The dawn of AI has come, and its implications for education couldn’t be more significantVitomir Kovanovic
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Zusammenfassungen
The release of OpenAI’s ChatGPT chatbot has given us a glimpse into the future of teaching and learning alongside artificial intelligence.
Educators immediately pointed out the chatbot’s ability to generate meaningful responses to questions from assessments and exams. And it’s often not possible to attribute these responses to a particular source – making it difficult to detect plagiarism.
Concerns didn’t go unnoticed. Shortly after ChatGPT’s release, OpenAI announced it was developing a “digital watermark” to embed into the chatbot’s responses. This kind of watermark is embedded as a digital signal that can identify the content as being AI-generated, and which (in theory) should be difficult to remove.
But as experts have pointed it, people will likely find workarounds. And it won’t be long before other AI models just as capable as ChatGPT pop up. What will this mean for our educational spaces?
It’s safe to say we can expect some challenging years ahead.
Von Vitomir Kovanovic im Text The dawn of AI has come, and its implications for education couldn’t be more significant (2022) Educators immediately pointed out the chatbot’s ability to generate meaningful responses to questions from assessments and exams. And it’s often not possible to attribute these responses to a particular source – making it difficult to detect plagiarism.
Concerns didn’t go unnoticed. Shortly after ChatGPT’s release, OpenAI announced it was developing a “digital watermark” to embed into the chatbot’s responses. This kind of watermark is embedded as a digital signal that can identify the content as being AI-generated, and which (in theory) should be difficult to remove.
But as experts have pointed it, people will likely find workarounds. And it won’t be long before other AI models just as capable as ChatGPT pop up. What will this mean for our educational spaces?
It’s safe to say we can expect some challenging years ahead.
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 Personen KB IB clear | Brett A. Becker , Paul Denny , James Finnie-Ansley , Andrew Luxton-Reilly , James Prather | ||||||||||||||||||
 Aussagen KB IB clear | Computergenerierte Texte erleichtern Plagiarismus bzw. entsprechenden Textbetrug.Computer-generated texts facilitate plagiarism / text fraud | ||||||||||||||||||
 Begriffe KB IB clear | Bildungeducation (Bildung)
,  Chat-GPT
,  Generative Machine-Learning-Systeme (GMLS)computer-generated text
,  Generative Pretrained Transformer 3 (GPT-3)
,  Generative Pretrained Transformer 4 (GPT-4)
, GMLS & Bildung
, GMLS & Schule
,  Künstliche Intelligenz (KI / AI)artificial intelligence
,  Lernenlearning
,  Plagiarismusplagiarism
,  Schuleschool
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Nicht erwähnte Begriffe | Digitalisierung, GMLS & Hochschule, Intelligenz, Kinder, LehrerIn, Schweiz, Textgeneratoren-Verbot, Unterricht |
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