Guidelines on A.I. tools for lecturers and students
Lecturers and students are encouraged to experiment with, apply, and critically evaluate A.I. tools within the context of teaching and learning activities. The decision to use A.I. tools should be driven by their potential to enhance learning outcomes and should serve as a supplementary component to existing didactic strategies, rather than being adopted purely for their innovative appeal.
Lecturers and students are expected to critically evaluate the outputs generated by A.I. tools and determine the veracity and suitability of such results. The responsibility for the validity and authenticity of their work rests entirely with the user.
Lecturers and students should bear in mind that A.I. tools can amplify human biases, leading to potentially unfair or discriminatory outcomes.
The Faculty of Science strongly advocates for the development of students' critical and ethical thinking abilities, particularly in the context of using A.I. tools.
Lecturers grading remote learning and online examinations should take in account the accessibility of A.I. tools to students to ensure fairness and accuracy in evaluation.
In terms of academic work and publications, the focus should be directed towards the quality of data and their analyses. As A.I. tools become more widely used, grading of language quality should become less important.
Awareness of legal limitations related to the use of A.I. tools is crucial, especially concerning Data Protection laws in Switzerland and the General Data Protection Regulation (GDPR) in Europe. Any data uploaded to A.I. tools may be utilized for further A.I. training and could potentially be accessed by third-party applications, beyond the control of the users.
