In May, a student in New Zealand openly explained whey they had used AI to write their papers, justifying it as a tool like Grammarly or spell-check. The reasons they gave were:
“I have the knowledge, I have the lived experience, I’m a good student, I go to all the tutorials and I go to all the lectures and I read everything we have to read but I kind of felt I was being penalised because I don’t write eloquently and I didn’t feel that was right,” they explained.
Further, it didn’t feel like they were cheating, because the student guidelines at their university state only that you’re not allowed to get somebody else to do your work for you. GPT-3 isn’t “somebody else”—it’s a program they argued.
Mike Sharples, a professor in the U.K., has urged educators to “rethink teaching and assessment” in light of the technology, which he said “could become a gift for student cheats, or a powerful teaching assistant, or a tool for creativity.” The world of generative AI is growing at an alarming rate and cannot be ignored, but how educators and students deal with it or accept it is vastly different.
Read the full article by Stephen Marche – The College Essay Is Dead