AI in Education












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            * Recommendations for the use of generative artificial intelligence in education at the CU
            Humanities (FHS UK)
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            The following material follows the recommendations formulated by Charles University and co
            while taking into account the specific aspects of our faculty (the document contains a gen
            [ URL "https://ai.cuni.cz/AIEN-1.html"] , including separate information for teachers [ UR

            ai.cuni.cz/AIEN-12.html"] and students [ URL "https://ai.cuni.cz/AIEN-13.html"] ). It also
            account practice at other universities [ URL "https://www.muni.cz/en/about-us/official-not
            statement-on-the-application-of-ai"] . This document is primarily intended as a starting p

            discussion between teachers and students after they have read it – preferably together.


            In our opinion, one's academic goals should be borne in mind at all times when working wit
            intelligence (AI). In the case of FHS UK, these are the emphasis on critical reading, join
            one's own research and creative work. At the same time, the faculty emphasises one's own i

            search for an individual study path towards understanding the turbulent world of today. Wh
            experimentation, we also place higher demands on the personal responsibility of students. 
            we support the exploration of the potential of AI, its use should be beneficial for educat

            accordance with the principles of academic integrity. We recommend the following when work

            1. Get to know AI technologies on a practical level and test their strengths and weaknesse

            on various tasks – translations, paraphrases, text summarisation, explanation of concepts,
            materials for presentations, etc. Don't be afraid to experiment.


            2. Consider specific learning goals that AI could aid – or hinder – in relation to specifi
            the universality, diversity and rapid transformations of generative AI, there is no “corre
            for its role in teaching. Users should always think within the context of a given discipli

            especially the objectives of the course.

            3. At the beginning of each course, clarify the requirements for the use of AI. Teachers a

            have the opportunity to learn from each other and discuss the possibilities, limitations a
            AI technology together, as well as to seek rules of use that are comprehensible and accept
            parties. Ultimately, however, the instructions of the teacher of the particular course mus

            respected.

            4. When using AI, ensure the protection of personal and sensitive data. All instructions a

            you provide to the AI are recorded by its provider. Therefore, enter only such information
            published without objection, or anonymise it.


            5. Approach AI outputs with caution and verify their correctness. Current systems – especi
            language models such as ChatGPT – have a significant error rate. That is, they can express
            authoritatively and convincingly, without in any way indicating whether the information th

            is speculative or entirely fictitious.

            6. Bear in mind that only a human author can assume responsibility for any published or su

            cannot be stated as the author. At all times, you bear sole responsibility for any errors 
            contained in the text that you authorise. AI is merely a tool that can make our own work e
            – but not replace it.


            7. Be transparent when using AI. If you are relying on a tool for your work, declare it an
            description of how it was used. This will both ensure the integrity of your work and help 

            idea of what AI tools can do.

            This document was created in cooperation between teachers and students of FHS UK.