14 Apr Legal Tech Vendors Are Taking On Generative AI Education Are Attorneys Welcoming It? Legaltech News
Generative AI Systems in Education Uses and Misuses Center for Democracy and Technology
Recognizing innovation in the legal technology sector for working on precedent-setting, game-changing projects and initiatives. In this article, we explore what generative AI is, how it works, pros, cons, applications and the steps to take to leverage it to its full potential. In recognizing and parsing the nuances of bullshit, Frankfurt equips readers with a sharper lens to critique and navigate a world increasingly filled with insincere and disingenuous communication.
While these tools are powerful and easy to use, they can also provide misleading or incorrect information. Students should always be strongly encouraged to take a critical approach to use of any output from a GenAI, as these tools not only generate superficial, inaccurate and unhelpful outputs, but may also undermine the learning process. They can create shortcuts that reduce the need for a student’s critical engagement, which is key to deep and meaningful learning. It is important that students understand the difference between reasonable and unreasonable use of these technologies. Text Generation involves using machine learning models to generate new text based on patterns learned from existing text data.
UNESCO’s Recommendation on the Ethics of Artificial Intelligence
This is both because they may not wish to restrict the system from hallucinating entirely, but even if they did desire to do so, it simply may not be possible. This means it would not necessarily be possible to make something like a research assistant that teachers could offer to their students with the assumption that it would only ever provide factual information. The system may not be able to understand ground truth in a meaningful way, because it is trying to “learn” for itself what data is more reliable than other data.
This technology has the potential for numerous applications, ranging from simple to complex, fanciful to tactical, delightful to deeply concerning. Significant attention has been paid to concerns like plagiarism, sometimes resulting in blanket bans on the use of generative AI technologies, covering not just students but teachers and administrators as well. However, there are a number of potential constructive uses of generative AI in the education space, for both adults (such as teachers and school counselors) and students. Chris Dede thinks we need to get smarter about using artificial intelligence and education.
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The intellectual world recently mourned the loss of Harry Frankfurt, the distinguished emeritus professor of philosophy at Princeton University who passed away July 16. Many, including myself, first encountered Frankfurt’s Yakov Livshits work through his intriguingly titled essay “On Bullshit,” published in 1986. This seminal work presents an in-depth exploration of the concept of bullshit, its definition, nature and societal impact.
Founder of the DevEducation project
A prolific businessman and investor, and the founder of several large companies in Israel, the USA and the UAE, Yakov’s corporation comprises over 2,000 employees all over the world. He graduated from the University of Oxford in the UK and Technion in Israel, before moving on to study complex systems science at NECSI in the USA. Yakov has a Masters in Software Development.
Partially in response to concerns about plagiarism, companies and people have begun building systems designed to detect content created by generative AI systems, and some developers have started watermarking the output of their systems. Due to this, any solutions to the risk presented by generative AI are likely to have Yakov Livshits to be more robust than relying on detectors. Chris Piech, assistant professor of computer science, told a story about a student who recently came into his office crying. The student was concerned about the rapid progress of ChatGPT and how this would deter future job prospects after many years of learning how to code.
Areas of Focus
So there’s question answering assistants to help with student questions, and there’s tutoring assistants and library assistants and laboratory assistants. There’s even a social assistant that can help students in a large class meet other students who might be good learning partners. So now, as a professor, I’m potentially surrounded by all these assistants who are doing parts of my job, and I can be deskilled by that, which is a bad future. You sort of end up working for the assistant where they say, well, here’s a question I can’t answer. The final section (slides 28-30) will include links to further resources from UCL and elsewhere, as well as suggestions for how students might productively make use of GenAI to support their learning, and an opportunity for questions.
Some higher education institutions have banned the use of GenAI technologies. However, we believe that these tools are potentially transformative as well as disruptive, that they will feature in many academic and professional workplaces. It includes subfields such as machine learning which uses algorithms to analyse huge amounts of data. The first sections of the UNESCO Guidance explain what Generative AI is and how it works.
But having lived through nine hype cycles for AI, I’m both impressed by how much it’s advanced, but I’m also wary about elaborate claims for it. And there is a lot of excitement now about generative AI is the term that people are using, which includes Yakov Livshits programs like ChatGPT. It includes really AI on its own doing performances that we previously would have thought were something that people would have to do. This section (slides 22-27) includes an overview of UCL’s AI and Assessment Categories.
As the value of high-quality data sets continues to increase, and data owners become more aware of their web content’s worth to data scientists, machine learning engineers (MLEs) may need to pay web publishers for the data they use to train their generative models. While legal technology providers have often coupled their products with educational or training resources in the past, such offerings seem to be gaining traction in the age of generative artificial intelligence. With the start of the school year, educators are wondering how artificial intelligence, or AI, may be used in learning environments, including by students for writing papers. Generative AI tools can help design and organize course materials, including syllabi, lesson plans, and assessments. They can also personalize course material based on students’ knowledge gaps, skills and learning styles, such as practice problems or interactive exercises.