{"id":1592,"date":"2023-01-10T17:56:36","date_gmt":"2023-01-10T22:56:36","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/unbc\/?post_type=chapter&p=1592"},"modified":"2026-01-20T14:32:57","modified_gmt":"2026-01-20T19:32:57","slug":"ai-machine-learning-and-writing-assistants","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/unbc\/chapter\/ai-machine-learning-and-writing-assistants\/","title":{"raw":"AI, machine learning, and generative technologies","rendered":"AI, machine learning, and generative technologies"},"content":{"raw":"\u201cArtificial intelligence\u201d<\/strong> is a catch-all term that encompasses a wide range of machine learning technologies that use large data sets \u2013 collections of information \u2013 to make predictions or conclusions.\r\n\r\n\u201cGenerative AI\u201d<\/strong> is the class of tools where the AI doesn\u2019t make decisions or predictions but instead appears to create \u2013 or generate! \u2013 something like an image, a paragraph, a video, or a sound file.\r\n
\r\n

Professional Development<\/p>\r\n\r\n<\/header>\r\n

Teaching, Learning, and AI Technologies<\/a> is a self-enrol workshop space maintained by the CTLT.\u00a0 It contains recordings of workshops and is updated regularly with discussions, resources, and professional development opportunities related to the topic.<\/div>\r\n
See also: UNBC Provost's Guidance on the Acceptability of Using Generative AI in Coursework.<\/a><\/strong>\r\nand\r\nGuidance for the ethical and responsible use of GenAI in grad studies at UNBC<\/a><\/strong><\/div>\r\n
<\/div>\r\n<\/div>\r\n

Is it cheating if my students use generative technologies?<\/strong><\/h2>\r\nThis will depend on the parameters of the assignment and the learning objectives of the course.\u00a0 Some instructors may wish to engage with these technologies in their course activities either throughout their course, or within specific assignments.\u00a0 Some instructors may wish to prohibit their use.\r\n\r\nIt is important to discuss the potential uses of these technologies with your students and clearly communicate where use is acceptable or unacceptable.\r\n
\r\n
\r\n
\r\n
\r\n
\r\n

What can I do to encourage students to\u00a0not<\/em> use generative technologies in my courses?<\/strong><\/h2>\r\nSome instructors are concerned about students using generative technologies to, for example, write essays or other written assessments for them. There are strategies for designing assessments that are more resistant to generative technologies:\r\n
    \r\n \t
  1. Clearly outline expectations.<\/strong><\/span>\u00a0 If you wish to allow or prohibit use of these platforms, clearly explain why in your course outline and discuss these expectations during class.<\/li>\r\n \t
  2. Evaluate students on process, not only on the final product. You might want to collect outlines or research proposals for evaluation and place less weight on a final paper assignment.<\/li>\r\n \t
  3. Include components of self-reflection (including reflection on prior learning or the student\u2019s own life or work contexts)<\/em> in assessments.<\/li>\r\n \t
  4. Reflect on your desired learning outcomes for your assessments. Consider whether an essay\/paper assignment as an evaluative form reflects the learning objectives in your class. Could you explore project-based learning or \u201cunessay\u201d<\/a>\u00a0instead?<\/li>\r\n \t
  5. Ask students to complete certain work during class time. For example, utilize pre and post polls to capture student reflections about material learned. This strategy can also help students prepare for activities that build upon this, such as group work or discussions.<\/li>\r\n<\/ol>\r\nIt\u2019s also important to keep open lines of communication with students about these tools.\r\n\r\nConsider exploring the limitations of these technologies with your students by, for example, asking it to create a bibliography for an assignment and then checking whether the sources it provides are reliable or even fabricated.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n
    \r\n
    \r\n
    \r\n
    \r\n

    Is there a technology that can \u201ccatch\u201d usage of these technologies?<\/strong><\/h2>\r\n

    In essence, no. The existing \"AI Detectors\" should not be used by UNBC Instructors because they have extremely high false positive ratings<\/a> and have been shown to not be accurate enough to base an accusation of student misconduct on.\u00a0 There are also alarming issues with these detection technologies impacting diversity, equity, and inclusion.<\/a>\u00a0 Given the speed with which these technologies develop and change, seeking a technological solution is entering an arms race that we cannot win. Be wary of claims made by technology companies in unsolicited emails and marketing campaigns.<\/p>\r\n

    Revising our pedagogies with strategies that make for more meaningful learning is a better approach.<\/p>\r\n

    See the page on Limitations of AI Detectors<\/a> for more information.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    What do I do if I suspect a student has used unauthorized AI assistance in an assignment?<\/strong><\/h2>\r\nHave a conversation with the student to determine their process and knowledge of the assignment in question. McMaster University has a great AI Misconduct Conversation Guide<\/a> to guide this conversation with the student to see if it is likely that a student used unauthorized AI assistance.\r\n

    Update your syllabus. Include a policy on student AI use.<\/h2>\r\n