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Nespoléhejme na "AI detektory"

Stále se setkávám se snahou vypořádat se s nástupem generativní AI nasazením tzv. AI detektorů:

This software aims to flag AI-generated content in student work. However, AI detection software is far from foolproof—in fact, it has high error rates and can lead instructors to falsely accuse students of misconduct (Edwards, 2023; Fowler, 2023). OpenAI, the company behind ChatGPT, even shut down their own AI detection software because of its poor accuracy (Nelson, 2023).
-- AI Detectors Don’t Work. Here’s What to Do Instead

Zároveň je dobré si uvědomit, že otázka zda "student použil nebo nepoužil AI" není černobílá, 1 nebo 0, ale je to spíše škála. Student mohl například využít nějakého chatbota pro brainstorming, nebo stylistickou úpravu svých cizojazyčných textů. Tím pádem "AI použil", ale obsah práce je stále jeho originálním výtvorem. Je tedy spíš k diskusi, co je ještě legitimní použití, a co už je za hranou.

Výše citovaný článek doporučuji pro řadu praktických tipů, jak postupovat. Např.:

Set Clear Policies and Expectations

It’s important to be clear with your students about if, when, and how they should use AI in your courses (Eberly Center, n.d.; Schmidli et al., 2023). Here are some potential strategies:

  • Announce your policies on AI use both in person and in writing. First, make sure to talk about these policies with your students during class at the beginning of the semester. It’s also essential to include the policies in your syllabus and course site (as recommended in MIT Sloan’s Generative AI Guiding Principles) so students can easily go back and reference your expectations (Teaching + Learning Lab, n.d.-b).
  • Provide definitions of key terms like plagiarism and cheating in the context of generative AI tools.
  • Share clear examples of appropriate versus inappropriate AI applications for specific tasks (Eberly Center, n.d.; Columbia Center for Teaching and Learning, n.d.). For example, you might allow students to use ChatGPT to brainstorm ideas or review grammar, but not to generate significant portions of essay content.

-- tamtéž