A practical approach to the ethical use of Generative AI in Education.pdf
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Presented by Henrietta Carbonel (UniDistance) as part of the EADTU Webinar Week 'AI in Education: Assessment, Ethics, and the Future of Learning'
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A practical approach to the ethical use of Generative AI in Education.pdf
- 1. 1 A practical approach to the ethical use of GenAI in Higher Education Dr Henrietta Carbonel, EDUDL+ Image: Gerd Altmann https://pixabay.com/illustrations/binary- code-digitization-binary-6109177/
- 2. 2 What I will be talking about: â–ª Taxonomy for the ethical use of GenAI in higher education â–ª What does it mean to take an ethical approach to GenAI? â–ª A framework to help teachers, instructional designers, or higher ed leaders to think through the impact of GenAI in specific use cases
- 3. 3 (Agarwal et al., 2024, in review; Liesenfeld et al., 2023)
- 4. Ethical dimensions for existing frameworks: • Privacy and data governance • Societal, individual, and environmental wellbeing • Teacher and student agency and oversight • Diversity, non-discrimination, and fairness • Accountability • Transparency • Technical robustness and safety Şenocak, D., Bozkurt, A., & Kocdar, S. (2024). Exploring the Ethical Principles for the Implementation of Artificial Intelligence in Education: Towards a Future Agenda (pp. 200–213). https://doi.org/10.4018/979-8-3693-1351-0.ch010
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- 6. 6 Legal and regulatory requirements
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- 8. 8 When thinking about ethics ... Four levels of moral discourse Aiken, H. D. (1952). The Levels of Moral Discourse. Ethics, 62(4), 235–248. https://doi.org/10.1086/290845 Follow established moral rules, duties or principles, regardless of the outcomes. Immanuel Kant The end justifies the means. Jeremy Bentham and John Stuart Mill
- 9. 9 A framework to think through the use of Gen AI in education Based on Hardebolle C., Macko, V., Ramachandran, V., Holzer, A., & Jermann, P. (2023). Digital Ethics Canvas: A Guide For Ethical Risk Assessment And Mitigation In The Digital Domain. https://doi.org/10.21427/9WA5-ZY95
- 10. Context : I am thinking of using Generative AI (GenAI) to … This will allow me to … It will allow my students to … A canvas to think through the use of Generative AI in education Jean-Michel Jullien & Henrietta Carbonel @ unidistance.ch
- 11. Educational Impact and Integrity • Does your use of GenAI support your pedagogical approach? • Is there evidence that the GenAI system is supporting learning as intended? Can the technology do what is expected of it? • How is the effectiveness and impact of the AI system being evaluated and how does this evaluation consider key values of education? Does the evaluation include the effect on the role of teachers, mental health, social interactions, etc.? • Is it a problem that GenAI is not trustworthy? Should students be able to check and evaluate the sources? • Is GenAI used in a way that upholds the values of academic integrity such as honesty, trust, fairness, respect, and responsibility? Does the technology respect intellectual property, cite its sources and avoid plagiarism? • What role is foreseen for the teacher, the institution, and students when the AI system is used? • What do we risk losing through the use of AI systems? Risks Mitigation
- 12. Privacy and Data Governance • Does the suggested use of GenAI comply with the GDPR, the AI Act and Intellectual Property Rights? • Is it possible to customise the privacy and data settings? Risks Mitigation
- 13. Societal, Individual, and Environmental Wellbeing • GenAI has a strong environmental impact and is expensive, does its use add to the learning experience something that could not be done otherwise? • What negative effect may this use of GenAI have on society or the individual? Risks Mitigation
- 14. Teacher and Student Agency and Oversight • Are teachers and students equipped with the necessary digital and AI literacy skills to make informed decisions? • Is the teacher free to decide whether to use the GenAI technology or not in their module? Is there a mechanism for learners to opt-out without being at a disadvantage? • Are procedures in place for teachers to monitor and intervene, for example in situations where empathy is required when dealing with learners? • Does the GenAI system empower learners and teachers? Risks Mitigation
- 15. Diversity, Non-discrimination, and Fairness • Is the technology accessible to everyone in the same way, without barriers? E.g.: governmental regulations, limited internet access, insufficient infrastructure, disabilities or special education needs. • What biases are present in the training data? Including cultural biases, marginalised groups, language, etc. • Are we diminishing the quality of education for certain groups? Are AIED systems biased against some groups, or are some groups being ignored? What impact could the biases have on the learners? • Are procedures in place to detect and deal with biases or inequalities that may arise? Risks Mitigation
- 16. Accountability • Is there a Service Level Agreement in place, clearly outlining the support and maintenance services, responsibilities, and steps to be taken to address reported problems? • Who is responsible if something goes wrong? • Is there an easy route for complaints or redress? Risks Mitigation
- 17. Transparency • Is the data-set used for training known? Is the system's model visible and inspectable in a way that can be understood by teachers and students? • Was the AI system designed and implemented in such a way that it offers clear justifications for every action it takes? • If there is no or limited transparency in how the technology works, what implications does this have for teaching and learning? Risks Mitigation
- 18. Technical Robustness and Safety • Is there sufficient security in place to protect against and monitor data breaches and data poisoning? Is there a contingency plan in case of accident? • Are there regular checks to ensure the correct functioning of the system? • What happens if the technology is no longer available? Risks Mitigation
- 19. 19 Should I use GenAI in my course as planned? What mitigations measures could I take to ensure a positive learning experience?
- 20. 20 Using the framework in practice â–ª For individuals new to AI or experienced â–ª For teachers planning to use GenAI in their courses â–ª For management developing policies or looking to evaluate the potential use of GenAI in their institution â–ª For teachers new to GenAI (include more background information on the training of GenAI and how it works) â–ª For students studying education
- 21. 21 Danke für die Aufmerksamkeit! Merci pour votre attention ! Thank you for your attention!