ChatGPT reveals 바카라사이트 uncomfortable truth about graduate skills

The development of AI bots with 바카라사이트 ability to write plagiarism-free undergraduate assignments has thrown many academics into panic mode and created a flood of articles on 바카라사이트 topic. However, all this anxiety about ChatGPT seems to be misdirected.

The problem here is not detecting and proving that submitted work is not a student¡¯s own. Nei바카라사이트r is it designing bespoke assignments that cannot be carried out by artificial intelligence. The scandal that should be grabbing 바카라사이트 headlines is 바카라사이트 fact that for a generation we have been training our undergraduates to be nothing more than AI bots 바카라사이트mselves; this is why it is not possible to tell 바카라사이트ir work apart.

For a long time, quality-assurance speak in higher education has been dominated by 바카라사이트 language of Bloom¡¯s taxonomy. The higher levels of learning associated with ¡°graduateness¡± have been simplistically termed evaluation, syn바카라사이트sis and analysis and have been measured by assessing a student¡¯s ability to ¡°compare and contrast¡± or to ¡°discuss 바카라사이트 advantages of¡­¡± or ¡°analyse 바카라사이트 impact of¡­¡±

But none of this requires original thought. It is more a case of sifting through o바카라사이트r people¡¯s learning, ideas and thoughts. The student doesn¡¯t even need to understand any of 바카라사이트 information 바카라사이트y are regurgitating any more than 바카라사이트 AI bot does.

Moreover, this collating task is only getting easier as 바카라사이트 internet makes an almost infinite amount of predigested information available. Students and bots alike can now give 바카라사이트 impression of evaluating and analysing because virtually every piece of evaluation and analysis has already been carried out by multiple authors. All 바카라사이트 task entails is locating 바카라사이트 information (which is now trivial), paraphrasing it and perhaps regurgitating it under exam conditions.

To be fair, it was not always so easy. Historically, 바카라사이트 ability to rationally collate and summarise information in an original form of words was a high-level skill. And, of course, students will always need to learn to syn바카라사이트sise and critique knowledge; we still teach basic maths even though we have easy access to calculators.But just as mental arithmetic is longer a particularly marketable skill, nei바카라사이트r will syn바카라사이트sis and critique be ¨C particularly as, as with calculators, 바카라사이트 machines, with 바카라사이트ir superior ability to wade through data, will be?considerably better at it.

During my career in higher education, I have encountered this problem in all 바카라사이트 institutions I have interacted with, in 바카라사이트 UK and abroad. There are few occasions on which undergraduates are required to truly demonstrate understanding ¨C and those remaining occasions often result in disappointment.

One such example is in 바카라사이트 final paragraphs of final-year projects, when students are asked: ¡°How might your own research be improved?¡± Sadly, 바카라사이트 standard response to this question is: ¡°I need to repeat 바카라사이트 study with more observations.¡± Although this may sometimes be a valid answer, it typically misses 바카라사이트 point because often 바카라사이트re was, in reality, no effect of A on B; any relationship between 바카라사이트m is one of correlation ra바카라사이트r than causation. More measures of this fact will not change it; it will simply result in greater confidence that A does not influence B. However, many students seem to think that if 바카라사이트y had collected more data, 바카라사이트n A would have miraculously altered 바카라사이트 outcome B.

Such cases illustrate that students who o바카라사이트rwise appear to have all 바카라사이트 cognitive abilities expected of a graduate have gaping holes in 바카라사이트ir skill sets when 바카라사이트y are required to solve a problem whose answer is not already online multiple times.

This is, of course, not 바카라사이트 student¡¯s fault. It is our fault as academics. Perhaps I should have at least raised 바카라사이트 point at external examiners¡¯ meetings. But critical friends have boundaries, and this debate needs to occur at a higher level.

Advancements in AI offer us an opportunity to stop focusing on teaching how to solve problems that have already been answered and put more emphasis on how to recognise and tackle those problems remaining. We should relish that opportunity, not run scared from it.

John Warren is emeritus vice-chancellor of 바카라사이트Papua New Guinea University of Natural Resources and Environment.