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As of August 14, 2023

Note: This is a working document, which will be updated as situations change.

Generative Artifical Intelligence and Education
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, focus on the creation of new information generated from a large, existing repository of information. Employing algorithms inspired by the structure and function of the human brain, GenAI can construct text, images, sounds, or other forms of information that are virtually indistinguishable from those produced by humans. However, as with any technology, it necessitates thoughtful integration and deployment to ensure ethical and effective use. 

GenAI’s impact on higher education is only beginning to be understood. It will continue to impact the Faculty of Open Learning and Career Development (‘Faculty of Open Learning’) at all levels. In recognition and anticipation of these changes, Faculty of Open Learning instructors and administrators have begun integrating GenAI into its education culture. This includes developing and providing resources and support, offering webinars and Q&As, as well as participating and advising in the university’s GenAI initiatives and policy. The Faculty’s Generative Artificial Intelligence Ad Hoc Committee provides advice and support for instructors and administrators, current information and resources, as well as acts as a sounding board for related ideas and concepts as they develop. 

Practical Guidance and Information
ºÚÁϳԹÏÍø’s Proactive AI Application Working Group created the Guiding principles with respect to AI-driven tools for course delivery in the academic year 2023-2024, in consultation and collaboration at all levels of the university. This document provides information for syllabi development, as well as supporting language for both integration into pedagogies and concerns relating to academic integrity. Faculty of Open Learning instructors have used these guiding principles to develop their own syllabi guidelines to consider and incorporate GenAI into their courses and instruction.  

References and Further Reading:

• Artificial intelligence writing tools in writing across the curriculum settings: A statement from the AWAC Executive Committee. (2023). The Association for Writing Across the Curriculum. https://wacassociation.org/statement-on-ai-writing-tools-in-wac/
  
  
• Cardona, M. A., Rodríguez, R. J., & Ishmael, K. (2023). Artificial Intelligence and the Future of Teaching and Learning Insights and Recommendations Artificial Intelligence and the Future of Teaching and Learning. https://tech.ed.gov
  
  
• Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z. R., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00133-4
  
  
• Guiding principles with respect to AI-driven tools for course delivery in the academic year 2023-2024 (v1.0). (n.d.). Proactive AI Application Working Group, ºÚÁϳԹÏÍø 
  
  
• Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. http://arxiv.org/abs/2304.02819 
  
  
• MLA-CCCC joint task force on writing and AI working paper: Overview of the issues, statement of principles, and recommendations. (2023). Modern Language Association of America and Conference on College Composition and Communication. 
  
  
• Proactive AI application strategy for ºÚÁϳԹÏÍø. (2023). Proactive AI Application Working Group, ºÚÁϳԹÏÍø.
  
  
• Select committee on artificial intelligence. (2023). National artificial intelligence research and development strategic plan 2023 update.