Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
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

Staff, students, learners and the public opened their hearts during R5 coin-laying ceremony
2012-07-17

Photo:  Sonia Small
18 July 2012

Amidst a festive atmosphere on the Red Square in front of the Main Building on the Bloemfontein Campus of the University of the Free State (UFS), students, staff, learners and members of the public came together to make their contribution to stop hunger.

In celebration of former president Nelson Mandela’s birthday, the university collected money and food in the form of a coin-laying ceremony, the packing of food parcels, and a message delivered by Emeritus Archbishop Desmond Tutu in aid of the university’s No Student Hungry (NSH) campaign and Bloemfontein Child Welfare.

Representatives from schools in Bloemfontein donated their R5 coins, together with university staff, students, members of the public, and employees of Pick n Pay Hyper. Money collected at the coin-laying ceremony will be shared between NSH and Bloemfontein Child Welfare.

According to Ms Grace Jansen and Ms Carin Buys, patrons of NSH, the more than R42 000 that was collected will be donated to Bloemfontein Child Welfare in an effort by NSH to give back to the community. “We are impressed by the number of people who showed up and by the fact that people opened their hearts and pockets to give,” said Ms Buys.

Thirty employees of Pick n Pay Hyper in Bloemfontein were also present and packed 1 833 food parcels (equivalent to 11 000 meals). This forms part of a Pick n Pay initiative in cooperation with Stop Hunger Now that is being held countrywide today.

In total, 88 000 meals will be distributed in six cities in South Africa today. The 11 000 meals in the Free State have been donated to the university and according to Ms Jansen a social worker at the UFS will distribute it to other needy students. These are students who do not receive bursaries from NSH at the moment. Every food parcel contains rice, dried vegetables, soya, and vitamin and mineral enriched powder.

The university was honoured to have Emeritus Archbishop Desmond Tutu as the speaker at the event. He attended a dialogue in the Series of Dialogue between Science and Society today at the university where he took part in a conversation with Profs. Mark Solms and Pumla Gobodo-Madikizela as part of the Global Leadership Summit.

He made a special appearance at the university’s Nelson Mandela Day festivities. His message was simple but inspiring: “Everyone has, just like Madiba, the capacity to change lives. I hope there are people present who can say that they want to improve someone else’s life. You have the chance to make South Africa a country where no one goes to bed hungry. Help us to make South Africa a country where we have compassion for each other and care for each other”.

The UFS would like to thank the following schools for their contributions: 

Grey Kollege Primêre Skool
Grey Kollege
St Michael's School for Girls
Hoërskool Jim Fouché
Hoërskool Fichardtpark
Hoërskool Sentraal
Navalsig High School
HTS Louis Botha
Eunice High School 


 

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept