If you decide to use generative AI in this course (e.g.,
ChatGPT, Bard), make sure that it is in line within course policy.
If you are unsure about what may constitute inappropriate use of AI
tools, please don't hesitate to reach out to the course staff
about the situation!
Introductory Video
One perspective on generative AI and education.
The section on "The science of learning" (starting at 11:18) is also
a good refresher on good habits and practices for learning in general.
What is Generative AI?
Generative AI refers to a kind of artifical intelligence software
that is capable of getting information in response to prompts.
The software is trained on source data, and uses that training data
as input to a sophisticated model that predicts the appropriate
response to the prompt.
It does not understand the prompts, but it produces a convincing
simulation of understanding.
Examples of generative AI systems that use text include ChatGPT and
Bard, and generative AI models capable of generating images include
Midjourney and DALL-E.
Risks of Generative AI
Accuracy: If you are using generative AI tools
for learning then you should always double-check the content.
For example, if you are assigned to write a program that uses a
specific algorithm, AI tools may generate a solution that arrives
at the correct answer but does not use the required algorithm.
If you use generative AI to assist in the creation of assessed
content then you are responsible for the accuracy and correctness
of the work that you submit.
Quality: Content generated may be of poor quality, and
generic in nature.
Code may have security flaws and may contain bugs.
It is important that you understand how any generated code works
and you evaluate the quality of the content.
Learning: Generative AI can be a powerful productivity
tool for users who are already familiar with the topic of the
generated content because they can evaluate and revise the content
as appropriate.
Tasks assigned by your teachers are designed to help you learn, and
relying on AI tools to complete tasks denies you the opportunity to
learn, and to receive accurate feedback on your learning.
Over-reliance: Using AI tools to do your work for you may
achieve the short-term goal of assignment completion, but
consistent over-reliance on AI tools may prevent you from being
prepared for later examinations, subsequent coursework, or future
job opportunities.
Motivation: Some students may experience lack of
motivation for tasks that generative AI can complete.
It is important to understand that you need to master simple tasks
(which generative AI can complete) before you can solve more
complex problems (which generative AI cannot complete).
Stay motivated!
Impact on others
There are many consequences to inappropriate usage of AI tools.
Some of these consequences may be unintended, and could potentially
harm others.
For example:
Other students: You could expose other students to harm
by preventing their learning or including content in a group
assignment that violates academic integrity.
Faculty: Violating academic integrity standards through
the use of AI tools requires time and energy, and is emotionally
draining to teachers and administrators, to enforce these
standards.
Institutional: Including code from AI tools that you do
not understand could expose the university to loss of reputation or
even financial harm through lawsuits.
What's allowed vs. what isn't
Examples of permitted use
Despite the risks of using AI tools, you will use them in industry
after graduation at your job.
Therefore, you should learn to use them appropriately so you receive
the most long-term benefit.
As a student, these uses are mostly centered on helping you
understand course material.
This includes asking generative AI to:
Explain a given topic, or to provide an example of how
programming constructs are used.
Explain your program one line at a time.
Produce an example that is similar to assignment questions.
Explain the meaning of error messages.
Generate code to complete tasks that you have already mastered
from previous coursework.
An example of a prompt that is perfectly okay to ask is "What is the
difference between blocking and nonblocking assignments in
SystemVerilog?".
In this case, such an answer from the prompt allows for the student
to understand a particular concept, which can help further
their understanding of it in the course.
Examples of inappropriate use
There are often times when using AI tools are not permitted.
Examples of these uses are:
Asking generative AI to complete an assignment for you –
that you were meant to complete – where it can generate an
entire solution when you don't understand it.
Using AI tools on official assessments where uses have been
expressly forbidden, such as invigilated exams where the purpose is
to determine your individual understanding of the material.
Any use that may prevent your personal academic growth or may
prevent you from understanding a topic or idea.
Writing a code solution in a language you know and then asking an
AI tool to translate that code into the language required for the
assignment.
In this case, part of the assignment's value to your learning is to
better understand the required language, which you would be missing
out on.
On the other hand, prompts that deal with solving parts your labs
are not permitted.
Again, please don't hesitate to visit office hours or post on
the Ed discussion board if you get stuck.
We want you to succeed in this course!