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16 August 2024 Photo Supplied
Dr Peet van Aardt
Dr Peet van Aardt is the head of the UFS Writing Centre and the Coordinator of the Initiative for Creative African Narratives (iCAN).

Opinion article by Dr Peet van Aardt, Centre for Teaching and Learning and Head of the UFS Writing Centre, University of the Free State. 


The use and permittance of artificial intelligence tools such as ChatGPT at the University of the Free State (UFS) should be discouraged, writes Dr Peet van Aardt.

A decade ago, academics were encouraged to find ways to incorporate social media platforms like Facebook and Twitter in their teaching. Seeing as students were spending so much time on these platforms, the idea was that we need to take the classroom to them. Until they found out young people do not use social media to study, but rather to create and share entertainment content.

During the late 2000s, News24.com, the biggest news website in Africa, went on a mission to nurture and expand what was known as “community journalism” because everybody started owning smartphones, the news outlet’s leadership thought it was the opportunity to provide a platform for people to share photos, videos and stories of news events that took place around them. Until they realised that the vast majority of people didn’t want to contribute to journalism; they merely wanted to consume it.

Lest we assume students will use AI in a responsible and productive manner, at the UFS Writing Centre we find that students over-rely on ChatGPT in their assignments and essays. We should do everything in our power to discourage its use because it threatens what we do at a university on three levels.

It’s an educational issue

There are five main academic literacies we want to teach our students: reading, writing, speaking, listening and critical thinking. When students prompt ChatGPT to write their essay for them, immediately the reading and writing literacies are discarded because the student does not write the essay, nor do they read any source material that would help them form an argument. Critical thinking goes out the window, because it is merely a copy-and-paste job they are performing. And speaking? We see in the Writing Centre that students who use ChatGPT cannot discuss their “work”. The student voice is being killed.

There are lecturers who take the approach of motivating students to use prompted content from ChatGPT in order to critique and discuss the AI output. This is fine, should the students be operating at a level where their academic literacies have been established. In short: for postgraduate use it might be acceptable. Undergraduate students need to go through the process of becoming scholars and master their subject matter before they can be expected to critique it. It is basic pedagogy, and our duty as staff at the UFS, because it aligns with the Graduate Attribute of Critical Thinking.

It’s a moral issue

In addition to the academic literacies we attempt to instil in our students are attributes of ethical reasoning and written communication. The fact that AI tools “scrape” the internet for content without any consent from the content creators means that it is committing plagiarism. It is theft – “the greatest heist in history” as some refer to it. Do we want our students to develop digital skills and competencies on immoral grounds? Because often this is the reason given when students are encouraged or allowed to use AI: “The technology is there, and therefore we must learn to go with the flow and let the students to use it.” By this reasoning one can make the argument that the UFS rugby team (go, Shimlas!) must use performance-enhancing substances because it will make the players faster, stronger and “the technology is there”.

Academics also face a moral dilemma as there seems to brew a view that fire should be fought with fire: that AI can assist and even lead in tasks such as plagiarism detection, assessment and content development. But fighting fire with fire just burns down the house. Let us not look to AI to lessen our workload.

It’s an economic issue

Technology in education should be used to level the playing field. Companies develop online tools with a primary goal of making money – despite what the bandwagon passengers in the East and West promise us. Their operations cost a lot of money, and so they release free versions to get people hooked on it, and then they develop better products and place them behind a paywall. What this then means is that students who can afford subscription costs get access to the premium product, while the poor students get left behind. How can we assess two students who cannot make use of the same version of a tool? This will widen the gap in performance between students from different economic backgrounds. And consider the deletion of the authentic student voice (as alluded to earlier), these AI tools just represent a new platform for colonisation and therefore have no place in our institution.

OK, so what?

Lecturers who want advice on how to detect overreliance on AI tools can have a look at this video, which forms part of the AI Wayfinder Series – a brilliant project by the UFS’s Interdisciplinary Centre for Digital Futures and the Digital Scholarship Centre. These centres also have other helpful resources to check out.

But as an institution we need to produce a policy on how to deal with the threat and possibilities of AI. (Because in society and in certain disciplines it can make a contribution – just not for undergraduate studies in a university context.) Currently, a team that includes staff from the Faculty of Law and that of Economic and Management Sciences is busy drafting guidelines which departments can implement. Then, after a while, a review of these guidelines-in-practice can be done to lead us on the path of establishing a concrete policy.

If we as educators consider the facts that the use of AI tools impede the development of academic literacies (on undergraduate level), it silences local, authentic voices and it can create further economic division among our student community, we should not promote its use at our institution. Technology is not innovative if it does not improve something.

Dr Peet van Aardt is the Head of the UFS Writing Centre and the Coordinator of the Initiative for Creative African Narratives (iCAN). Before joining the UFS in 2014 he was the Community Editor of News24.com. 

News Archive

Mineral named after UFS professor
2017-09-29

Description: Mineral tredoux Tags: International Mineralogical Association, tredouxite, Prof Marian Tredoux, Department of Geology, Barberton 

Tredouxite (white) intergrown with bottinoite (light grey),
a complex hydrous alteration product. The large host
minerals are nickel-rich silicate (grey), maybe willemseite,
and the spinel trevorite (dark grey).


More than five thousand minerals have been certified by the International Mineralogical Association (IMA). One of these minerals, tredouxite, was recently named after an academic at the University of the Free State (UFS). 

Tredouxite was named after Prof Marian Tredoux, an associate professor in the Department of Geology, to acknowledge her close to 30 years’ commitment to figuring out the geological history of the rock in which this mineral occurs. The name was chosen by the team which identified the new mineral, consisting of Dr Federica Zaccarini and Prof. Giorgio Garuti from the University of Leoben, Austria, Prof. Luca Bindi from the University of Florence, Italy, and Prof. Duncan Miller from the UFS. 

They found the mineral in the abovementioned rock from the Barberton region in Mpumalanga, in May 2017.

In the past, a mineral was also named after Marie Curie
With the exception of a few historical (pre-1800) names, a mineral is typically named either after the area where it was first found, or after its chemical composition or physical properties, or after a person. If named after a person, it has to be someone who had nothing to do with finding the mineral.

Prof Tredoux said: “As of 19 September 2017, 5292 minerals had been certified by IMA. Of these, 81 were named after women, either singly or with a near relation. Marie Curie is named twice: sklodowskite (herself) and curite (plus husband). Most of the named women are Russian geoscientists.”

Another way to assess the rarity of such a naming is to consider that fewer than 700 minerals have been named after people. Given that there are by now seven billion people on the planet, it means that a person who is granted a mineral name becomes one in 10 million of the people alive today to be honoured in such a way. To date, over a dozen minerals had been named after South Africans, three of them after women (including tredouxite).

It contains nickel, antimony and oxygen
The chemical composition of tredouxite is NiSb2O6 (nickel antimony oxide). This makes it the nickel equivalent of the magnesium mineral bystromite (MgSb2O6), described in the 1950s from the La Fortuna antimony mine in Mexico.  

“This announcement is of great academic importance: the discovery by the Italian team of a phase with that specific chemical composition will undoubtedly help me and my co-workers to better understand the origin of the rock itself,” she said. She also expressed the hope that it may raise interest in the Department of Geology and the UFS as a whole, by highlighting that world-class research is being done at the department. 

The announcement of this new mineral was published on the International Mineralogical Association Commission on New Minerals, Nomenclature and Classification website, the Mineralogical Magazine and the European Journal of Mineralogy.

 

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