Chat GPT Degree
Alexandre (Sacha) Noukhovitch MSM, PhD, OCT
A leader and expert in instructional design and data-native generation pedagogical practices. Recipient of the Meritorious Service Medal and Prime Minister's Award for Teaching Excellence in STEM
When I was a student in the late 1970s, education and knowledge sharing were practically synonymous. Knowledge and skills pathways were absolutely clear and one would need to graduate from high school and then university or college to become a professional or skilled worker. Unlike then, now the more I read, listen, and experiment with ChatGPT and other Generative AIs, I can imagine more than one path?
The informational revolution that started in the 1990s became an obvious disruption to formal education, creating a gap between professional knowledge and school knowledge. Moreover, nowadays the digital economy is only widening this gap and undermining the previous monopoly of educational institutions in skills training and knowledge sharing.
If we use an example of data transmission in IT, a similar situation of growing amounts of information is usually addressed two ways: with new communication media that has a higher bandwidth and, more importantly, a new more efficient data encoding technology to allow transmission of a bigger amount of data in a shorter time. Unfortunately, we do not see institutional education improvements to go beyond new media and online forms of learning. At the same time, the new and more efficient forms of knowledge sharing are already here and successfully adopted by learners on their own.?
Quoting from one teachers’ Google group that I am part of: a colleague “believes that he would likely realize that the code was generated (by ChatGPT) as the comments were too good for a high school student” but agrees that the existing assessment and evaluation practice does not work any more. His suggestion is to include paper only programming assessments and to ensure the questions are coded live in the classroom without the use of AI tools.
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This is a typical reaction to the new reality where this teacher articulated a formal education position present both at schools and universities. We see how for the sake of preservation of pedagogical status quo and procedures, it is suggested to force students to go back in time for outdated skills and knowledge. Alternatively, there is a need for a new educational “encoding” featuring conceptual rather than factual assignments and expert evaluation.?
I believe Generative AIs open up a new page in public education. We are witnessing the beginning of truly personalized knowledge sharing and skills development available to the general public that could lead to new ChatGPT-type degrees and diplomas.?
Thinker and Researcher. Interested in Algebra and Number Theory. OTU Applied and Industrial Mathematics.
1 年Thank-you Dr. N for the very thorough and apt analysis of the application of ChatGPT in the education sphere. I believe that you are very correct in your assessment. It seems that educators are acting out of panic, but I think our education system needs to adapt to the innovations presented by ChatGPT. I have found ChatGPT to be incredible for my research. The ability to request ChatGPT to give a critique of your research idea is truly mind blowing, and will be revolutionary for research. It can help us brainstorm new ideas. It can help us format our results in the form of a manuscript. This bring creativity to the forefront. I think our education system should begin to focus on teaching students to be able to ask good questions. Eventually ChatGPT may be able to answer all questions we can ask, so all we need to do is learn how to ask the right questions. I think this is an essential skill that can be easily taught to students. Further, when using ChatGPT, it is critical to review the results. If ChatGPT writes a mathematical proof or an essay, we need to do some edits and review. This is an essential skill for students. We must attempt to give students enhanced creativity skills.