Tag: Student Learning

ChatGPT Has Been My Tutor for the Last Year. I Still Have Concerns.

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In a cozy, slightly cluttered student bedroom at night, a young female student sits on the floor with her laptop and books, looking pensively at a glowing holographic interface displaying "CHRONOS AI - Your Personal Learning Hub," showing a tutor avatar, progress, and various metrics. In the window behind her, a shadowy, horned monster with red eyes ominously peers in, symbolizing underlying concerns despite the AI's utility. Image (and typos) generated by Nano Banana.
While ChatGPT has served as a personal tutor for many students over the past year, its pervasive integration into learning also brings forth lingering concerns. This image captures a student’s thoughtful yet wary engagement with an AI tutor, visually juxtaposing its apparent utility with an ominous background figure, representing the unresolved anxieties about AI’s deeper implications for education and personal development. Image (and typos) generated by Nano Banana.

Source

The Harvard Crimson

Summary

Harvard student Sandhya Kumar reflects on a year of using ChatGPT as a learning companion, noting both its benefits and the university’s inconsistent response to generative AI. While ChatGPT has become a common study aid for debugging, essay support, and brainstorming, unclear academic guidelines have led to confusion about acceptable use. Some professors ban AI entirely, while others encourage it, leaving students without a shared framework for responsible integration. Kumar argues that rather than restricting AI, universities should teach AI literacy—helping students understand when and how to use these tools thoughtfully to enhance learning, not replace it.

Key Points

  • AI tools like ChatGPT are now embedded in student life and coursework.
  • Harvard’s response to AI use remains fragmented across departments.
  • Students face unclear ethical and authorship boundaries when using AI.
  • The author calls for structured AI literacy education rather than bans.
  • Thoughtful engagement with AI requires defined boundaries and shared guidance.

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URL

https://www.thecrimson.com/article/2025/10/7/kumar-harvard-chatgpt-tutor/

Summary generated by ChatGPT 5

GenAI News

Enacting Assessment Reform in a Time of Artificial Intelligence

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Source

Tertiary Education Quality and Standards Agency (TEQSA), Australian Government

Summary

This resource addresses how Australian higher education can reform assessment in response to the rise of generative AI. Building on earlier work (Assessment Reform for the Age of Artificial Intelligence), it sets out strategies that align with the Higher Education Standards Framework while acknowledging that gen AI is now ubiquitous in student learning and professional practice. The central message is that detection alone is insufficient; instead, assessment must be redesigned to assure learning authentically, ethically, and sustainably.

The report outlines three main pathways: (1) program-wide assessment reform, which integrates assessment as a coherent system across degrees; (2) unit/subject-level assurance of learning, where each subject includes at least one secure assessment task; and (3) a hybrid approach combining both. Each pathway carries distinct advantages and challenges, from institutional resourcing and staff coordination to maintaining program coherence and addressing integrity risks. Critical across all approaches is the need to balance immediate integrity concerns with long-term goals of preparing students for an AI-integrated future.

Key Points

  • Generative AI necessitates structural assessment reform, not reliance on detection.
  • Assessments must equip students to participate ethically and critically in an AI-enabled society.
  • Assurance of learning requires multiple, inclusive, and contextualised approaches.
  • Program-level reform provides coherence and alignment but demands significant institutional commitment.
  • Unit-level assurance offers quick implementation but risks fragmentation.
  • Hybrid approaches balance flexibility with systemic assurance.
  • Over-reliance on traditional supervised exams risks reducing authenticity and equity.
  • Critical questions must guide reform: alignment across units, disciplinary variation, and student experience.
  • Assessment must reflect authentic professional practices where gen AI is legitimately used.
  • Ongoing collaboration and evidence-sharing across the sector are vital for sustainable reform.

Conclusion

The report concludes that assessment reform in the age of AI is not optional but essential. Institutions must move beyond short-term fixes and design assessment systems that assure learning, uphold integrity, and prepare students for future professional contexts. This requires thoughtful strategy, collaboration, and a willingness to reimagine assessment as a developmental, systemic, and values-driven practice.

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URL

https://www.teqsa.gov.au/guides-resources/resources/corporate-publications/enacting-assessment-reform-time-artificial-intelligence

Summary generated by ChatGPT 5

Gen AI Reports