Undue reliance means we undo learning?
What happens when we outsource boring but important work to AI? Research shows we forget how to do it ourselves
In 2009, an Air France jet crashed into the ocean, leaving no survivors. The plane’s autopilot system shut down and the pilots, having become reliant on their computerised assistant, were unable to correct the situation manually.
In 2015, a bus driver in Europe typed the wrong destination into his GPS device and cheerfully took a group of Belgian tourists on a 1,200 kilometre detour in the wrong direction.
In 2017, in a decision later overturned on appeal, US prosecutors who had agreed to release a teenager on probation abruptly changed their minds because an algorithm ruled the defendant “high risk”.
These are dramatic examples, but they are far from isolated. When we outsource cognitive tasks to technology – such as flying a plane, navigating, or making a judgement – research shows we may lose the ability to perform those tasks ourselves. There is even a term for our tendency to forget information that is available through online search engines: the Google effect.
Tools & Techniques. Do we know how to use these tools at all levels?
Artificial Intelligence for Academic Support in Law Schools and Universities
Murray, Michael D., Artificial Intelligence for Academic Support in Law Schools and Universities (September 6, 2023). Available at SSRN: https://ssrn.com/abstract=4564227 or http://dx.doi.org/10.2139/ssrn.4564227
“The current models of verbal generative artificial intelligence (AI)—Bing Chat, GPT-4 and Chat GPT, Bard, Claude, and others, and the current models of visual generative AI—DALL-E 2, Midjourney, Stable Diffusion, and others—can play a significant role in academic support in law schools and universities. Generative AI can help a student learn and understand material better, more deeply, and notably faster than traditional means of reading, rereading, notetaking, and outlining. AI can explain, elaborate on, and summarize course material. It can write and administer formative assessments, and, if desired, it can write self-guided summative evaluations and grade them. AI can translate material into and from foreign languages with a fidelity to context, usage, and nuances of meaning not previously seen in machine learning or neural network translation services. AI also can visualize material using the tools of visual generative AI that literally paint pictures of the subjects and situations in the material that can overcome students’ literacy issues both in the native language of the communication and in the students’ own native languages. Beyond supporting student learning and academic success, AI can be a democratizing force because it can empower students to begin writing or drawing or painting at a level that their own life experiences and education have not prepared them or enabled them to participate in. AI can empower students to perform creative, artistic, or literary activities related to legal education and law practice at a high level, catching them up to where other classmates would start. First-generation college-goers and graduate students can use the collective knowledge of a large language model to bring themselves to a higher starting point in the process of gaining admission to and finding success in legal education and ultimate in the practice of law…”
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