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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

Moshoeshoe Memorial Lecture to focus on Leadership challenges
2006-03-27

 Lecture to focus on Leadership challenges

 n Thursday 25 May 2006 – Africa Day – the University of the Free State (UFS) will host the inaugural King Moshoeshoe Memorial Lecture in honour of this great African leader and nation-builder.

 Prof Njabulo Ndebele, internationally renowned writer and academic, and Vice-Chancellor of the University of Cape Town (UCT), will deliver the inaugural lecture at the Main Campus in Bloemfontein on the topic: Reflections on the Leadership Challenges in South Africa.

 “I see the lecture as part of a larger debate on leadership models, particularly the concept of African leadership, as well as the ongoing discourse about nation-building and reconciliation,” says Prof Frederick Fourie, Rector and Vice-Chancellor of the UFS.

 According to Prof Fourie, the Moshoeshoe project was launched at the UFS in 2004 to coincide with South Africa’s first decade of democracy and was part of the University’s centenary celebrations, having been founded in 1904.

 “Through this project the UFS seeks to honour a great African leader and demonstrate our commitment to transformation so as to create a truly inclusive and non-racial university,” said Prof Fourie.

 “As the founder of the Basotho nation, King Moshoeshoe is widely credited for his exceptional style of leadership, displaying the characteristics of diplomacy, reconciliation and peaceful co-existence in his efforts to unite diverse groups into one nation,” said Prof Fourie.

 As part of its ongoing Moshoeshoe project, the UFS commissioned a television documentary programme on the life and legacy of King Moshoeshoe. This was completed in 2004 and broadcast on SABC 2 later that year.


Abridged curriculum vitae of Njabulo S Ndebele

Professor Njabulo S Ndebele is currently Vice-Chancellor and Principal of UCT.

 Njabulo Ndebele began his term of office at UCT in July 2000, following tenure as a scholar in residence at the Ford Foundation’s headquarters in New York.  He joined the Foundation in September 1998, immediately after a five-year term of office as Vice-Chancellor and Principal of the University of the North in Sovenga, at the then Northern Province.  Previously he served as Vice-Rector of the University of the Western Cape.  Earlier positions include Chair of the Department of African Literature at the University of the Witwatersrand; and Pro-Vice-Chancellor, Dean, and Head of the English Department at the National University of Lesotho.

 An established author, Njabulo Ndebele recently published a novel The Cry of Winnie Mandela to critical acclaim.  An earlier publication Fools and Other Stories won the Noma Award, Africa’s highest literary award for the best book published in Africa in 1984.  His highly influential essays on South African literature and culture were published in a collection Rediscovery of the Ordinary.

 Njabulo Ndebele served as President of the Congress of South African Writers for many years.  As a public figure he is known for his incisive insights in commentaries on a range of public issues in South Africa.  He holds honorary doctorates from Universities in the Netherlands, Japan, South Africa and the United States of America.  He is also a Fellow of UCT.

Njabulo Ndebele is also a key figure in South African higher education.  He has served as Chair of the South African Universities Vice-Chancellor’s Association from 2002-2005, and served on the Executive Board of the Association of African Universities since 2001.  He has done public service in South Africa in the areas of broadcasting policy, school curriculum in history, and more recently as chair of a government commission on the development and use of African languages as media of instruction in South African higher education.  He recently became President of the Association of the AAU and Chair of the Southern African Regional Universities Association (SARUA).

Media release
Issued by: Lacea Loader
Media Representative
Tel:   (051) 401-2584
Cell:  083 645 2454
E-mail:  loaderl.stg@mail.uovs.ac.za 
26 March 2006

 

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