![\"Students](\"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/librarycollections\/files\/2024\/07\/141124_LibraryUsers_StudentsSitting-edited-scaled.jpg?w=550&ssl=1\")
Here came the first question<\/strong>: What was the percentage of adults regularly using AI in the UK? Drilling down, George and Sam, suggested students use it in these forms:<\/p>\n\n\n\n Some new terminology was presented during this workshop: Moving on.<\/strong> The use of AI at Sussex may disrupt the hierarchy and balance of the student\/lecturer relationship. AI could be used for assessment and exam marking and perhaps remove examiner bias. However, bias could have been built into the AI when it was trained. For example, it could be the mid-Atlantic white view rather than a continental European or Global South view. The emphasis then turned to the Library and how it could support the use of GenAI. Luckily, the most ethical way of using the AI tool is normally the most practical and useful way of using the tool.<\/p>\n\n\n\n Time for another question.<\/strong> AI and ethics<\/strong>? While it won\u2019t make an image based on a [Disney] character, it could produce something very close to, or even indeterminately the same from a description.<\/p>\n\n\n\n Last part<\/strong>… Principles on the use of AI in education<\/strong> (Russell Group, July 2023): Software we already have<\/strong> is:<\/strong><\/p>\n\n\n\n Marking<\/strong>: Plato:<\/strong> new software developed by students. Perfect for helping make notes during lectures. AI Permission statements available for use in the module assessment guidelines for academic integrity<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" By Sean Goddard and Daisy Phipps This was a well-paced and interesting led workshop. Using a mixture of presentation styles, including small table group work and discussions, PowerPoint presentations, and longer q and a\u2019s with the workshop leads (George Robinson…<\/span><\/p>\n
The answer surprised me, 85%.
AI is everywhere: students are using it; employers expect students who are at\/left university to use it. We use it for so many things: translations in Google for example, students use it to check spelling\/grammar\/punctuation [perhaps Sean should start using this in his emails], science students use it in equations, or with data sets. (Sean knows Tim Graves uses it to).<\/p>\n\n\n\n
Hallucination<\/strong> was the first one – this is when AI make up a facts from its known \u2019fact-store\u2019. Basically 2+2=5 syndrome.
Walled Garden<\/strong> – this is important. If you use Microsoft Co-pilot at Sussex, you can check a box so that your work\/data set\/upload is only contained within the Sussex remit, and not available to other researchers. Secure. Well, it might be.<\/p>\n\n\n\n
A common theme did appear here: Garbage in, Garbage out.<\/strong>
Another theme that was considered was how to spot AI. Was it possible to identify when AI had been used? Many times, yes. When asked questions in a particular style, a similar tone, work expressions, wrong facts, and other similar factors could be identified. Could they be readily identified by a human? Sometimes. However, if used in assessment essays, they could go unidentified, even by Turnitin…<\/p>\n\n\n\n![\"Two](\"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/librarycollections\/files\/2024\/07\/LibraryMarketingPhotographs-WorkforMariaSmith-PhotographyMortenWatkins-3198-edited-scaled.jpg?w=513&ssl=1\")
We should work with them, and not for them. Comment was made that when Google first became available the library stance was to ignore it and not trust it. Reflection from others who worked in the library at that time suggest that this was a ‘stupid stance’, and like all research tools AI should be used, but treated it like any other research tool, check the results against other research at least twice. Therefore, when advising to students and others:<\/p>\n\n\n\n
Why these limitations?
Is the information foundational? Do you really need to know this information and do the thinking yourself?<\/li>
Has major biases \u2013 showing the biases<\/li>
We were shown an AI generated image and asked how much energy did this take to produce?
Answer, a lot: the same amount to recharge a dead phone to full charge.<\/p>\n\n\n\n
It is biased. (garbage in \u2013 garbage out).As explained above, it does take huge amounts of data and energy.
Discussion around copyright concerns and other related issues. Is AI copyright compliant? Who owns an image or text made by AI? It\u2019s all under debate, and not helped by individual nationalistic differences in copyright law. There is no such thing as a global copyright law.<\/p>\n\n\n\n
This was a round up of where the library, university and the world are at.
What does the library want academics to know?<\/p>\n\n\n\n
Are the students fully informed and making informed decisions about AI
AI is in certain software the students already use<\/li>
Read Chat-GPT and AI software terms and conditions what have you agreed too.<\/li>
Universities will support students and staff to become AI-literate. Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience. Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access. Universities will ensure academic rigour and integrity is upheld. Universities will work collaboratively to share best practice as the technology and its application in education evolves.<\/p>\n\n\n\n
Sussex Uni and AI assisted marking tools. Graide<\/strong> software for use when marking. Training a walled garden AI. Keath software developed by the Uni of Surrey for written assessments, also needs training up.<\/p>\n\n\n\n
Jamworks<\/strong>: takes notes from meetings and summarises them.<\/p>\n\n\n\n