Regulate or liberate: the ChatGPT challenge

“the reality is that it has entered our institutions whether we like it or not. As educators, we need to work out how best to deal with it,” Stephen Colbran, Colin Beer and Michael Cowling (all CQU) write in CMM this morning.

“Tools such as ChatGPT, Google, database searches and Grammarly for example all assist with learning and assessment processes but by themselves will not be able to complete the assessment. In contrast to the suggestion that institutions should go back to high stakes invigilated assessment, an area that the academy has worked hard to move past, this allows for assessment to continue to be authentic and useful in the context of future workplaces.”