Практика Shadowing: How artificial intelligence is reshaping college for students and professors - Изучайте разговорный английский с YouTube
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AMNA NAWAZ,
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AMNA NAWAZ,
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This year's senior class at universities across the country is the
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first to have spent nearly its entire college career in the age of generative A.I.,
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a type of artificial intelligence that can create new content,
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like text and images.
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As the technology improves, it's harder to distinguish from human work,
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and it's shaking academia to its core with some very big questions.
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Special correspondent Fred DeSam Lazaro has the story for our series, Rethinking College.
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MEGAN FRITZ, And the principle of humanity says treat all people as ends in themselves,
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never merely as means.
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MILES O' About two years ago,
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Megan Fritz, a philosophy professor at the University of Arkansas at Little Rock,
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began spotting something unusual about her students' writing.
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MEGAN FRITZ, You suddenly get an essay or a test answer,
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some kind of assignment from a student whose normal writing you're familiar with,
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and you get something back that sort of sounds like an official business document or a piece of technical writing,
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writing that sounds very highly polished, but very impersonal.
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MILES O' Impersonal, because it likely wasn't written by a person.
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This was the beginning of a turning point for higher ed, as generative A.I had swept through not only her campus,
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but college campuses across the country.
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A survey last year found that 86 percent of college students are now using AI tools like ChatGPT,
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Claude AI and Google Gemini for schoolwork.
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The reason generative AI has spread so quickly on college campuses is not hard to understand.
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It's transformed tasks that used to take hours,
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even days of writing and revision into something that can be done in mere minutes.
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For example, I can ask ChatGPT,
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write me a 1,000-word essay on the topic of,
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is it OK to lie?
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And using a massive amount of data,
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it predicts and generates sentences on this topic instantly.
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Fritz says the impact has been deeply disruptive.
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FRITZ, If I'm reading the writings of ChatGPT,
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instead of my students, I have lost the very best tool
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that I have to see if I am being effective in my capacity as an instructor or not.
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JOHN YANG, University Policymakers, University Policymakers,
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University Policymakers, University of University BERRY, U.A.
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Little Rock, University University of California,
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University of California, I think the realization over the past year
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and a half is the technology is outpacing our ability to detect it.
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MILES O' Vice Provost of Research Brian Berry leads one of U.A.
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Little Rock's committees tasked with creating clear campus-wide policies on A.I.
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BRIAN BERRY, U.A.
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Little Rock, U.A.
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Little Rock, University of California,
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I think it really comes down to us helping students understand what the students are doing what's at risk,
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helping them understand that if they use AI in the right way,
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it's literally the most powerful tool that they've ever been able to use,
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and it will make huge differences.
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But if they use it in the wrong way,
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it could short circuit their learning process.
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MILES O' The university is finalizing a policy
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that lets professors determine what AI use is acceptable in their classrooms as long as they clearly outline it in their syllabus.
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But for Fritz, who has a strict no-AI policy,
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identifying it has been complicated and time-consuming.
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FRITZ, So, Frasley is one of the softwares that I use.
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If I suspect AI use,
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then the first thing I do is I do use detection softwares.
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I actually use eight different detection softwares.
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FRED DE SAM LAZARO, If her suspicion is confirmed,
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she does meet with the student.
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FRITZ, If they can talk about the thing that they wrote about, then great.
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But a lot of times, they can't.
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That sounds like it's tedious and a lot more work for professors like yourself.
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It certainly cuts into my life quite a bit.
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It at least has sometimes made teaching feel like policing.
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MILES O' And these detection methods are not foolproof.
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Students online say that they're caught in the middle.
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I have been falsely accused by my university of using AI to write a paper.
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My final paper got detected as 60 percent AI.
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We might be about to find out if I'm going to falsely get kicked out of college.
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JEFFREY BROWN, Ashley Dunn, University of Louisiana State University,
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when she was accused of using A.I to write a short essay for a British literature class,
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after a detection tool flagged her writing last year.
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ASHLEY DUNN, University of Louisiana State University,
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And I was like, am I going to fail this class?
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Am I going to get a zero?
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Every college takes plagiarism and that kind of thing very seriously.
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So I was just freaking out.
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JEFFREY BROWN, University of Louisiana State University,
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After communicating with her professor,
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Dunn says she was eventually given an A for the assignment,
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But the response to her on TikTok proves that this is a widespread issue.
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A lot of people ended up making responses to my video,
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pretty much saying that they had gone through the same thing,
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but that they didn't really get as lucky that they ended up either getting zeros or failing the class.
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Some people recently have been making videos about,
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you know, oh, my professor said that my essay was AI because I used an em dash.
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But that's just a regular way of writing,
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especially for a college level.
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You're going to be asked to go out and venture into Gen AI.
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FRED DE SAM LAZARO, Ph.D.: Not all schools are anti-AI.
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Some are actually looking for ways to embrace it.
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Lori Kendall teaches an entrepreneurship class in the Fisher College of Business at The Ohio State University.
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LORI KENDALL, Ph.D.: When Gen AI came out,
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I and every other instructor did, oh, great, now what?
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Do we allow AI?
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Do we not allow AI?
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And the reality is, you know what?
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They may use it anyway.
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FRED DE SAM LAZARO, Ph.D.: She now encourages her students to use AI to critically examine their original work
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and as a learning aid.
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RACHEL GERVES, A lot of people might use AI just to get assignments done,
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plagiarism, but I like to use AI just for a deeper understanding.
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PAUL SOLMAN, RACHEL GERVES, First-Year Student, Majoring in Air Transportation.
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RACHEL GERVES, I oftentimes use AI to create questions regarding this topic,
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so I not only get a better understanding of the actual material,
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but I also can test and see what I need to maybe focus on even more.
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If you don't use AI or the next technology that comes along to be more effective,
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you're not going to be competitive in the job market.
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The job market is changing right underneath your feet.
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RAVI BELLONKORNDA, Chief Academic Officer,
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Chief Academic Officer, I get to decide on academic integrity issues,
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honor code and violations.
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MILES O' Ravi Bellonkonda is executive vice president and provost at Ohio State University.
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He says he was struck by one alleged violation last year,
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a student accused of using A.I.
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It was a case of cheating,
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he says, but it made him think.
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BELAM KONDA SPEERHEADED OHIO STATE'S NEW AI FLUENCY INITIATIVE,
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which requires all undergraduate students across academic disciplines learn and use AI tools.
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DR. HALA HANI, The trick is to figure out,
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like any human interaction with technology,
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what can we offload to technology,
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and what do we need to add the value to?
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Ohio State wants to be at the front of that creation of those rules.
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That's prompted experimentation across the disciplines,
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like music professor Tina Tallon's AI and Music class,
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which explores innovative uses of the technology.
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I always start the class by asking them to think about a challenge in their field.
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At that point, we're not even talking about AI about A.I.
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I just want them to identify something that either they've run up against or that their students or their colleagues have.
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FRED DE SAM LAZARO, University of California,
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One member of her class,
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tuba instructor and doctoral student Will Resch, is using A.I to analyze airflow into his instrument over thousands of repetitions.
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The data will help guide students on how to play the perfect note.
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Another Natalia Moreno-Buitrago is a music education grad student studying how babies acquire musical knowledge.
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She used to spend hours combing through home recordings of research subjects,
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listening for moments when parents or caregivers sing or hum around the infant.
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Now AI does this for her.
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DR. ANNA KALA, If we critically examine the tools that we're engaging with and are actively involved in the development of them,
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I think we can do some pretty incredible things.
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MILES O' But, inevitably, these tools also bring major disruption to academia and to the jobs students hope to someday fill.
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FRED DE SAM LAZARO, How do we go through a transformative moment like this,
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with the disruptions that it is going to cause,
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and yet do this in a way that ultimately is additive to us as a society,
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that it improves our lives as human beings?
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FRED DE SAM LAZARO, A question without a clear answer,
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he says, but one that students should help tackle.
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For the PBS NewsHour, I'm Fred De Sam Lazaro in Columbus, Ohio.
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you Thank
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you.
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Контекст и фон
В этом видео обсуждается влияние генеративного искусственного интеллекта на образовательный процесс в университетах. Примером этого является профессор философии Меган Фриттс, которая заметила изменения в стиле написания своих студентов. Студенты начали использовать AI-инструменты, такие как ChatGPT, для выполнения своих заданий, что вызывает вопросы о качестве образования и честности в обучении. Это поднимает важные вопросы о том, как использовать новые технологии в образовательной среде, сохраняя при этом эффективность и целостность учебного процесса.
Топ-5 фраз для повседневного общения
- “Это стало глубоко разрушительным.” – выражение о воздействии новых технологий на образовательный процесс.
- “Помогать студентам понять, что на кону.” – важность осознания последствий использования AI.
- “Если они используют AI правильным образом, это может стать самым мощным инструментом.” – позитивный аспект использования технологий.
- “Я на самом деле использую восемь разных программ для обнаружения AI.” – о методах проверки честности работ студентов.
- “Некоторые школы действительно ищут способы внедрить его.” – о возможностях применения AI в учебном процессе.
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Что такое техника Shadowing?
Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.
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