Responsible AI Use at University of Minnesota
November 30 marks the three-year anniversary of ChatGPT, a launch that significantly transformed how average users access and interact with Generative AI (GenAI). This evolution has seen individuals utilizing GenAI for a myriad of purposes ranging from grammar editing to meal planning and activity scheduling.
Lindsay Matts-Benson, teaching and learning program lead at University of Minnesota Libraries, sheds light on the importance of responsible AI use, emphasizing that it is crucial not just for students, but for anyone engaging with these technologies.
Ethical Concerns in Daily AI Use
Matts-Benson addresses various ethical concerns associated with AI tools. One significant issue is the balance between privacy protection and the information shared with these tools. The lack of transparency regarding the data that drives these tools raises essential ethical questions. For instance, while tools promise fun outputs from your uploaded photos, many users wonder about the fate of their privacy and personal agency after sharing such images. Furthermore, the implications of GenAI in sensitive areas like legal documentation and health information compound these concerns.
Additionally, adults are increasingly wary of the environmental footprint of AI technologies, considering the placement of data centers, and the potential for AI applications to produce harmful or biased content. Such issues call for a careful deliberation on the benefits versus the potential risks associated with the usage of these technologies.
Responsible AI Usage Tips
To promote responsible AI use, Matts-Benson advises users to understand the foundations upon which GenAI tools are built, particularly the datasets they rely on. These datasets are often curated collections that may omit crucial perspectives, leading to biased responses. She emphasizes that outputs from GenAI are based on probability, occasionally leading to nonsensical or inaccurate responses.
Moreover, users should critically assess the appropriateness of employing AI in specific scenarios, particularly highlighting that AI tools are often not suitable for sensitive matters like mental health issues. The key is to ask, “Why is AI the right tool for this task?” This reflective consideration can guide responsible usage.
Identifying Reliable AI Information
As AI-generated content becomes increasingly sophisticated, discerning authenticity in information has turned into a daunting task. Matts-Benson shares a heuristic for verifying AI outputs: one should evaluate the plausibility of the information, seek corroboration from credible sources, and check for evidence supporting claims made. In evaluating videos, look for natural movement, potential looping in backgrounds, and inconsistencies in text or audio to identify AI-generated anomalies.
Students’ Ethical Dilemmas with GenAI
Students encounter ethical dilemmas regarding the efficiency of GenAI in completing assignments versus the necessity of engaging deeply with course materials. There’s a pressing need to strike a balance between leveraging GenAI to enhance the learning experience and experiencing the subject matter firsthand. Matts-Benson notes the delicate nature of acknowledging AI use properly amidst prevalent misconceptions, especially when environmental impact or ethical considerations are at play.
Enhancing Information Literacy
Matts-Benson’s mission at the University of Minnesota focuses on fostering robust information literacy. She highlights efforts such as the development of GenAI+U, a tool aimed at enhancing students’ understanding of GenAI technologies through relatable and accessible educational materials. This initiative reflects a broader commitment to equip individuals with critical AI literacy skills for both academic and daily application.
The University of Minnesota Libraries play a pivotal role in elevating the information literacy of its users, offering comprehensive resources and expertise to cultivate well-informed citizens for the digital age.