{"id":2786,"date":"2024-09-24T14:16:53","date_gmt":"2024-09-24T08:46:53","guid":{"rendered":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/?page_id=2786"},"modified":"2024-09-24T14:16:53","modified_gmt":"2024-09-24T08:46:53","slug":"resource-guide-vishal","status":"publish","type":"page","link":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/resource-guide-vishal\/","title":{"rendered":"Resource Guide – Vishal"},"content":{"rendered":"

The Yin and Yang of AI in Education: Promise and Peril<\/strong><\/span><\/p>\n

Joseph McCarthy is credited with coining the term \u2018AI\u2019 or artificial intelligence<\/em> in 1965.\u00a0However, a universally acknowledged definition of AI and the specific capabilities required for a\u00a0computer to be deemed intelligent are yet to be established. A broad definition can be,<\/p>\n

\u201cArtificial intelligence (AI), the notion that a computer can imitate or emulate the thought\u00a0processes of human and demonstrate intelligence through action, has been a\u00a0long-standing area of research at the intersection of computer science, psychology,\u00a0mathematics, robotics, and other fields\u201d (Russell and Norvig qtd in Elson 18).<\/p>\n

1. Chatting about ChatGPT: How may AI and GPT impact academia and libraries?<\/strong><\/span><\/p>\n

In today’s digital age, artificial intelligence (AI) technologies like ChatGPT are increasingly being integrated into academic settings. ChatGPT offers a range of benefits that could\u00a0revolutionize scholarly endeavours. These include assisting with literature reviews, generating\u00a0text, analyzing data, translating languages, automating summarization, and answering questions.\u00a0However, along with these advantages come concerns, particularly regarding privacy and bias.\u00a0It’s crucial to examine both the benefits and ethical implications of incorporating ChatGPT into academia and libraries to ensure responsible and effective use of this technology. In education,\u00a0both educators and students utilize ChatGPT for academic and research purposes. Educators\u00a0leverage it to craft course outlines, develop lecture materials, and generate questions and problem sets. Likewise, students benefit from ChatGPT’s assistance in solving complex\u00a0problems, writing essays, and grasping difficult concepts, including programming. While\u00a0ChatGPT shows promise, concerns arise regarding potential misuse, particularly in online exams\u00a0and question answering.<\/p>\n

I selected this research paper because it serves as an introductory exploration of the utilization of AI tools in higher education. Due to its clarity, it lays the foundation for further discussions regarding the implications and applications of AI in academic settings. The paper provides a comprehensive overview of the topic, offering insights into the current landscape and potential future directions.<\/p>\n

2. ChatGPT for Education and Research: Opportunities, Threats and Strategies<\/span><\/strong><\/p>\n

The integration of AI tools like ChatGPT in education presents both benefits and challenges. One\u00a0major concern is the integrity of online exams and most of the assignments, as ChatGPT’s ability\u00a0to generate human-like text raises the risk of cheating. Strategies to address this careful review of\u00a0submissions, emphasis on clear and particular instructions and advanced plagiarism detection.<\/p>\n

Another issue is overreliance on AI tools, which may hinder critical thinking skills, originality and creativity among students. Relying on pre-generated answers or solutions could discourage\u00a0innovative problem-solving approaches. While AI models like ChatGPT can generate answers,\u00a0they may lack deep comprehension or contextual understanding of complexities. Also, heavy\u00a0reliance on AI tools could lead to a loss of traditional teaching involving human interaction and\u00a0their ability to engage with material in a meaningful way.<\/p>\n

I chose this specific paper because it predominantly focuses on the limitations and potential risks associated with the use of AI tools in education rather than solely highlighting\u00a0their strengths. This emphasis on the limitations of AI tools in education aligns with my interest
\nin critically examining the implications and ethical dimensions of emerging technologies in\u00a0academia.<\/p>\n

3. Exploring the ethical considerations of using ChatGPT in university education<\/span><\/strong><\/p>\n

Using AI for tasks such as grading or evaluation raises ethical questions about transparency,\u00a0accountability, and fairness. There is a concern about bias and fairness. AI algorithms can\u00a0inadvertently perpetuate biases present in the data they are trained on, leading to unfair\u00a0outcomes, particularly in areas such as grading or admissions. Another ethical consideration is\u00a0the potential for AI to replace human educators or diminish human interaction. While AI can\u00a0augment teaching and learning, it should not completely replace human teachers imbibing\u00a0critical thinking, empathy, and social skills. Lastly, there’s the broader societal impact of AI in\u00a0education, including issues related to job displacement, inequality, and access to education.<\/p>\n

I selected this specific paper because it addresses the ethical dimensions of AI integration\u00a0in education, particularly focusing on how it can lead to biases and inequalities among students.<\/p>\n

By exploring issues such as favouring fluent English speakers over those who communicate in\u00a0vernacular languages, the paper mentions the potential disparities and injustices that can arise\u00a0from AI-driven educational tools. This emphasis on fairness and equity resonates with my\u00a0interest in promoting inclusivity and social justice within educational contexts.<\/p>\n

4. Ted Talk titled \u201cAI Will Set Education Back 2500 Years…And That’s a Good Thing\u201d<\/span><\/strong><\/p>\n

The advent of AI in education has stirred uncertainty and panic among many, disrupting\u00a0traditional teaching methods. However, the speaker argues that AI’s impact on education is akin\u00a0to returning to ancient educational practices from over 2000 years ago. In ancient Greece, figures like Socrates and Plato engaged in dialogue with students, encouraging them to critically\u00a0examine problems to find answers. Similarly, in India and China, systems like Buddhism,\u00a0Gurukul, and Confucianism respectively emphasised interactive learning based on logic and axioms. With the integration of tools like ChatGPT into educational settings, students are\u00a0afforded the opportunity to engage in dialogue-like interactions. This dynamic enables students\u00a0to continuously seek answers and actively participate in the production of knowledge. This\u00a0self-reflective process encourages students to critically analyze and question concepts, fostering\u00a0deeper understanding and independent thinking skills. By engaging with AI-driven platforms,\u00a0students become active agents in their learning journey, contributing to a more dynamic and\u00a0personalized educational experience.<\/p>\n

I have selected this specific video because it presents an unpopular opinion on the benefits of using AI tools in education. While the prevailing view often leans towards criticism\u00a0of AI, this video highlights the positive aspects. This unique viewpoint challenges the
\nmainstream narrative and offers an intriguing insight into the potential advantages of integrating\u00a0AI into education.<\/p>\n

\n

AI and education intersect in various ways, offering both benefits and challenges. Anek\u0101ntav\u0101da<\/em>,\u00a0a principle in Jain philosophy, suggests that reality or truth is multifaceted, with many\u00a0perspectives to consider. Similarly, when examining the relationship between AI and education,\u00a0it’s important to view it through multiple lenses. Hence, a balanced evaluation is crucial to devise\u00a0appropriate educational strategies in light of ChatGPT’s advancements.<\/p>\n

Works Cited<\/strong><\/span><\/p>\n

“AI Will Set Education Back 2500 Years… And That\u2019S a Good Thing | Robert Clapperton |\u00a0TEDxUW.” YouTube<\/em>, uploaded by TEDx Talks, 23 Jan. 2024,\u00a0www.youtube.com\/watch?v=ZcIkF4gLvsc.<\/p>\n

Huallpa, Jorge Jinchu\u00f1a. \u201cExploring the ethical considerations of using Chat GPT in university\u00a0education.\u201d Periodicals of Engineering and Natural Sciences<\/em>, vol. 11, no. 4, 2023, pp.105-115. Research Gate, 10.21533\/pen.v11i4.3770.<\/p>\n

Lund, Brady D., and Ting Wang. \u201cChatting about ChatGPT: How may AI and GPT impact\u00a0academia and libraries?\u201d Library Hi Tech News<\/em>, vol. 40, no. 3, 2023, pp. 26-29. Research Gate<\/em>, 10.1108\/LHTN-01-2023-0009.<\/p>\n

Rahman, Md. Mostafizer, and Yutaka Watanobe Watanobe. \u201cChatGPT for Education and\u00a0Research: Opportunities, Threats, and Strategies.\u201d Applied Sciences, vol. 13, no. 9, 2023,\u00a0pp. 1-17. MDPI<\/em>, https:\/\/doi.org\/10.3390\/app13095783.<\/p>\n","protected":false},"excerpt":{"rendered":"

The Yin and Yang of AI in Education: Promise and Peril Joseph McCarthy is credited with coining the term \u2018AI\u2019 or artificial intelligence in 1965.\u00a0However, a universally acknowledged definition of AI and the specific capabilities required for a\u00a0computer to be deemed intelligent are yet to […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2786","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/pages\/2786"}],"collection":[{"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/comments?post=2786"}],"version-history":[{"count":1,"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/pages\/2786\/revisions"}],"predecessor-version":[{"id":2787,"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/pages\/2786\/revisions\/2787"}],"wp:attachment":[{"href":"http:\/\/sites.iitgn.ac.in\/digitalstudies\/wp-json\/wp\/v2\/media?parent=2786"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}