Generative AI in learning and teaching

The University's response to the Gen-AI in education (Education Office bulletin)

21 August 2023

What does Generative AI tools mean for our approach at the University of Auckland?

Artificial intelligence (AI) software such as ChatGPT is now available to the public for free. This means that students can put assignment prompts into the software and (depending on the assignment prompt) have a passable answer generated in seconds. Although such tools have been around for a while, the wider public became aware of them in November 2022 when ChatGPT was launched. While tools have been developed to detect text generated by AI, these tools are not 100% accurate and are not a long-term solution.

This bulletin explores options for Waipapa Taumata Rau | University of Auckland staff to respond to this development, before considering what affordances this technology may bring to the sector in the longer-term. Given the pace of developments, this document should be read as a snapshot in time; we will endeavour to keep you abreast of future developments.

How has the University responded?

The University has enabled teachers to judge which software students should be allowed to use in their assessment activities according to the learning outcomes and marking rubrics of each assessment. These are discussed in the new Guidelines on permitted use of software in assessment activities. Course Directors should:

Determine which software is – and is not – permitted for each assessment activity

You may need to adapt your learning outcomes and marking rubrics if you don’t want Gen-AI to be used in particular ways. For example, if you don’t want students using information provided by Gen-AI in their assessments, add research skills and information literacy to your learning outcomes and marking rubrics.

Be explicit about which software is – and is not – permitted for each assessment activity

Communication is critical to manage your students expectations. In order to avoid students inadvertently committing academic misconduct, it is important to ensure they are all aware of which tools are permitted and which are not for each assessment activity. To help you with this, TeachWell has example statements on permitted software in courses which you can adapt and add to your Canvas courses.

Additionally, we have published general advice for coursework students on the use of Gen-AI. It specifies that, above all, it is their responsibility to use Gen-AI in ways that are allowed by their Course Director and the University. Read the advice for student on using Generative Artificial Intelligence.

What developments should I be aware of?

2023 has seen many advances in the Gen-AI space, including the release of GPT-4, Grammarly Go and other similar AI chatbots. Below is a brief, non-exhaustive summary of some of the key advances and developments which are relevant to us a sector:

In March 2023, OpenAI released GPT-4, a paid version of the Gen-AI chatbot. The tool:
- Can interpret images
- Is less likely to invent facts
- Has more sophisticated and flexible writing abilities (e.g. can replicate an author’s writing style).
Grammarly Go
- Helps students brainstorm and plan their writing
- Generates drafts based on prompts
- Makes more sophisticated suggestions, e.g. to explore counterarguments
- While currently not enabled in the UoA institutional license, students can sign up for a free individual account and get limited access to this.
Microsoft’s Bing and Google’s Bard are other AI chatbots that can perform similar functions to Chat-GPT3. Each tool has different strengths and weaknesses.
- How can we encourage students to use Gen-AI ethically and promote academic integrity?
In March 2024, the University announced that it had purchased a license for the secure version of Microsoft Copilot for staff and students.

The Russell Group in the UK have developed a set of principles for using Gen-AI in Higher Education. These principles are:

Universities will support students and staff to become AI-literate.
Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience.
Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access.
Universities will ensure academic rigour and integrity is upheld.
Universities will work collaboratively to share best practice as the technology and its application in education evolves.

These principles reflect the general response of the HE sector and the intended direction of many institutions going forward. While we continue to debate and mature our position, we encourage you to:

Be transparent in your discussions with students around the ethics of using Gen-AI tools and why the assessments set are important for their learning.
Craft a Gen-AI policy for your course and decide if the use of Gen-AI will undermine the assessment or if Gen-AI tools can be used to enhance learning. Consider co-creating the policy with the students.
If the assessment needs updating to reflect the use of AI, check that it aligns with the learning outcomes and change if necessary.
Consider assessments that utilise peer review, collaboration and show the learning journey. Peers are likely to hold each other accountable with regards to academic integrity.

What about AI detection tools?

The University piloted Turnitin’s AI detection tool, which adds to the similarity report in Feedback Studio. Find out about the University’s decision around the use of this feature.

What support is available for keeping up with these developments?

For support with assessment redesign or incorporating Gen-AI into your courses, book a session with Ranga Auaha Ako’s TeachWell Consult service.
For inspiration on adapting your assessments, check out these examples from UoA courses.
Check out the webinar which was held on 12 June 2023 and was an opportunity for staff to ask questions on Gen-AI and teaching and learning at the University of Auckland. You can also read the questions (PDF) that were asked during the webinar.

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