5/13松田裕之最終講義 ご意見ご質問ありましたらお願いします

 

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Genarative AI needs a new literacy.

Q:. Is there anything else you would like to share with UNESCO on the topic of policies and guidelines?

A:In Japan, Sophia University and Tohoku University released their notes on the use of generated AI *at the end of March and the University of Tokyo at the beginning of April*. Tohoku University notes the following points: (1) Using the output of AI as it is in reports and other answers is not for one's own study; (2) The use of AI is prohibited in some classes, and in some cases may be considered plagiarism; (3) When using AI for research and study, etc., it is not uncommon for AI output to contain errors, and it is necessary to confirm whether the AI output is correct or incorrect; (4) If unpublished papers or confidential information is input into a generative AI [even if not used in a report], there is a possibility that such information will be leaked or disclosed unintentionally [three years later]. Sophia University prohibits students from using it for report writing, etc., but other universities only caution against it, and many other universities have not yet noted.

Since it is difficult to tell whether a report submitted by a student was created using generative AI or not, it has been pointed out that a combination of face-to-face interview examination and written test is necessary.

Since the generated AI do not collect information on Japanese-language sites into the big data, Japanese-language information was particularly prone to errors, it seems to have improved a lot recently. (Please forgive that this text itself is also based on translation by DeepL).

* https://ledge.ai/chatgpt_university/

Q:In your opinion, what will be a main impact of generative AI on education now and in the future (concerning dimensions of, for instance, teaching, learning, evaluation, validation, research, etc.)?

A:This is my personal opinion. While the above points should be noted, generative AI is an extremely useful tool, and many researchers are using it to find relevant literature for their research and to refine their manuscripts. I usually ask my students to submit questions about my lectures as a report. So far, my lectures are not globally famous, it is impossible to ask the catchy and wit questions with the generative AI. On the other hand, I am creating the answers to the questions. The generative AI is like a teaching assistant that supports me and often has better parts than my own answers. Students can use the generative AI to learn not only what they learned in the lecture, but also relevant information. Importantly, we need to develop a new literacy to verify the authenticity of the generative AI. This literacy has already been needed since Google searches were first becoming popular.