Under the leadership of UNIST Education Innovation Task Force, a comprehensive guidebook titled ‘A Guide to the Use of Generatvie AI‘ was released on July 28, 2023. This guidebook presents alternative approaches to utilize generative AI, like ChatGPT more efficiently rather than simply prohibiting their use. With a focus on teachers, researchers, and students, the 50-page guidebook provides practical examples of generative AI utilization.
To gain insights into the purpose and development process behind this guidebook, the UNIST Public Relations Team met with Vice President Jaiyong Lee of Research and Academic Affairs at UNIST. The interview shed light on how this initiative differs from approaches taken by other universities.
[Q&A with Vice President Jaiyong Lee of UNIST]
Q: What is the purpose behind creating this guide?
The purpose of creating this guide was to address the concerns and issues raised after OpenAI’s ChatGPT was made available to the public. Its release sparked surprise and concern, particularly in education and academia, with a major focus on potential problems like cheating or plagiarism within educational settings. In response to these concerns, numerous domestic and international academic organizations quickly announced guidelines regarding artificial intelligence , while some even implemented complete bans on the use of generative AI.
It is common for new technologies to give rise to various concerns when integrated into everyday life. Similar situations have occurred in history, such as when cars were first introduced in the UK. At that time, people felt threatened by noisy steam-powered vehicles, raising worries about the potential decline of the horse-drawn carriage industry and loss of employment opportunities for coachmen. As a result, Britain enacted the ‘Red Flag Act‘ in 1865, which imposed regulations requiring drivers to have passengers onboard while riders holding red flags during daylight hours or red lanterns after dark had to walk ahead of cars warning pedestrians and horse riders about approaching vehicles. Additionally, maximum speed limits were set for automobiles.
However, despite having an early start in automobile industry development due to such regulations like the ‘Red Flag Act,’ England eventually lagged behind Germany and United States because these laws hindered rather than promoted automobile innovation. Today, with advancements in generative AI technology, many people express similar fears regarding their impact as seen during those initial years with cars’ introduction. However instead of creating regulations prohibiting usage out-rightly we wanted produce practical guidance highlighting effective and correct methods on how to use Generative AI effectively.
We understand that many may have expected more specific policies right away; however it was important for us to take time and carefully evaluate generative AI’s capabilities along with its potential impact on education before producing this guidance book. Therefore several months were spent in preparation to ensure the creation of a comprehensive and thoughtful resource.
Q: Could you please provide insights into the development process of this guide?
A: UNIST Education Innovation Task Force took the lead in developing the guidebook. Our initial priority was to listen to real users and experts within UNIST. We organized meetings involving heads of relevant departments, university deans, professors from graduate schools specializing in artificial intelligence, as well as humanities professors while also engaging various administrative departments. It was crucial for us to understand usage patterns and perceptions among actual UNIST members who are end-users, so we conducted surveys accordingly. Additionally, during our TF meetings, we examined case studies at both domestic and foreign universities while analyzing trends across academia, industry, and educational institutions regarding generative AI. Thus one can say that the final version of this guidebook is a culmination of these comprehensive discussions which involved survey data analysis gathered from faculty researchers and students present at UNIST meetings.
Q: What content does the guidebook include?
A: This guide provides a brief introduction about generative AI technologies followed by guidelines tailored specifically for teachers, researchers, and students on tips for effective utilization. Additionally, the appendix includes survey results on the use of generative AI and awareness among UNIST’s teachers, students, and researchers.
Q: Many universities have released guidelines related to generative AI. What sets UNIST’s guide apart?
A: The main distinction lies in our practical approach tailored to different user groups. At UNIST, we have developed specific guidelines and usage recommendations from the perspectives of professors, students, and researchers. In reviewing existing guidelines from other institutions both domestically and internationally after the emergence of ChatGPT, we found that most were abstract and did not serve as practical guides for users.
UNIST took a different approach by aiming to provide concrete solutions that address real-world challenges encountered in educational and research settings. Our guide is designed to be a valuable reference for universities worldwide, offering actionable insights rather than vague theoretical concepts. By focusing on practicality and relevance, UNIST’s guide stands out as a comprehensive resource that offers tangible guidance for navigating the complexities of generative AI in an academic context.
Q: Before initiating the development of this guide, the UNIST Education Innovation Task Force conducted a comprehensive survey specifically targeting generative AI usage and awareness among UNIST members. Could you please share some insights into their usage status and perceptions?
A: In preparation for this guidebook, we recognized the importance of understanding how our university community currently utilizes generative AI technology and their perceptions towards it. To gather these insights, we conducted a survey involving 70 teachers/professors, 147 graduate students/scholars/researchers (Ph.D., Master’s), undergraduate students (Bachelor’s), and 36 researchers. It is noteworthy that around 90% of respondents were already aware of generative AI technology either through personal usage or academic exposure.
One interesting finding from the survey is that most student respondents who had used generative AI demonstrated an awareness of its limitations. They actively fact-checked generated outputs for accuracy instead of relying on them uncritically. Initially concerned about potential over-reliance on such technologies by students alone, this discovery revealed a positive aspect—an inclination towards critical examination. These survey results guided us in developing a guidebook that emphasizes effective utilization rather than imposing an outright ban on generative AI technology.
Q: Lastly, is there any message you would like to convey to the members of UNIST?
A: In the rapidly evolving landscape of artificial intelligence technology, we are faced with the question of whether our future will be shaped by a highly developed utopia or a dystopia. However, let us remember the wise words, “The best way to predict the future is to create it.” I firmly believe in this philosophy. As UNIST members, I encourage you all to use your expertise and knowledge to shape a utopian future hand-in-hand with artificial intelligence. Together, let’s harness its potential for positive impact and pave the way towards a better tomorrow.
The ‘Generative AI Utilization Guide’ announced by UNIST can be found through the links below: