ChatGPT: Generative AI and Large Language Models (LLM)

This paper sets out QAA’s advice to universities and colleges (hereafter, providers) on how to manage the rapidly increasing use of Generative Artificial Intelligence tools in higher education - and the principles are also applicable in further education. Our focus here is the use of these tools by students and learners. It builds on our initial briefing paper for providers - The rise of artificial intelligence software and potential risks for academic integrity - published in January 2023. This earlier document was concerned with the immediate challenge for academic integrity if students chose to present the output of Generative Artificial Intelligence tools as their own work. It focused on the immediate actions providers could take to support the academic integrity of existing assessments, protect academic standards and inform future practice.

This report covers the achievements and milestones of EADTU in 2024.

The Innovating Higher Education Conference, held on 23-25 October 2024 in Limassol, Cyprus, featured papers on key topics such as online blended and hybrid education, generative AI and large language models, diversity and inclusion in online learning, teaching and assessment innovations, leadership and future trends, and open education.

In this 8th edition on new modes of teaching and learning we cover initiatives related to: Applying AI and Learning Analytics, Enhancing Engagement and Support, Optimizing cross-institutional Studies and Innovating Skills and Competencies.

The Artificial Intelligence revolution is transforming education at an unprecedented pace, offering innovative opportunities to personalize learning experiences, support teachers and students in their daily tasks, and optimize educational management.

This report covers the achievements and milestones of EADTU in 2023.

Overview of papers as presented during the Innovating Higher Education Conference, 04 - 06 October 2023 in Istanbul.

Advances in artificial intelligence (AI) are ushering in a large and rapid technological transformation. Understanding how AI capabilities relate to human skills and how they develop over time is crucial for understanding this process. In 2016, the OECD assessed AI capabilities with the OECD’s Survey of Adult Skills (PIAAC). The present report follows up the earlier study, collecting expert judgements in 2021 on whether computers can solve the PIAAC literacy and numeracy tests. It is part of a comprehensive ongoing project on assessing AI. This study shows that AI could potentially outperform large shares of the population on PIAAC – 90% of adults in literacy and 57-88% of adults in numeracy. AI’s literacy capabilities had improved considerably since the 2016 assessment. According to experts, AI will solve the entire literacy and numeracy tests by 2026. These findings have important implications for employment and education. Large shares of the workforce use literacy and numeracy skills daily at work with a proficiency comparable or below that of computers. AI could affect the literacy- and numeracy-related tasks of these workers. In this context, education systems should strengthen the foundation skills of students and workers and teach them to work together with AI.

This document sets out the position of the Department for Education on the use of generative artificial intelligence (AI), including large language models (LLMs) like ChatGPT or Google Bard, in the education sector. This statement is informed by Government's White Paper on a pro-innovation approach to AI regulation, and follows Government's recent announcement to create a Foundation Model Taskforce which will consider UK domestic capability in this important technology. Generative AI refers to technology that can be used to create new content based on large volumes of data that models have been trained on. This can include audio, code, images, text, simulations, and videos.

The higher education sector is undergoing a technological revolution, with AI tools like ChatGPT, GitHub Copilot, and Midjourney leading the charge. These tools are transforming the way students learn and the way universities and workplaces operate.

We are seeing the first guidance to students on the use of ChatGPT and AI tools in assessment starting to emerge. Getting terminology correct on this is a little challenging, so we are going to explore this.

These ethical guidelines on AI and data usage in teaching and learning are designed to help educators understand the potential that the applications of AI and data usage can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.

This Quick Start Guide introduces ChatGPT, an Artificial Intelligence (AI) tool that has taken the world by storm, reaching 100 million users just two months after being launched. The Quick Start Guide provides an overview of how ChatGPT works and explains how it can be used in higher education. The Quick Start Guide raises some of the main challenges and ethical implications of AI in higher education and offers practical steps that higher education institutions can take.

Generative AI tools (such as OpenAI’s ChatGPT and DALL.E2, Stable Diffusion, Google’s Bard and Generative AI assisted search engines) are systems that have been trained on massive data sets and use algorithms to quickly respond to user prompts, by answering questions, summarising text, or producing images in a variety of formats, tones, and styles. The use of Generative AI in higher education is evolving rapidly and it is important we provide you with guidance on the use of Generative AI in the context of Learning, Teaching and Assessment (LTA) while we consider the medium and long-term impact of the technology. We are currently working on detailed guidance for students and staff, but in the meantime, here is some interim guidance on how to use Generative AI appropriately. This guidance takes cognisance of the UK Higher Education Quality Assurance Agency’s Generative AI guidance and was drafted with input from OU academics, professional services colleagues, and students.