Love this post! From a South African :)

I've also noticed that ChatGPT can be inaccurate at times - often when I use it for case summaries and then go back and read the actual case, it misses important points in the judgement so its not foolproof. Interesting that St. Andrews is receptive to change, what kind of things are they mostly looking at doing? Trinity scared all of us with the oral exams rumour, but the majority of my assessments are closed book, hand written exams so it hasn't affected me that much. 

Hi Kassiopeia, 

Absolutely love this piece and your ideas on the future of the AI-problem in higher education. I have also been thinking about this issue and I particularly liked your suggestion of involving professors and tutors in the writing process itself - I think a practical mechanism to do this would be to have one extra tutorial per semester which focuses specifically on the assessment pieces, where tutors and tutees could reflect together and have the opportunity to gain feedback. This would also provide the necessary oversight you mentioned. Moreso, I totally agree that blanket banning AI is not the solution - particularly since I find it to be hugely beneficial in the learning process. I often use Chat GPT to get summaries of cases or papers so that I can ascertain whether they are worth it to read for the current topic I am looking at. Excellent article and thanks for sharing! 

Room 11 Response: 

1. To understand that our present knowledge is very limited and to willing to grow and change over time. 

2. Kindness - because it implies understanding, compassion, humility and focusing on others, instead of yourself. 

3. Conscientiousness 

4. Being open minded. 

Bravest things our group has done: scuba diving, repelling off cliffs, applying for Laidlaw, moving to a new country to study without ever visiting.