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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

Council concerned over health crisis
2009-06-08

The Council of the University of the Free State (UFS) has come out in support of doctors and health professionals attached to its Faculty of Health Sciences who expressed their concerns about the health crisis in the Free State.

At its meeting on Friday, 5 June 2009 the Council said it shared the concerns of health professionals that the quality of patient care and the quality of training being provided at the health faculties across the country are being compromised.

Earlier last week doctors and other health professionals of the UFS Faculty of Health Sciences issued a statement highlighting the seriousness of the crisis in health care provision in the Free State Province, warning that the system was on the verge of collapse.

According to the Council of the UFS, a petition will be addressed to the Minister of Health and the Minister of Education calling for urgent steps to be taken to correct the deteriorating situation in the province’s health care system.

In other decisions, the UFS Council also decided to confer an honorary doctorate on Judge Louis Harms, the Deputy President of the Supreme Court of Appeal in Bloemfontein.

Judge Harms is an international specialist in the field of Intellectual Property Law and has been actively involved in legislation and international agreements on intellectual property law, including the Designs Act, Trademarks Act and Patents and Copyrights Acts.

The motivation quotes one of his fellow jurists as saying that: “Harms is one of the greatest South African lawyers of the last 50 years. He is an intellectual giant who has made an impressive and profound contribution to the development of South African law: He is erudite, visionary, astute and principled.”

An honorary doctorate will also be conferred on geologist and expert on the geology of the Karoo Supergroup, Mr Johan Loock, for his distinguished efforts towards promoting the earth sciences and specifically geology, particularly in the context of the Free State.

Mr Loock has had two Karoo fossils named after him, which is a particular honour in the scientific world of palaeontology. He was employed by the UFS for 32 years and has close ties with the Free State in terms of his wide field of research interests.

The motivation further states that “the man affectionately and respectfully known as Oom Loock, or Malome, has selflessly given of his vast knowledge, expertise and insights into the physical and cultural heritage of the Free State to all who would learn from, and with, him”.

A Council Medal will be awarded to Prof. Johan Grobbelaar from the Department of Plant Sciences at the UFS. During his time at the UFS he has been a pioneer in many areas, including the first research expedition to Marion Island, the first PhD about research on Marion Island, the establishment of the Institute of Environmental Sciences as well as the establishment of the Centre for Environmental Management.

Council also decided to refer a report from the iGubu consultants regarding aspects of diversity in student residences to the Executive Committee of the Council so that the benefit of the participation of the rector-designate Prof Jonathan Jansen could be obtained and for further participation and consultation with relevant stakeholders.

In another decision the Council also extended the term of appointment of Prof. Tienie Crous as Dean: Economic and Management Sciences for an additional term of five years.

The Council furthermore appointed Prof. Hugh Patterton as the director of the strategic academic cluster dealing with advanced biomolecular research and Prof. Wijnand Swart as Director of the strategic academic cluster dealing with technologies for sustainable crop industries in semi-arid regions.

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