The purpose of this guideline document is to facilitate the responsible use of Generative\u00a0Artificial Intelligence (GenAI) tools within the Bilkent community. This document\u00a0outlines the definition of GenAI, provides illustrative examples, discusses potential use\u00a0cases and risks associated with its use, and offers recommendations for its appropriate\u00a0applications.<\/p>\n
This document has been created by reviewing the literature, conducting surveys with\u00a0both students and faculty members, and organizing focus group discussions exclusively\u00a0with the students. It will be updated regularly with the latest information and insights\u00a0to match the rapidly changing technology.<\/p>\n
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Introduction:<\/strong><\/span> <\/p>\n What is GenAI? What are GenAI tools?<\/strong><\/span> Some examples of GenAI tools<\/strong> are ChatGPT, Bing, Bard, Dall-E, Perplexity.ai, Jasper,\u00a0Midjourney, Amper, Dadabots, CodeStarter, Codex, Podcast.ai, Stability.ai, Adobe Firefly,\u00a0Runway ML, Canva, SlidesAI, and SlidesGP.<\/p>\n <\/p>\n Use cases of GenAI in higher education<\/strong><\/span> Students are advised to check with specific course syllabi and instructors\u00a0regarding the permissibility and appropriate methods for employing GenAI tools\u00a0in specific courses \/ for specific assignments.<\/strong><\/p>\n Below are some quotations from Bilkent Faculty members and students on how they\u00a0currently use or are planning to use GenAI tools.<\/p>\n <\/p>\n From faculty members<\/strong> “I have shown students how to use GenAI for speaking purposes and make it their\u00a0conversational partner.”<\/em><\/p>\n “Students have used GenAI to demonstrate its strengths and weaknesses in writing. GenAI\u00a0has proved to be an effective tool for idea generation and inquiry. It is awful for analysis\u00a0and finding reputable sources that exist.”<\/em><\/p>\n “I had students generate drafts of tasks by using a GenAI tool. This helped me understand\u00a0what they do with it. It allowed me to discuss with them the ethical implications and the\u00a0strengths\/weaknesses of the tool.”<\/em><\/p>\n “I have demonstrated to students what GenAI can do in responding to my assignment\u00a0prompts, where it falls short of the assignment expectations, and why. This fosters good\u00a0discussions about how to make an argument in academic writing because GenAI currently\u00a0is not good at making arguments and instead reports on general information. This helps\u00a0students understand the difference between making and defending a stance and\u00a0summarizing the general issue.”<\/em><\/p>\n “On Moodle forum of my course, I have asked the students to answer the sample questions\u00a0that I was sharing with them by using LLM tools (e.g., ChatGPT) and discuss the answers\u00a0that the tool was generating and evaluate them.”<\/em><\/p>\n “I use GenAI to create context and exercises to practice some grammar topics, vocabulary,\u00a0reading, and writing skills.”<\/em><\/p>\n “I have been using AI to generate discussion questions and design the end product in my\u00a0lessons. For example, If I ask my students to design a poster on the impacts of climate\u00a0change, I resort to AI to give me possible subheadings for the poster.”<\/em><\/p>\n “Students will be given several GenAI prompts to execute and summarize the responses.\u00a0The prompts were to emphasize how and why GenAI should not be used in certain\u00a0scenarios (completing course work vs. supporting learning) and also to emphasize the\u00a0ways that GenAI can be used to support learning (suggesting learning strategies,\u00a0resources, explaining concepts).”<\/em><\/p>\n “The students will be asked to use GenAI to generate essay responses to a prompt and have\u00a0students analyze them for content and ideas (an area where students particularly struggle\u00a0with).”<\/em><\/p>\n “I am planning to ask my students to use proper prompts (help them to learn about\u00a0prompting) at GenAI to get specific cases for the “Instructional Design” course. They may\u00a0also prepare lesson plans by using GenAI and check its properties according to certain\u00a0criteria (again improve prompting skills).”<\/em><\/p>\n <\/p>\n From students<\/strong> “I don’t see myself using GenAI for learning, but I would use it for communication (e.g.,\u00a0generating an e-mail template) or other tasks that I would otherwise waste a lot of time\u00a0on due to anxiety.”<\/em><\/p>\n “Summarizing topics for me, creating study plans, asking it to explain the parts I don’t\u00a0understand.”<\/em><\/p>\n “To better understand concepts as ChatGPT is a learned tutor who is available for you\u00a024\/7”.<\/em><\/p>\n “For example, I sometimes used it to find other ways to solve problems or get a brief\u00a0summary of topics.”<\/em><\/p>\n “I usually give it a piece of text and make it come up with comprehensive questions. After\u00a0that, I want a brief summary of the text from GenAI. I read and came up with answers. I\u00a0prompt my answers to GenAI and want it to correct them. After all this, I read the text I\u00a0supplied, checked all the answers, and came up with additional questions. Then iterate\u00a0once again. It’s a good learning partner.”<\/em><\/p>\n “I will create personalized syllabi, get help with self-organization and take notes more\u00a0effectively.”<\/em><\/p>\n <\/p>\n Risks associated with using GenAI tools<\/strong><\/span> \u25cf Hallucinations:<\/strong> GenAI may involve integrating loosely relevant facts and data to\u00a0create factually incorrect statements or conclusions, as well as the generation of\u00a0entirely nonexistent personalities, institutions, phenomena, and data.<\/p>\n \u25cf Security flaws:<\/strong> GenAI might cause problems with security issues, which involve\u00a0disclosing information concerning individuals, institutions, processes, or\u00a0corporations.<\/p>\n \u25cf Privacy issues:<\/strong> GenAI may intensify the complexity of privacy issues, which\u00a0involve the unauthorized disclosure of personal, private, or corporate\u00a0information, including intellectual property, to third parties without proper\u00a0consent.<\/p>\n \u25cf Offensive content:<\/strong> GenAI may involve creating and distributing text, images,\u00a0sounds, or videos that can be politically, socially, sexually, religiously, or\u00a0culturally offensive without obtaining consent from relevant parties.<\/p>\n \u25cf Fake citations and references:<\/strong> GenAI may generate fictitious sources of data or\u00a0facts, leading to inaccurate or misleading information.<\/p>\n \u25cf Inaccuracy:<\/strong> GenAI may contribute to inaccuracy, which is creating and\u00a0disseminating content or information that is inaccurate or outdated, thereby\u00a0contributing to misinformation.<\/p>\n \u25cf The risk of plagiarism:<\/strong> GenAI may cause the risk of plagiarism, which arises\u00a0from the absence of proper citations and a comprehensive understanding of the\u00a0extent of possible replication from existing resources.<\/p>\n \u25cf Bias:<\/strong> GenAI may have bias, which occurs when content is generated based on\u00a0predominantly existing opinions, data, or views while ignoring other critical,\u00a0accurate, or less frequently discussed perspectives.<\/p>\n \u25cf Relying solely on AI tools<\/strong> as a source of information may result in missing out\u00a0on alternative, more accurate, and valuable ideas, data, and resources,\u00a0destructing the critical thinking process.<\/p>\n \u25cf Instructors being unclear about what is acceptable and what is not:<\/strong>\u00a0Plagiarism issues may be generated due to poorly defined rules and regulations\u00a0by instructors specific to each course resulting in students’ lack of clear\u00a0understanding of such policies.<\/p>\n \u25cf Faculty members having varied understandings and practices of AI use:<\/strong>\u00a0Letting students get help from AI at different levels, i.e., one faculty totally letting\u00a0students use AI tools to write a portion of their assignment, but another faculty\u00a0banning such tools in multi-section courses offered by several instructors.<\/p>\n \u25cf Not being able to do anything without it:<\/strong> Loss of self-confidence by students,\u00a0breaking up the learning-by-doing process.<\/p>\n <\/p>\n Responsible use of GenAI tools and recommendations<\/strong><\/span><\/p>\n Faculty members are recommended:<\/strong><\/span><\/p>\n To include a statement in their course syllabi indicating whether they will<\/p>\n Students are recommended:<\/strong><\/span> To consult with their professors (thesis advisor and\/or course instructor) about\u00a0using GenAI:<\/strong> If a student is in doubt about use of GenAI in a specific course or other\u00a0academic work, they must communicate with the corresponding faculty member. Their\u00a0expertise and guidance will help students navigate through the ethical considerations\u00a0and make informed decisions regarding integrating GenAI into their academic work. If\u00a0they are still unsure about whether to use GenAI or not in a particular situation after\u00a0reviewing the syllabus and consulting with their professor, they should not use to be on\u00a0the safe side.<\/p>\n To cite other peoples’ ideas and acknowledge the use of AI tools & be transparent\u00a0about the use of AI tools:<\/strong> If students use content generated by AI tools in their work,\u00a0they must provide appropriate attribution to the AI system and any human\u00a0contributors. They should not submit assignments which include AI-generated content\u00a0without giving proper attribution to avoid academic misconduct. They should learn how\u00a0to cite the content generated by AI tools correctly.<\/p>\n To keep records of how and why AI tools were used:<\/strong> Maintaining comprehensive\u00a0records of the usage methods and rationales behind GenAI tools will contribute to\u00a0transparency and accountability in students\u2019 academic life.<\/p>\n To consult additional sources to verify factual accuracy:<\/strong> When using AI-generated\u00a0information, it is crucial to critically assess its accuracy and credibility.<\/p>\n To approach GenAI tools critically:<\/strong> Students should regard GenAI tools as supportive\u00a0aids to enhance their learning while still upholding their creative and critical thinking\u00a0skills.<\/p>\n To avoid sharing personal, confidential, or sensitive information:<\/strong> Students must\u00a0exercise caution while providing AI tools with personal data, ensuring appropriate\u00a0consent whenever necessary.<\/p>\n To understand the biases and limitations of GenAI:<\/strong> Before integrating GenAI into\u00a0assignments, it is important to thoroughly comprehend its biases and limitations.<\/p>\n To keep up to date about using GenAI:<\/strong> It is crucial to stay current with the\u00a0advancements in AI ethics, and responsible AI use to make informed decisions about AI\u00a0integration in academic work. Participate in discussions and workshops on AI ethics\u00a0organized by the university for a better understanding of responsible AI use in higher\u00a0education.<\/p>\n","protected":false},"excerpt":{"rendered":" The purpose of this guideline document is to facilitate the responsible use of Generative\u00a0Artificial Intelligence (GenAI) tools within the Bilkent community. This document\u00a0outlines the definition of GenAI, provides illustrative examples, discusses potential use\u00a0cases and risks associated with its use, and offers recommendations for its appropriate\u00a0applications. This document has been created [\u2026] <\/p>\n
\nBilkent University adopts a progressive and anticipatory approach toward using GenAI\u00a0tools as a beneficial and imaginative influence in the field of education, integrating these\u00a0tools into creative teaching\/learning methods and evaluation. While integrating novel\u00a0technologies in education, Bilkent University maintains the core value that students\u00a0must maintain academic honesty in all academic work. The utilization of GenAI in all\u00a0academic work is subject to the regulations outlined in the academic integrity policy.<\/span><\/p>\n
\nGenerative AI is a subfield of artificial intelligence that creates new data or content\u00a0instead of just analyzing existing data. This data or content can vary across text, code,\u00a0images, videos, music, or even a blend of these formats. GenAI operates through\u00a0generative models, like Large Language Models (LLMs), which utilize extensive datasets\u00a0to create responses based on given queries or prompts. Unlike traditional AI systems\u00a0that rely on predefined rules, GenAI uses machine learning algorithms, particularly deep\u00a0neural networks, to learn patterns from large datasets and produce new content that\u00a0resembles the input data.<\/p>\n
\nGenAI presents valuable opportunities to streamline time-consuming tasks, such as data\u00a0processing and background information gathering. Recognizing the potential of this\u00a0technology to augment efficiency is essential. As GenAI technologies rapidly integrate\u00a0with the educational landscape, it is vital to recognize that their applicability might vary\u00a0across different disciplines, courses, or projects.<\/p>\n
\n“The students enrolled in this course are required to use AI tools during the lab and when\u00a0studying at home, specifically when solving self-study tasks, to address problems related to\u00a0formulas and functions (e.g., using the wrong delimiter) that they have generated.\u00a0Additionally, they are expected to utilize appropriate AI tools for correcting or updating\u00a0erroneous code when implementing programming tasks related to VBA and Python.”<\/em><\/p>\n
\n“I like to give a relevant code to ChatGPT and ask it to explain the code step by step better\u00a0to understand the process of executions in a certain program. Which has proven a valuable\u00a0resource.”<\/em><\/p>\n
\nWhile GenAI tools may offer potential benefits, they also come with inherent risks. It is\u00a0essential to consider the following points seriously:<\/p>\n\n
\nTo carefully review syllabi of all their courses about use of GenAI:<\/strong> Students must\u00a0never use GenAI if it is not explicitly allowed in the syllabi by the professor.<\/p>\n