Using Generative AI at University of Gibraltar
Guidance for students
Published August 2023
In this guidance:
Many AI tools such as ChatGPT, Google Bard, DALLE-2 have become widely available and are becoming more frequently used in education and at the workplace.
As the popularity around AI tools is growing, more students are using content generated by AI to support their learning, and in some cases generating content used within assessed work. This guidance has been designed to support students in understanding how and when they can use AI tools whilst upholding the University’s expectations of academic integrity.
It is important that you do not use AI tools to generate essays or assignment responses and submit them as your own work. If you do, this will be considered as academic misconduct, as per the University’s Academic Misconduct Code.
This guidance will explain in what cases you can use AI and how to acknowledge its use.
How to use AI
Here are a number of examples on how you can use AI:
Brainstorming ideas for a project, business project, essays and others;
Generating ideas for graphics, images and visuals;
Answering questions on already available information;
Helping to improve your grammar and writing structure;
Write queries in ChatGPT and use the Regenerate response function to examine alternative responses.
Limitations of AI
It is important to note that AI tools are simply tools and do not have understanding of the content they are producing or how it can be applied to the real world.
The creators of ChatGPT, OpenAI, have provided helpful guidance for educators and students.
Summary of AI tools’ limitations:
AI tools frequently get things wrong and are not always factually accurate, even when the content looks plausible and well written.
They perform better in subjects which are widely written about and are less accurate in more niche subjects or specialist areas.
Frequently they are not connected to the internet, so information and resources could be some months out of date.
They cannot provide accurate references – ChatGPT and other tools will “invent” references that appear real, but in fact do not exist.
They can perpetuate stereotypes, biases and Western perspectives.
By relying too heavily on these tools, you risk limiting your chances to develop essential academic and professional skills such as writing, critical thinking, and evaluation. These skills play a crucial role in your educational journey and future career advancement. Nevertheless, these tools can serve as a platform for nurturing critical analysis and evaluation abilities. One approach is to study and critique the output they generate, allowing you to make informed judgments regarding its validity and credibility. Embracing this opportunity can strengthen your capacity for discernment and enhance your ability to distinguish reliable information.
When submitting assessments on Canvas, you have to sign a declaration of originality that work you have submitted is your own. The University of Gibraltar has a zero tolerance policy for academic misconduct as per the University’s Quality Code C7 Academic Misconduct. As per the code:
“All students have a responsibility for maintaining their academic integrity by:
(a) understanding what constitutes good academic practice and what constitutes an academic offence, its seriousness and consequences;
(b) reviewing their work for errors in citation, attribution and/or accuracy;
(c) making an originality declaration on submitted work.”
The University defines academic misconduct as “any conduct by a student which may give that student an illegitimate or unfair advantage or benefit for themselves or another or which may create a disadvantage or loss for another.”
Unfair advantage is when:
You present work produced by someone (or something) else and don’t reference or acknowledge it.
You are not transparent about your approach to the assessment.
You use resources you are not meant to use during an assessment or exam.