“ WE HAVE TO HELP STUDENTS AND EDUCATORS NAVIGATE THIS SPACE SO WE CAN ENSURE ACADEMIC INTEGRITY, BUT AT THE SAME TIME, NOT RUIN ANYONE’S FUTURE OR NOT GET IN THE WAY OR DEMOTIVATE THEM BASED ON AN UNFAIR ACCUSATION.”
ANNIE CHECHITELLI, CHIEF PRODUCT OFFICER, TURNITIN
how AI has increased potential for reducing teacher workload, from administrative tasks to organisation. Similarly for students, it can assist with coherence when it comes to writing, areas such as syntax and grammar. Chechitelli also spoke about the
differences between productive and non-productive uses of gen AI and the need to always “approach it with authenticity”.
IMPACT ON LEARNING & ASSESSMENTS When it comes to AI in education, the use of gen AI in learning and assessments is an ongoing area of concern for institutions. Last year, MIT announced early
findings in their study on the impact of LLM’s such as Chat GPT on critical thinking and the cognitive cost of using an LLM for writing essays in an educational context. The study, although not peer-
reviewed, suggested reliance on LLM’s can result in a ‘cognitive debt’ and impact learning, depending on how people engage with gen AI. It also implied that once students use AI, they can become more comfortable with outsourcing their thinking.
14 “The bottom line is gen AI has
great potential and great pitfalls. But the answer is actually not that new. Many times when I speak to teachers, the answer is the same it’s been for a long time – it’s about formative assessment over time. It’s about understanding the student’s process, not just the final product. The final product is a useful artifact but we need to think about the entire process of learning that students go through and at what point that learning happens,” stated Chechitelli. “I’d argue there’s not a moment.
It’s the entire length of the process and it’s not perfect, it’s difficult to navigate. And so the more time you can put into those types of formative learning moments and having the teacher understand what’s happening and how the student is learning – the better.” Chechitelli added that with the
numerous AI and ed tech tools available now it can be hard to know where in that process it’s okay to offload learning and what parts of learning are critical to a student’s development. “In the past, we’ve used writing
as a mechanism to think or to help students think. Writing was
an important part of the thinking process. So what parts can we keep and what parts can we not keep?” Chechitelli argued that while
education is going to evolve, and should evolve with AI. It’s important to know how and where AI is used and called for more transparency so that students understand where and when to use it and educators have a guideline to work from. We are in an age where students
should routinely save their drafts and
outlines and be prepared
to have a conversation with a teacher about their work and show their process of learning, stated Chechitelli. AI usage is not just a worry for students, parents too are concerned
about their children
being falsely accused of using AI. “This is a real thing, and we
have to help students and educators navigate this space so we can ensure academic integrity, but at the same time, not ruin anyone’s future or not get in the way or demotivate them based on an unfair accusation.”
CLARITY NEEDED FOR STUDENTS & TEACHERS According to a Centre for Democracy and Technology survey, 71% of teachers said
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