The ChatGPT numbers are staggering: 100 million weekly users and 2 million developers. I wish I had the time and skills to be included in the developer stat but what is notable is that even someone like me -the compulsive fiddler but with very limited tech skills – can use the ‘playground’ to create a personal assistant bot. Using GPT 4 the diffefrence between outputs here and from within, say, chatgpt or any other large language models, is that I define the instruction (in this case focssing on sources to refer responses to and nature of the role) and, crucially, use uploaded documents to become the foundation information. The post below was generated using a prompt that asked for a summary of key information from across our guidance documentation on Gen AI at King’s and then improved because the first output included non descriptive hyperlinks. I hear and have seen that the system is struggling to keep up with interest but it’s well worth having a look I think because in no time Open AI and/ or smart developers will create user friendly wrappers that will enable anyone to have their own pre-trained bots to support whatever it is they are working on. This I think will change the way we think about LLMs relatively quickly.

Sample output ( I have tweaked it slightly to ensure it is factually accurate but have left the tone and style as is just for illustration):

King’s Generative AI info

In the realm of higher education, generative AI stands as a groundbreaking technology that’s redefining the scope of learning and teaching. King’s College London remains a beacon of innovation by methodically embracing the capabilities of AI, while also tactfully navigating the intricacies it introduces to the academic environment. We have devised a comprehensive framework that facilitates informed engagement with generative AI across the university community.

Navigating the AI Landscape in Higher Education

To equip our community with a nuanced understanding of generative AI’s role in academia, we have developed an insightful short course titled Generative AI in Higher Education, available on FutureLearn. This course invites participants to explore the multifaceted ways in which AI can enrich academic disciplines and paves the way for meaningful discussions about the evolution of educational practices.

Tailored Guidance for All Stakeholders

Our dedication to fostering a responsible AI-integrated culture is reflected in the guidance documents created specifically for each stakeholder within King’s College London:

For programme and module leaders, it’s essential to consider whether guidance on the responsible use of generative AI has been articulated to students. As a cornerstone of our initiative, we have drafted a detailed guide for program and module leaders to ensure transparency in the permissible applications of AI.

Lecturers and GTAs find themselves equipped with recommendations designed to seamlessly integrate AI into their instructional and evaluative methodologies.

Students’ guidance addresses the pivotal aspects of generative AI usage within their academic journey while maintaining academic integrity standards. An integral part of this guidance is an encouragement to engage with tutors on the appropriate use of AI in particular assignments.

Policy Enforcements and Ethical Considerations

Information on detection and acknowledgment of AI-generated content has been published, underscoring the significance of integrity in academic pursuits.

Conceptual Clarity through Definitions

The university community can access a comprehensive lexicon and context for generative AI in our context and definitions document, poised to enhance understanding and conversation about this emergent technology.

Revolutionising Assessment

With generative AI reshaping potential assessment methods, King’s College London embraces new approaches to assessment, dedicated to cultivating profound learning experiences and reflective critical thinking among students.

Practical Insights and Knowledge Sharing

Martin Compton shares his unique perspective and inventive tactics for integrating generative AI into academic settings through his personal blog, a source of inspiration and practical advice.

Conclusion

The proactive stance of King’s College London in the sphere of generative AI serves as a testament to our commitment to excellence. By providing clear and structured guidance that caters to every role within the institution, we stride forward into the educational future armed with foresight, creativity, and an unwavering commitment to academic integrity.