Large Language Models (LLMs) and other generative artificial intelligence tools have become accessible through consumer-facing products and seen widespread adoption. This period has seen substantial discussions across institutions regarding the impact of these technologies on teaching, learning and assessment, and a notable emphasis on academic integrity. In response, many institutions have crafted statements of position, established advisory groups to assess the current state and future directions, and developed guidance and support resources, for both faculty and students.
These AI tools, particularly generative models capable of creating text, code, images, and videos, offer significant potential to enhance student learning. However, they also present well-documented challenges such as a predisposition toward norms reflected in their training data, accuracy concerns, transparency, alignment, privacy, and copyright issues. To realize the potential benefits of this technology, it is crucial that these challenges are acknowledged and mitigated effectively.
This document aims to provide guidance for institutions as they navigate the integration of generative AI tools. The guidance focuses on the implications for education as a first priority area. As members of U15 Canada, a network of research-intensive universities in Canada, we are committed to aligning within an ethical framework that builds and maintains trust in support of the adoption and application of these tools. This will guide the development of emerging practices that support our shared values. Given the pace of change in this area, this document must be evergreen ensuring it remains relevant in this rapidly evolving field.
Read the full guide: Navigating AI in Teaching and Learning – U15 Canada – September 2024