{"id":14436,"date":"2022-12-19T12:00:36","date_gmt":"2022-12-19T12:00:36","guid":{"rendered":"https:\/\/dataethics.eu\/?p=14436"},"modified":"2022-12-21T18:18:20","modified_gmt":"2022-12-21T17:18:20","slug":"tips-til-laerere-omkring-elevers-brug-af-ai-bots","status":"publish","type":"post","link":"https:\/\/dataethics.eu\/da\/tips-til-laerere-omkring-elevers-brug-af-ai-bots\/","title":{"rendered":"Tips til l\u00e6rere omkring elevers brug af AI bots"},"content":{"rendered":"\n

Efter lanceringen af ChatGPT, der ved hj\u00e6lp af kunstig intelligens kan skrive tekster og meget andet – herunder skolearbejde – er mange l\u00e6rere i tvivl om, hvordan de skal forholde sig. Har eleverne brugt ChatGPT eller andre AI-generede v\u00e6rkt\u00f8jer til at lave deres lektier eller eksamen? <\/p>\n\n\n\n

Der er ikke noget nyt i, at nogle elever pr\u00f8ver at snyde, hvor de kan, og at undervisningsinstitutioner derfor har adgang til en lang r\u00e6kke plagierings-software, hvor de kan tjekke, om der er tale om snyd. Men med de ny AI-generede chatbots som ChatGPT kan man ikke bruge de samme plagierings-software. <\/p>\n\n\n\n

“Tekster fra chatbotten g\u00e5r ikke i f\u00e6lden som kendt stof, fordi teksten grundl\u00e6ggende er ny, frisk og unik for den bruger, der har efterspurgt den. At skrive af fra chatbotten er derfor ikke som at skrive af fra sidemanden eller genaflevere sin s\u00f8sters gamle dansk stile,” <\/em>skrev professor Asmus Leth Olsen fra K\u00f8benhavns Universitet i Berlingske i weekenden.<\/p>\n\n\n\n

Update 21. december:<\/em><\/strong> Det er ikke helt rigtigt at der ikke er v\u00e6rkt\u00f8jer. Denne GPT-2 Output Detector Demo<\/a> virker siger David Knuffke til mig via Mastodon. Pr\u00f8v det og lad mig vide, om det virker. Han understreger dog, at der er mange m\u00e5der at komme uden om det p\u00e5. <\/p>\n\n\n\n

Hvad pokker g\u00f8r man s\u00e5? <\/p>\n\n\n\n

L\u00e6rerne er n\u00f8dt til at omfavne den nye teknologi og bruge den konstruktivt. <\/p>\n\n\n\n

    \n
  1. De kunne bede deres elever deklarere, om de har brugt en bot og i givet fald hvordan. Er det bare til research eller har de skrevet\/udregnet det hele? Det bliver alligevel meget snart lov i EU – AI Act – at man skal deklarere alle former for brug af AI (man skal v\u00e6re transparent om det), s\u00e5ledes mennesker kan se forskel p\u00e5, om de interagerer med en robot eller et menneske i den digitale verden. P\u00e5 den m\u00e5de kan l\u00e6rerne appelere til eleverne om at g\u00e5 forrest. <\/li>\n\n\n\n
  2. Hvis der er tale om en tekst, kan l\u00e6rerne bede de elever, der bruger bots, til at kopiere teksten ind i et dokument og sl\u00e5 rettelser til, s\u00e5 de dermed kan vise l\u00e6reren, hvad de har \u00e6ndret og ikke \u00e6ndret. <\/li>\n<\/ol>\n\n\n\n

    P\u00e5 lidt l\u00e6ngere sigt, kan man lave flipped classrooms, som jeg vender tilbage til lige om lidt. Men hvis du tror, din elev snyder, s\u00e5 er der m\u00e5der, hvorp\u00e5 l\u00e6rerne selv ville kunne verificere om en tekst er skrevet af et menneske eller en kunstig intelligens. Jan Birkemose fra Medietrends har spurt chatbotten om<\/a> netop det:<\/p>\n\n\n\n

    En mulighed er at unders\u00f8ge tekstens indhold og struktur. Kunstig intelligens genereret tekst ofte har en mere ensformig og repetitiv struktur, sammenlignet med tekst, der er skrevet af et menneske. Dette kan f.eks. ses ved gentagne fraser, gentagne strukturer, eller ved at teksten mangler mening, sammenh\u00e6ng eller dybde.<\/em><\/p>\n\n\n\n

    En anden mulighed er at unders\u00f8ge tekstens kilder og referencer. Kunstig intelligens genereret tekst ofte har f\u00e6rre eller ingen referencer til andre kilder, sammenlignet med tekst, der er skrevet af et menneske. Dette kan f.eks. ses ved manglende henvisninger til faglitteratur, eksperter eller andre kilder, der kan bekr\u00e6fte eller udfordre tekstens p\u00e5stande.<\/em><\/p>\n\n\n\n

    Endelig kan man ogs\u00e5 pr\u00f8ve at unders\u00f8ge tekstens form\u00e5l og intention. Kunstig intelligens genereret tekst ofte har et mere kommercielt eller manipulerende form\u00e5l, sammenlignet med tekst, der er skrevet af et menneske. Dette kan f.eks. ses ved tekster, der har et enkelt form\u00e5l, s\u00e5som at s\u00e6lge et produkt, eller ved tekster, der fors\u00f8ger at p\u00e5virke l\u00e6serens opfattelse eller adf\u00e6rd p\u00e5 en bestemt m\u00e5de.<\/em><\/p>\n\n\n\n

    En fjerde m\u00e5de er at kigge efter stave- og trykfejl. If\u00f8lge et nyhedsbrev The Algorithm fra MIT Technology Review s\u00e5 er mennesker elendige til at skrive fejlfrit – modsat maskinen. <\/p>\n\n\n\n

    Hvis OpenAI havde haft bare lidt ansvarlighed i deres DNA, havde de ikke lanceret ChatGPT uden ogs\u00e5 at have lanceret en form for vandm\u00e6rke eller et lille stykke software, hvor bl.a. l\u00e6rere kunne teste, om en tekst har v\u00e6ret igennem ChatGPT. Men OpenAI har mere kommercielle hensigter end samfundshensyn, s\u00e5 den er \u00e5ben for alle. De har dog – efter en del kritik – sat en del begr\u00e6nsninger ind siden offentligg\u00f8relsen.<\/p>\n\n\n\n

    En skribent p\u00e5 The New York Times har en god ide til, hvordan undervisningen kan \u00e6ndres p\u00e5 l\u00e6ngere sigt s\u00e5kaldte Flipped Classrooms<\/a>, som nogle danske l\u00e6rere allerede i dag praktiserer. <\/p>\n\n\n\n

    “I stedet for at lytte til en forel\u00e6sning i klassen og derefter g\u00e5 hjem for at researche og efterf\u00f8lgende skrive et essay eller lave en opgave, kunne eleverne lytte til optagede forel\u00e6sninger og lave research derhjemme, hvorefter de m\u00f8der op i klassen for at skrive det essay med vejledning og endda i samarbejde med andre kammerater og l\u00e6rere – og uden adgang til nettet. I flipped classrooms ville eleverne ikke bruge ChatGPT til at fremtrylle et helt essay. Og de ville v\u00e6re n\u00f8dt til at vurdere sandheden og p\u00e5lideligheden af A.I.-genererede noter,” <\/em>lyder det. <\/p>\n\n\n\n

    Har du andre gode tips, s\u00e5 send en mail til info@dataethics.eu s\u00e5 hurtigt som muligt og siden her bliver opdateret. <\/p>\n\n\n\n

    Update 2. David Knuffke, en videnskabsunderviser i Singapore har skrevet et udkast til en AI Usage Policy in Schools <\/a>, som du kan bruge som inspiration til selv at lave en. <\/p>\n\n\n\n

    Billedet er generet af en anden tjeneste fra OpenAI – Dalle-E – (l\u00e6s mere her<\/a>) med teksten: ‘ChatGPT used by school children’<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    Efter lanceringen af ChatGPT, der ved hj\u00e6lp af kunstig intelligens kan skrive tekster og meget…<\/p>\n","protected":false},"author":1,"featured_media":14438,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3664,108,2],"tags":[4078,4080,4079],"class_list":["post-14436","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-da","category-nyt","category-nyheder","tag-chatgpt","tag-flippedclassrooms","tag-openai"],"yoast_head":"\nTips til l\u00e6rere omkring elevers brug af AI bots · Dataetisk Tænkehandletank<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dataethics.eu\/da\/tips-til-laerere-omkring-elevers-brug-af-ai-bots\/\" \/>\n<meta property=\"og:locale\" content=\"da_DK\" \/>\n<meta property=\"og:type\" 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