Regenerating learning experience with AI

Regenerating
learning
experience with AI
9th AUGUST 2023
www.upm.edu.my
Assoc. Prof. Ts. Dr. Nurfadhlina Mohd Sharef
Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia
nurfadhlina@upm.edu.my
1

Assoc. Prof. Ts. Dr.
Nurfadhlina Mohd Sharef
Intelligent Computing Research Group, Faculty of Computer Science and Information
Technology, Universiti Putra Malaysia.
nurfadhlina@upm.edu.my, 0126672504, https://sites.google.com/view/nurfadhlina
Affiliation:
1. Associate Professor, Department of Computer
Science, Faculty of Computer Science and
Information Technology, Universiti Putra Malaysia
(UPM).
2. Chairperson, Young Scientist Network-Academy of
Sciences Malaysia (YSN-ASM)
3. Committee Member, National Science Council (Majlis
Sains Negara)
4. Committee Member, Science, Technology and
Innovation Policy Advisory, Academy of Sciences
Malaysia (ASM)
5. Task Force Member, National Artificial Intelligence
Roadmap Implementation 2021-2025, MOSTI
6. Interim Research Associate, Malaysia Institute for
Ageing Research (MyAGEING), Universiti Putra
Malaysia.
7. Research Associate, Institute for Mathematical
Research (INSPEM), Universiti Putra Malaysia.
Data Analytics
1. Digitalisation and IoT for Precision
Biodiversity
2.COVID19 Vaccination Distribution Planning
and Tracking
3. BSH- LHDNM Analytics Dashboard for
Program Bantuan Kerajaan
4. National Integrated Cybersecurity Threat
Factor Profiling
5. Learning Analytics and Chatbot for
Personalized Learning
Machine Learning
1. Deep Recurrent Q-Network Approach for
Multi Objective Recommendation System
2. Interactive Machine Learning based on Deep
Reinforcement Learning and Generative
Adversarial Network Hybrid for Digital Twin
Research Interests
● Artificial Intelligence
● Data Science and Data Analytics
● Text Mining and Question Answering
● Recommender Systems
● eLearning
Text Mining
1.Online Reputation Meter
2.Evolving Multi-Granular Temporal
Abstraction Method to Improve Clinical
Data Analysis
3.Multi-Tasking based Deep Learning for
Tweets Analytics
4.Deep Attention Model For Review-
based Multi-Criteria Recommendation
System
5.Sequence-to-Sequence Based Natural
Answer Generation Models
2

1. Introduction to generative AI
2. Regenerating learning experience with
AI: hacks!
3. Generative AI for research purposes
4. Conclusion
3

Content
Type
Tool Application
Text Bard, ChatGPT, ChatSonic,
Claude, Jasper AI
Conversation in question
answering
Image Midjourney, DALL-E, picsart,
canva, pixlr
Image generation including
photos and artworks
Video InVideo, canva, Wibbitz,
pictory, Synthesia
Create short form video online
in minutes
Speech Whisper, Replicastudios AI voice actors
for games, film
& the metaverse
Audio Ampermusic, Veed, Murf Create your own songs and
compositions
5

Source: https://mazlanabbas.com/2023/05/05/transform-your-social-media-
content-with-the-power-of-midjourney-prompts/
TikTok Filter vs Midjourney prompts
6

Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM

ChatGPT is disruptive to education!
We shouldn’t turn a blind eye to it!
Educators need to redesign the activities
and assessments in their teaching
Disruption in education: Have we learned our lesson?
2020. Online learning
2022. Generative AI
What’s next on the horizon?
9

10
Issues
1. False and misleading content? Disinformation typhoon by generating
toxic and biased output, and internet will be flooded with artwork that is
indistinguishable from its original
2. Disruption of labour market. Large parts of the creative workforce,
including commercial artists working in entertainment, video games,
advertising, and publishing, could lose their jobs because of generative AI
models. Advertising has the means not only to fund creators but also help
those of differing backgrounds find their careers in the industry. If we (or
even our clients without or input) look to robots to create their work, what
does that mean for them?
3. Ethical concerns. The datasets behind generative AI models are generally
scraped from the internet without seeking consent from living artists or work
still under copyright. Should the artists who created the image used to train
the AI get paid for this?
4. Authenticity and ownership. Would the art pieces generated by AI be
regarded authentic?How about writing that is composed with the assistance
of generative AI? Authors of a publication or an innovation is usually
considered accountable for their writing. Since AI is not an individual,
therefore the product should not be regarded as a valid contribution?
5. Reliability of intelligence. Generative AI systems are only as good as
their training data and may perpetuate biases or even generate and spread
misinformation. Evaluation metrics: Sensibleness and Specificity Average
(SSA), perplexity

AI: hacks!
4. Conclusion
11

How have you used ChatGPT?
What is your observations?
Have you found any pitfalls?
Open Mic
Centre for Academic Development (CADe), UPM
12

Supervised fine tune step Mimic human preferences Proximal policy optimization
13

The fun is to join into the storm
Warm-Up: Play With the Tool
1. Go to https://chat.openai.com/
2. Think about an action that you want to
perform in your lesson. Post an
incomplete sentence or ask it an
explanation
3. What is your observation of its
response? Keep on interacting with it
14

Go to https://chat.openai.com/chat
1. Ask to create a lesson plan for a
topic
2. Specify that you want to conduct
group work among students
3. If you want the student to self-learn,
what needs to be changed?
4. What tips should you give to them
to complete the work?
1. Generate questions about the topic
2. Make the question harder
3. Change to multiple choice
questions
4. What are the answers to those
questions?
5. Create a rubric for this assessment
15

ChatGPT understands
dialect!
16

Type Application Function
Text ChatGPT 1. Generates answers to information
searches based on entered text
2. Generate program code
Perplexity.ai 1. Generates answers to information
2. Links to reference articles
3. List of questions related to
information search
ResearchRabbit 1. Generates answers to information
2. List of articles related to information
search
Elicit 1. Generates answers to information
2. List of articles related to information
search
3. Formulate an abstract
4. Generate and suggest specific
questions related to selected
articles
5. In-depth questions and answers for
selected articles
Typeset.io
Image Midjourney 1. Generate images based
on text content entered
or based on image
editing options such as
subject, scenario and
style
Freepik 1. Generate images based
on text content entered
or based on image
editing options such as
subject, scenario and
style
Video Elai.io 1. Generate video based
on template selection,
storyboard input or PDF
file.
2. Update videos based
on edits by users on
generated videos
17

Humanising and democratising fair and responsible AI
for education
● How can AI be leveraged to
enhance education?
● How can AI be best exploited for
the common good in education?
● How can we ensure the ethical,
inclusive and equitable use of AI
in education?
● How can education prepare
humans to live and work with AI?
, UPM
18

The use of ChatGPT in teaching and learning
1. Create lesson plans
2. Question answering
3. Text classification
4. Get fresh creative ideas or advise
for a refined thought
5. Create rubrics of assessments
6. Translate sentences
7. Compose a write up (e.g social
media posts, product review,
promotional copywriting)
8. Summarize text
9. Text completion
10. Get generated text in a particular
style (eg a 7-year old
understanding vs 27 years old)
21
You can keep on interacting with ChatGPT,
ask it to refine and personalise your request!

Generative AI to support student struggles
● Brainstorming
● Research and project
ideas
● Topic summarization
● Writing tools
● Test preparation
● Subject and career
exploration
● Resume
enhancement
● Interview preparation
● Portfolio
development and
evaluation
● Study guides

The world’s citizens need to understand what the impact of AI might
be, what AI can and cannot do, when AI is useful, when its use
should be questioned, and how it might be steered for the public
good (UNESCO International Forum on AI and the Futures of Education under the theme of
Developing Competencies for the AI Era).
This requires everyone to achieve some level of competency with regard
to AI, including knowledge, understanding, skills, and value orientation.
Together, these might be called ‘AI literacy’.
Source:
https://unesdoc.unesco.org/ark:/
48223/pf0000380602
2022
AI literacy comprises both data literacy, or the ability to
understand how AI collects, cleans, manipulates, and analyses
data; and algorithm literacy, or the ability to understand how AI
algorithms find patterns and connections in the data, which might
be used for human-machine interactions.
AI Literacy =
Data Literacy +
Algorithm
Literacy
23

26th June 2023
13th Feb 2023
24

The positive effect from ChatGPT disruption on university’s
role to produce quality students
1. Focus on ability of the
students to
communicate clearly,
coherently and
confidently
a. stop hiding behind
lengthy reports
with pages of
appendices and
truly think about
how to condense
and articulate their
report’s content in
a dialogue that can
evolve their
thoughts.
2. Importance of experiential learning
a. Switch to “live” problems
that are evolving in class,
and stop feeding students
problems from the past.
b. learning happens in real
time with the assistance
of AI. We must focus on
providing students with
hands-on, experiential
learning opportunities.
c. Assessments should be
increasingly based on
creation, like producing
practical artefacts.
3. Assessing the quality of the process
a. students will have to work together, but this
doesn't mean merely forming groups and
splitting up the work.
b. how students interact with one another.
Are they able to collaborate effectively and
efficiently? Do they demonstrate
professionalism, maturity and respect for
one another? Have they developed a set of
protocols that allow them to work
harmoniously and productively together?
c. As we shift to a more dialogue-based
approach to learning, the assessment will
be about the quality of the process rather
than simply the outcome. Ultimately, it is
time for students to demonstrate that they
can apply the principles upon which our
cultures and civilisations are built: to work
together despite differences and diversity
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-
education-age-chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-
5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy
3LneMCkk-icBjW9cowCFjegFWiE_X0weKw36Qb-
GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
25

AI: hacks!
4. Conclusion
28

Example prompts to refine the quality of your interaction with ChatGPT
1. Revise this piece of text to be more [clear, shorter, elaborated, concise, simple, complex, humorous]
2. Edit this paragraph for grammar
3. Generate some write up on the [topic] that meets the following criteria [paste criteria].
4. Rewrite this text in the style of [style name]
5. Summarize the [topic] in 50 words or less.
6. Write step-by-step directions for [topic]
7. I need further details than the above.
8. Give me more explanation. Focus on [specific]
9. Based on the following [criteria], give me 5 specific facts for [info]
10. Rewrite this email so it is more [ADJECTIVE] [PASTE EMAIL DRAFT]
11. Write a thank you email to a family member who [WAY THEY HELPED]
12. Describe [TOPIC] in detail
13. Write 10 discussion questions to talk about [TOPIC]
14. Write a model essay on [TOPIC] that includes [FEATURES]
15. Write a song in the style of [ARTIST/GENRE] that teaches students about [TOPIC]
16. Explain the process of [TASK] in [NUMBER] steps
17. Condense this into just [NUMBER] steps [PASTE TEXT]
18. Create a survey to see what [GRADE LEVEL] students would be most interested in learning about [TOPIC]
19. Provide some examples of open-ended questions to include in a student survey about [TOPIC]
20. Can you suggest some interactive games or activities that can help reinforce learning in [TOPIC]?
29
You can keep on interacting with
ChatGPT, ask it to refine and
personalise your request!

Practical tips for ChatGPT usage to support activity
30

Practical tips for ChatGPT usage to support assessment
31

Guides for educators to embrace ChatGPT in activities
1. Allow students to use ChatGPT and have a discussion on the rules of its usage.
2. Practice retrieval and other memorisation activities that specify certain time, topic or activities
conducted previously to ensure students take effort to understand and analyze any references they have
utilized.
3. Create more collaborative and discussion activities. When students discuss, they do so from their own
working and long-term memory. Sure, they can look up quick answers, but to carry on a conversation, most
of the work comes from their own thinking. After a discussion, students can recap the discussion and share
their reflections about it ... and that's much harder to do with a bot.
4. Emphasize experiential learning and engage students in personalized elaboration that relate to their
local surroundings and routines. Let students demonstrate what they have learnt. Asking students to bring
in ideas, evidence, perspectives, and data from contemporary or personal events or geographical contexts
will make it more difficult (although not impossible) for them to just ask an AI to write their assignment.
5. Conduct activity that requires students to use ChatGPT to answer questions related to a topic, and
experiment to identify questions that can’t be answered. This will let the students think critically and
dive deeper into the topic.
32

1st experience in my course
1. Students said that the questions
are tough. Students manage to
complete a (quite challenging)
task i assigned them
2. Students are happy that they can
use ChatGPT to obtain some
answers. They said that they
also mix with some other
references eg slides and
website. This increase their
confidence and becomes a
substance for me to engage in a
conversation with them
3. The collaborative and
experiential learning has
enabled everyone in the class to
identify the criteria beyond the
existing literature → this is PURE
and authentic learning!
33

Menggunakan Kecerdasan Buatan Generatif (KBG) dalam Pengajaran Kaedah Penyelidikan
Senario ini menunjukkan langkah-langkah penggunaan alatan KBG bagi aktiviti pembelajaran berkumpulan secara flipped classroom. Pelajar telah
diberi arahan terlebih dahulu untuk mengenal pasti topik berkaitan bidang penyelidikan yang mereka minat.
Langkah 1: Pensyarah memberikan arahan berikut:
a) Form a team of three and share to each other about the topic that you are interested in. Explain why the topic is important and
what motivates you to research on it.
b) Each person needs to identify one KBG tool for assisting literature review eg ChatGPT, Elicit, Perplexity, Typeset.io.
c) Then, each person needs to choose any of the topic that other members in the team has shared. Each person needs to use a
minimum of 3 KBG tools to find 3 papers in the topic. Get a summary on each paper and identify their similarities and
differences. Detect if there is any contradiction in the explanation by each tool.
d) Next, discuss about your findings with the other members in the group. Analyse and discuss if there is any inaccurate information
that is being generated in the works you have done using the topic assigned to you, and the topic that you were interested in.
e) Be prepared to share your reflection on this activity with your classmates.
Langkah 2: Pensyarah memerhatikan perbincangan berkumpulan yang dilaksanakan, dan kaedah penggunaan KBG.
Langkah 3: Pensyarah mendengar dan memberi respon kepada refleksi pelajar. Pensyarah membincangkan ketepatan dan kesesuaian kaedah
perolehan maklumat yang dilaksanakan oleh pelajar. Pensyarah membantu pelajar membuat kesimpulan kaedah sintesis maklumat yang boleh
dipercayai dan selamat diamalkan bagi penyelidikan bersistematik.
34

Menggunakan Kecerdasan Buatan Generatif (KBG) dalam Pengajaran Melibatkan Pengaturcaraan (Contoh kursus:
Rekabentuk dan Analisis Algoritma)
Di dalam senario ini, pensyarah telah menggalakkan penggunaan alatan KBG bagi membantu pelajar membuat persediaan pembelajaran dan ulangkaji. Pensyarah
juga maklum bahawa pelajar menggunakan alatan KBG secara intensif bagi melaksanakan projek yang melibatkan pengaturcaraan. Pensyarah perlu mengenal
pasti penguasaan reka bentuk dan analisis algoritma di kalangan pelajar. Langkah-langkah di bawah boleh dilaksanakan bagi memastikan pelajar membuat
demonstrasi pemahaman mereka.
Langkah 1: Pensyarah mengarahkan pelajar membuat persediaan untuk menunjukkan kemajuan pembangunan projek reka bentuk algoritma.
Langkah 2: Semasa sesi pembentangan kemajuan pembangunan projek, pensyarah boleh mengajukan beberapa soalan seperti berikut yang memfokuskan kepada
minat dan pengalaman pelajar di dalam melaksanakan projek:
a) Mengapakah kumpulan anda memilih algoritma ini?
b) Apakah permasalahan yang dapat diselesaikan oleh algoritma ini?
c) Apa yang menyebabkan kumpulan anda merasakan projek ini penting dan dapat memberikan impak yang baik?
d) Apakah kelebihan pendekatan algoritma yang dibangunkan berbanding algoritma lain?
e) Apakah perkara yang paling menyenangkan sepanjang pembangunan projek ini?
f) Apakah perkara yang paling sulit sepanjang pembangunan projek ini?
Langkah 3: Pensyarah mengarahkan pelajar membuat persediaan untuk menyampaikan pembentangan projek yang telah disiapkan. Selepas pembentangan,
pensyarah boleh mengajukan beberapa soalan berikut atau mengarahkan pelajar menyediakan jawapan bertulis bagi memastikan mreka telah memberikan
perhatian kepada pembentangan semua kumpulan. Tugasan ini boleh dilaksanakan secara berkumpulan atau secara individu. Tugasa ini juga boleh dilaksanakan
dalam format jigsaw puzzle, di mana pelajar setiap kumpulan diagihkan kepada kumpulan-kumpulan lain, bagi membentuk kumpulan baharu yang terdiri daripada
seorang ahli daripada semua kumpulan di dalam kelas tersebut.
a) Apakah perbezaan pendekatan yang kumpulan anda ambil berbanding kumpulan lain?
b) Kumpulan mana yang paling menarik minat anda? Mengapa?
c) Pilih satu kumpulan dan berikan cadangan penambahbaikan yang boleh mereka laksanakan?
d) Apakah kesimpulan yang boleh anda berikan tentang ciri-ciri reka bentuk algoritma yang baik, berdasarkan pembentangan yang disampaikan?
e) Jika anda diberi peluang, apakah penambahbaikan yang ingin anda laksanakan di dalam projek kumpulan anda? Mengapa?
Langkah 4: Pensyarah mengajukan persoalan tentang pengalaman pelajar menggunakan alatan KBG bagi melengkapkan projek dan tugasan lain di dalam kursus.
Pensyarah mendengar dan mengenal pasti alatan KBG yang digunakan pelajar.
Langkah 5. Pensyarah mengajukan persoalan tentang implikasi alatan KBG kepada kerjaya pengaturcara untuk dibahaskan oleh pelajar, bagi mengenal pasti
kekuatan kemahiran pengaturcara sebagai seseorang individu terlatih di dalam bidang sains komputer, berbanding pengguna yang menggunakan alatan KBG bagi
menjakan aturcara tanpa pemahaman mendalam. Pensyarah mendengar input pelajar dan memberikan ulasan.
35

Observation on student quality from using ChatGPT in
assignment and project
1. ChatGPT becomes a catalyst for inquiry based learning! Prompting becomes a new skill. As the student
rephrase and formulate further prompts, they are actually thinking deeper about the topic and identify what they
need (self-regulated learning and support for self-instructional materials completion)
2. Students are more inquisitive, sparking creativity and building deeper interest in the subject
3. Student are also aware of the opportunities and threats that ChatGPT has brought. They know the
limitations of ChatGPT too and how a good programmer stands out even ChatGPT and non-trained
programmers can generate code from it
4. Students need guidance and monitoring (various activities can be conducted to allow for authentic learning
attainment) -> we need to scaffold, mentor, and be prepared to redesign assessments and activities
5. Lecturers should be ready for an agile teaching strategies -> focus on higher order thinking, eg let the
students to critique the answers by ChatGPT as a deep discourse on the subject matter. Socratic mindset need
to be emphasised!)
36

ChatGPT can help in preparing (questions, answers,
rubrics), and marking assignments too
38

39
Assessment questions that were considerably
challenging and suitable for assignment SHOULD
NOW be REVAMPED!
Especially when you can identify that a
straightforward answer is readily available by
ChatGPT.
We dont want to end up marking ChatGPT’s
answer! Our job is to educate the students.
Therefore, we need to adapt and incorporate
ChatGPT in assessment preparation,
implementation, marking, and feedback.
Educator’s role is now more important than ever. We must make sure that the students are aware on the
opportunities and challenges that the boom of AI has brought for them.
They must make sure that they stay competent, resourceful and valuable.

Generative AI tools such as ChatGPT
can be very useful to help you:
● Understand complex concepts by
explaining them in simpler terms
● Apply critical, creative and
reflective thinking skills by
generating and evaluating your
prompts and the accuracy and
relevance of the output
● Improve your written
communication skills by refining
your language and style
● Prepare for assessments by
generating quizzes with answers
to practice with.
41
Students caution
for ChatGPT
usage

● Blindly trust AI-generated
information (facts cannot be
taken as-is as inaccurate
information may have been
generated)
● Ask AI software to write essays
for you
● Violate your university’s
academic integrity policy
● Submit output generated by AI
tools as your own work
● Not properly acknowledging
use of output from AI tools
42
Students caution
for ChatGPT
usage

Vicious versus virtuous loops
Generates
response
Give questions
Prompts Submits
Grades
Give questions
Generates
response
Prompts
Feedback
Submits-feedback-revises
Grades
Grades may not reflect student mastery
because ChatGPT short circuits student effort.
Grades reflect student mastery since ChatGPT
engages students in productive struggle.
43
Src: Wan Mohd Aimran Wan Mohd Kamil, UKM

ChatGPT
can
easily be
tricked!
44
Limitations of ChatGPT?
• It is not creative in a human sense.
• It is not self-aware.
• It summarises information without providing
references to sources or citations.
• It cannot judge when information is correct or not.
• It does not possess critical thinking skills.
• It has been trained using online content which only
existed prior to 2022.
• It has biases inherent from its programmers and
users.
• It cannot hold copyright or be assigned intellectual
property.
• It is not able to make ethical decisions or value
judgments.
• It is prone to ‘hallucinations’, meaning that it
sometimes fabricates facts and makes errors in
reasoning.

Centre for Academic Development (CADe)
Only (a) is
correct, but
ChatGPT got
it wrong, most
probably
because the
logic is wrong.
Both answers
are correct,
and ChatGPT
got it correct
Clustering is an unsupervised learning. Look at the
answer generated. According to the rules of Truth
table, yes ^ no = no. But in ChatGPT the reasoning
needs some work. This is an example how we as a
human educator could tune our way of assessing
students. Rather than asking straight forward fact
(which is lower level of Bloom taxonomy), we could
test their analysis level eg C4
45

How to detect GPT?
Educators need to redesign the activities and
assessments in their teaching (as advised in
UPM’s guide for ChatGPT in teaching and
learning). For detecting ChatGPT, several
tools can be used:
https://x.writefull.com/gpt-detector
https://detector.dng.ai
https://gptzero.me
https://writer.com/ai-content-detector/
46
Centre for Academic Development and Leadership Excellence (CADe-Lead) , UPM

How to detect if its ChatGPT’s?
47

https://www.insidehighered.com/news/tech-
innovation/artificial-intelligence/2023/06/30/harvard-rolls-out-
ai-help-free-tas-time
49

AI: hacks!
4. Conclusion
52

Generative AI for research purposes
✓ Automate paper summary
✓ Suggested link to related
papers
✓ Suggested questions to dig
further (eg critique to the
papers, main contribution, the
data used)
✓ Answer to questions about
the paper in seconds!
✓ Paraphrase
✓ Generate code and do
experiment in the cloud
53

✓ answer engine that uses large language models to provide precise answers to questions
✓ Brainstorming ideas https://sharegpt.com/c/P8SVXSd eg concepts, research design, questionnaire
✓ Concept clarification https://sharegpt.com/c/tILvQvv
✓ Generate hypothesis and create synthetic data for piloting solutions
https://chat.openai.com/share/bec6c770-0de0-4c8a-8c7b-f265ef9cb257
✓ Get drafts, outline, summarization and refinement of text
✓ Generate and get correction of coding
✓ Run multiple experiments with different input prompts, parameters, or even variations of the model
(if available). Record the model's responses and interactions to analyze later.
✓ does not give authentic references to papers
ChatGPT
54

✓ answer engine that uses large language models to provide precise
answers to questions
✓ more comprehensive and accurate answers than traditional search
engines
✓ encourages follow-up questions
✓ automatically list related questions
✓ provide references and links in the answer
58

✓ LR assistant
✓ Automate paper summary as insights
✓ Auto-generate questions to dig further
✓ Customise questions to directly get answers
62

A
summarized
insights for
top 5 paper
is provided
A
summarized
insights per
paper is
provided
64

When you click the paper, scispace will display the paper summary, explain maths and offer a copilot to
suggest questions for you to dig further
65

You may choose existing follow up questions or specify a new question and get answers in seconds!
66

✓ Abstract summary
✓ Custom questions
✓ Add info for the paper
67

✓ literature mapping tool
✓ suggest links of relevant papers
✓ optimise your time searching for references
72

✓ citation analysis
✓ ChatGPT of science
✓ extract text
74

79
Generative AI should be used with caution as it does not
necessarily understands deep context

AI: hacks!
4. Conclusion
80

My reflection based on usage of ChatGPT for 1 sem
1. ChatGPT provides personalized support to students (24/7 available tutor)
2. Users still need to have good foundation in the area that he/she search using ChatGPT, so inaccurate
data can be detected
3. Students need to be taught on how to be responsible learners. We need to be a role model to them!
(instead of us assuming they have learnt since they come out with long answers, while actually they only
copy-paste from ChatGPT). Listen to their reflection, and motivate them by interacting further allow us to
have a deep understanding and build connections with them
4. Lecturers need to unlearn and relearn (ChatGPT sometimes are better instructors. We need to leverage
this tech to make ourselves better)
5. Effort still counts for BIG TIME! Students who use ChatGPT as a tool for quality productive learning
struggle gain multiple times benefit. They become stronger thinker, acquire more knowledge, more
confident
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Takeaway message
1. By automating tasks that are time-consuming and repetitive, generative AI
allows research professionals to focus on what they do best — creating new
knowledge and exploring new ideas.
2. Because of the capabilities of artificial intelligence, institutions will need to
rethink how they evaluate student learning; “in a more dynamic way, as
opposed to static summative assessments or submission of essays
3. Emerging competencies are on resourcefulness and how to leverage tools to
be more productive.
4. Educator’s role is even more important now.. To ensure the students are
prepared for their unforeseen future. They need to be resilient. Focus on
critical thinking, communication, creativity, collaboration, and citizenship
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1. Steer AI-and-education policy development and practices towards protecting human rights
and equipping people with the values and skills needed for sustainable development and
effective human-machine collaboration in life, learning and work;
2. Ensure that AI is human-controlled and centred on serving people, and that it is deployed
to enhance capacities for students and teachers.
3. Design AI applications in an ethical, non-discriminatory, equitable, transparent and
auditable manner; and monitor and evaluate the impact of AI on people and society
throughout the value chains.
4. Foster the human values needed to develop and apply AI.
5. Analyse the potential tension between market rewards and human values, skills, and
social well-being in the context of AI technologies that increase productivity.
6. Define values that prioritize people and the environment over efficiency, and human
interaction over human-machine interaction.
7. Foster broad corporate and civic responsibility for addressing the critical societal issues
raised by AI technologies (such as fairness, transparency, accountability, human rights,
democratic values, bias, and privacy).
8. Ensure that people remain at the core of education as an implicit part of the technology
design; and protect against automating tasks without identifying and compensating for the
values of current practices.
84

Please be
welcomed to join!
85

THANKS!
www.upm.edu.my
Nurfadhlina Mohd Sharef
nurfadhlina@upm.edu.my
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Regenerating learning experience with AI

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