author of The Hate U Give, which features an African American protagonist, ChatGPT simply added “yo” in front of random sentences. As Sarah Levine, assistant professor of education, explained, this overwhelming gap fails to foster an equitable environment of connection and safety for some of America’s most underserved learners. When the Stanford Accelerator for Learning and the Stanford Institute for Human-Centered AI began planning the inaugural AI+Education Summit last year, the public furor around AI had not reached its current level.

Education spending must focus on fundamental learning objectives

Taking into consideration the rapidly evolving capabilities of generative AI models, this, in turn, underscores the pressing need for genuine dialogue and truth seeking in both scholarly pursuits and broader societal contexts. The rise of generative AI heralds the dawn of a golden age for bullshit in education, A. Language conventions and language standards have material consequences for people. In the past in this country and in other countries, the ways you write and talk have been consequential for people in both negative and positive ways. In that context, I think the ability to conjure up a pretty good example of just about anything is a powerful tool. There is a sense of wonder, excitement and amazement at what generative AI can do now and what it might be capable of in the future.

Yakov Livshits
Founder of the DevEducation project
A prolific businessman and investor, and the founder of several large companies in Israel, the USA and the UAE, Yakov’s corporation comprises over 2,000 employees all over the world. He graduated from the University of Oxford in the UK and Technion in Israel, before moving on to study complex systems science at NECSI in the USA. Yakov has a Masters in Software Development.

To guide the proper use of the tools in education and research, this Guidance proposes a human-agent and age-appropriate approach to the ethical validation and pedagogical design processes. DeepDream Generator – An open-source platform that uses deep learning algorithms to create surrealistic, dream-like images. Generative AI is the technology to create new content by utilizing existing text, audio files, or images. With generative AI, computers detect the underlying pattern related to the input and produce similar content.

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In this blog let us try to understand what Generative AI is and its applications and limitations. GPT-3 Playground – allows end users to interact with OpenAI’s GPT-3 language model and generate text based on prompts the end user provides. Generative AI is a broad label that’s used to describe any type of artificial intelligence (AI) that can be used to create new text, images, video, audio, code or synthetic data. Generative Adversarial Networks modeling (GANs) is a semi-supervised learning framework. Semi- supervised learning approach uses manually labeled training data for supervised learning and unlabeled data for unsupervised learning approaches to build models that can make predictions beyond the labeled data by leveraging labeled data. Imagine a student more concerned with achieving high marks and free time than engaging with rigorous truth seeking in academia.

• AI is not good at playing human beings — not yet and not for quite a long time, I think.
• But they also recognized that classifier tools are likely to be imprecise and insufficient for the use cases and that school policies and practices will need to adapt to how students use AI tools.
• In May, a UNESCO global survey of over 450 schools and universities found that fewer than 10% have developed institutional policies and/or formal guidance concerning the use of generative AI applications.
• How might these educational goals inform students’ interactions not only with educators, but also with AI tools moving forward?
• These advancements have opened up new possibilities for using GenAI to solve complex problems, create art, and even assist in scientific research.
• Using synthetic data, which is created by AI models that have learned from real-world data, can provide anonymity and protect students’ personal information.

Designers should be attentive to employing a design justice driven approach that centers marginalized or otherwise burdened communities (e.g., under-performing schools, ESL students) and actively challenges issues of structural inequality. Generative AI is a new buzzword that emerged with the fast growth of ChatGPT. Generative AI leverages AI and machine learning algorithms to enable machines to generate artificial content such as text, images, audio and video content based on its training data. As you can see above most Big Tech firms are either building their own generative AI solutions or investing in companies building large language models.

Title:Generative AI: Implications and Applications for Education

It has the potential to erase linguistic differences and, if not erase them, make them seem less valid. This is why we need to help students learn to become better and more nuanced readers, responders and revisers. If it’s super easy to create the conventional, we’ll quickly develop an economy around interesting text that values anything but the conventional because that’s so cheap and easy. Generative AI gives us a way to do that first step — draft — much faster, so we can get to a pretty good draft quickly. We will still need review and revision in almost every case in which we want to build trust that the writing act has some integrity. Arguably, we now need an even better, more nuanced and more diverse range of review and revision skills.

Generative AI can be a tremendous opportunity for human development, but it can also cause harm and prejudice. It cannot be integrated into education without public engagement, and the necessary safeguards and regulations from governments. This UNESCO Guidance will help policymakers and teachers best navigate the potential of AI for the primary interest of learners.