For quite some time, researchers have explored generative artificial intelligence – capable of producing texts and images that could have been made by humans. Yet in recent months, this technology has dominated headlines due to the launch of ChatGPT, a free tool for creating texts.

Reactions in the higher education community have been divided. While some have called for bans, others have pointed to the need to constructively integrate these tools into higher education missions. The latter approach seeks to seize opportunities, while also assessing the risks.

There is little doubt that generative AI technologies can be used by students and teachers alike to develop new learning experiences and foster creativity. However, there are significant concerns, e.g. about made-up ‘facts’ or how data is collected. There are also challenges for universities regarding the assessment of work produced with the help of artificial intelligence.

This webinar (14.30-15.30 CEST), co-organised by EUA and ELIA (the European League of Institutes of the Arts), took stock of higher education institutions’ experiences and explored how policies in this area may benefit institutions and their communities. 

 

 

 

 

 

 

 

 

• Pawel Pokutycki, Creative technologist and senior lecturer (Design Academy Eindhoven and Royal Academy of Art, The Hague) 
  
  
• Grit Wolany, AI Scout (Zurich University of the Arts)
  AI SCOUTING FOR THE ZHDK
  
  
• Michaël Lobet, Associate (Harvard University) and FRS-FNRS research associate & lecturer (University of Namur) 
  Impact of generative AI on teaching
  
  
• Jill Walker Rettberg, Professor, Co-Director of the Center for Digital Narrative (University of Bergen)