Using it right: Nurul Awanees Izzatie Abdul Aziz (left) and Amirah Huwaina Rohidin checking out the functions of ChatGPT at Universiti Malaya. — AZHAR MAHFOF/The Star
THE Malaysian Qualifications Agency (MQA) has produced an advisory note on the use of generative artificial intelligence (AI), such as ChatGPT, in higher education.
Advisory Note no. 2/2023, said MQA deputy chief executive officer (Quality Assurance) Prof Khairul Salleh Mohamed Sahari, recommends prudent and responsible use of these tools by institutions, lecturers and students to enrich teaching and learning (PdP).
“As the progression of generative AI is exponential, it is important to embrace and leverage this technology, and if used wisely and ethically, generative AI tools can facilitate effective learning for students,” he said in an email to StarEdu.
Prof Khairul Salleh was responding to calls by experts for an open and considered approach when looking at the role of AI-powered tools in academia, as tertiary students praise its benefits (Time to outsmart plagiarism, The Star, April 12).
The advisory note states that rapid development of digital technology with various open-access functions demands that public and private universities, polytechnics, community colleges, and all other higher education institutions (HEIs) and public training institutes accredited by the MQA, enhance their understanding of various aspects of the concept, and the potential and risks of this technology, to ensure the effectiveness and integrity of PdP activities.Generative AI uses machine learning models to create content based on user input. Its applications use algorithms to manipulate and synthesise data to create new text, image, music, voice, video and other forms of content, as if these were created by humans.
In PdP, these applications can help users obtain, search, explain and analyse online sources; curate information; generate answers and ideas to questions for classroom activities; and edit their work.
While generative AI can increase competitiveness, creativity and innovation if used correctly and effectively, over-reliance and failure to monitor its use can be detrimental to the mastering of knowledge and skills like writing, summarising, evaluating, problem-solving, and critical thinking. What may also result are inaccuracies, which can compromise academic integrity.Academic staff and administrators in the higher education sector are beginning to use generative AI applications to detect materials generated by generative pre-trained transformer (GPT), such as GPTZero, Writefull X GPT Detector, and DNG.AI ChatGPT Detector.Academic staff, as educators and facilitators in implementing flexible and personalised learning, can be supported by generative AI technology to provide a meaningful learning environment for students.
They must, however, cultivate its use with integrity and be role models for students while ensuring that the latter are able to master learning outcomes with appropriate PdP and assessment approaches.
The advisory note calls on education institutions to create clear guidelines for academic staff and students on the use of generative AI applications in teaching, research, and scientific writing to support the development of knowledge and competencies in line with the learning outcomes of the programmes.
Institutions must also monitor and review policies, guidelines and practices related to the use of generative AI to ensure that academic quality and management frameworks are strengthened.
In addition, students must be guided on their use of generative AI through the provision of curation, fact-checking, decision-making, and critical thinking skills. While generative AI can be used to support learning, it cannot take over the tasks of a student.
For enquiries, log on to www2.mqa.gov.my/sppa/.
