Programme directors and leaders in learning and assessment must not fear the rising use of generative artificial intelligence (AI) among students, but rather welcome the possibilities it presents to enhance methods of evaluation. Seun Kolade and Sam Giove draw on the experience of Sheffield Business School to offer a pathway for the technology’s effective adoption Adversary FROM Ally TO
S ince OpenAI launched ChatGPT in November 2022, generative AI has continued to trend as a hot topic and sustained interest not only in the education sector but also among the wider populace. The reasons are not far-fetched given that, with the right prompts, a user can create new articles, poetry, music and other forms of content using generative AI that are often indistinguishable from those created by humans. They can also generate highly realistic images, videos and audio recordings of people – the so-called ‘deepfakes’ that are sometimes used to create the illusion that a person said or did something that, in reality, they did not. In healthcare, AI has the power to speed up the process of drug discovery by predicting how different
molecules might combine to produce effective drugs. The technology can also be used to create personalised voice assistants, generate voiceovers in different languages and help people with speech impairment. Where data is scarce, generative AI can even be used to create new, synthetic data that then trains machine-learning models for deployment across a wide range of areas. These include real-time translation and subtitling, 3D-model generation, prototyping and simulation, as well as style transfer for image and video editing, to name but a few. A double-edged sword Now imagine this versatile tool in the hands of a university or business school student. With minimal fuss and no intellectual exertion, they can generate an entire academic essay by issuing a set of commands to a generative AI platform and bypass the detection
30 | Ambition | NOVEMBER 2024
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