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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

ANC is not a party of the people - Mbeki
2010-08-30

 

 

“The unions in this country do not understand the political economy of South Africa. They think that the ANC is the party of the people. The ANC is the party of the black middle class. The fact that the masses vote for it does not mean they control it. The policies of the ANC favour the black middle class and the established businesses. They do not favour the working class.”

This was said by renowned economic and political commentator Mr Moeletsi Mbeki, brother of former president Thabo Mbeki, during a guest lecture he recently presented to Economics students of the University of the Free State (UFS) in Bloemfontein.

“You just have to look at the types of houses that the ANC government builds for ordinary South Africans,” he said.

“If you had a party that was a pro-working class party it would not have built these so-called RDP houses that are being built by the ANC government. The unions have all along been under the illusion that the ANC is the government of the working class and (Zwelinzima) Vavi and them are now beginning to realise that this is not the case.

“The public-sector workers are in a special dilemma. They think the ANC is their ally but at the same time they feel they are not getting any benefits out of this alliance. Therefore you are beginning to get a very acrimonious environment emerging between the public-sector unions and the government.”

Regarding the current issue of the Protection of Information Bill and the proposed media tribunal that have brought the media and the government onto a collision course, Mbeki said the ANC government was trying to muzzle the media because it wanted to safeguard corruption within government.

“The question of freedom of information is very closely linked to the rise in corruption in the government,” he said.

“What the politicians are doing is that they are trying to hide that corruption. The media in this country have been playing a very critical role in exposing cases of corruption. That is why Vavi now has bodyguards.”

He said he recently met Vavi, the General Secretary of Cosatu, surrounded by four bodyguards. He said Vavi told him that he was getting death threats because he was opposing corruption in government.

Mbeki said the economic policies of South Africa were the “worst in the world” because they benefited people who were already rich and militated against the emergence of entrepreneurs.

“In fact, one of the serious downsides of Black Economic Empowerment (BEE) is that it takes people who should normally be entrepreneurs and who should be creating new companies and new jobs, out of that space and just makes them wealthy. BEE has been a disaster because it created this massive economic inequality; it created this class of idle rich who have tons of money but do nothing,” he added.

He said the under-investment in the economy was having dire consequences in terms of unemployment and poverty. He said this, coupled with the growth of consumption that Black Nationalism was driving, was actually driving down the ability of the economy to absorb labour.

“What really lies at the bottom of our economic problems in South Africa is that we have too much of a one-party dominance of our political system. We need more competition in our political system and until we realise the policies of the ANC are not going to change,” he said.

Mbeki’s guest lecture was on the topic: Architects of Poverty: Why African capitalism needs changing.

Media Release
Issued by: Mangaliso Radebe
Assistant Director: Media Liaison 
Tel:   051 401 2828
Cell:  078 460 3320
E-mail:  radebemt@ufs.ac.za  
30 August 2010

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