AI policy at Gdansk University of Technology: education
Dear Students, dear Teachers,
Gdansk University of Technology declares that it will support the university community (students, doctoral students and academic staff) in acquiring knowledge about generative artificial intelligence (GenAI) and the appropriate use of GenAI tools in the teaching process.
We have prepared the guidelines for the use of GenAI tools in the educational process at Gdansk University of Technology (circular letter of the Rector of PG 29/2024 dated 19 August 2024) in the form of interactive book with infographics (below).
You also have an access to the folder with the circular letter on the guidelines, interactive graphics (pdf), publications, reports and research results on GenAI in education here (we are supplementing it on an ongoing basis).
By the end of the winter semester 2024/2025, the university will offer you an e-learning course on the eLearning platform eNauczanie.
Join the folder with additional materials.
USE OF AI TOOLS IN THE EDUCATION PROCESS
Gdansk University of Technology recognizes a high ethos of academic integrity as its highest value and is based on respect and trust in the ethics of teachers, doctoral students and students. The use of GenAl tools can be a valuable complement to traditional teaching and research methods, provided their potential and limitations are understood.
During the course of the course, students may use advanced GenAI tools, and such use is documented.
The Gdansk University of Technology adopts the division of GenAI tools into two groups depending on the degree of interference with the resource creation process (content, code and images):
1.
GenAI tools with a potentially low degree of interference (such as those that allow for content correction or review or those that allow for data collection and processing, e.g. style, grammar and punctuation correction, translation tools, transcription tools).
The content of the student statement: ’
I declare that I have critically analysed and reviewed/verified the content generated using GenAI.’
2.
GenAI tools potentially HIGHLY intrusive to the creative process (those that generate content, code and images, including audiovisual)
Content of the student statement:
‘I have used / have used the following tools with a potentially high degree of interference, and I have critically analysed and verified the content generated using GenAI. [excerpt of work (pages from-to) and name of tool, list or table]’.
Examples of areas of use of high-intervention tools:
(a) ideation, i.e. the processes of generating, evaluating and developing ideas;
(b) knowledge acquisition and literature review (hint: search engines are for finding
information, ChatGPT is for creation);
(c) operations on text;
(d) creating and operating on graphics;
(e) writing code;
(f) data analysis;
g) economic and mathematical modelling.
3.
In the case of work produced without the use of GenAI tools, the following statement applies:
‘I declare that the work was produced independently and without the use of GenAI tools’.
Any opinion and argument presented in the work submitted for assessment must reflect the student's own knowledge. The teacher has the right to verify the degree of independence of the student's work by conducting an additional interview on the work to determine the level of independence.
If you have any questions, doubts, feel free to chat, we will look for solutions together. We are all learning.
