In November 2023, the University of Law announced new policies and procedures for students on the acceptable use of Artifical Intelligence (AI).

You can download and read the full guidance for students here.

To read the University of Law's Artifical Intelligence in Higher Education Policy, click here.

Artificial intelligence in higher education protocols

Student use of artifical intelligence:

Generative Artificial Intelligence is a rapidly developing tool and can be used ethically to support students in their learning. AI used correctly will support students to develop core life skills during their studies, which include:

• Problem-solving
• Critical thinking
• Communication
• Decision-making
• Creative thinking
• Interpersonal relationships
• Self-awareness
• Self-efficacy.

Acceptable use of AI: a snapshot

STOP - do not submit AI-generated content for your assessments!
THINK - are you sure that AI content used in your learning experience is not included in your assessment?
PROCEED CAREFULLY - consider supportive AI tools for your general performance and skills development

Now read the sections below for further detail and to ensure you comply with the University’s Artificial Intelligence in Higher Education policy.

Academic Integrity

• The University of Law welcomes the use of generative Artificial intelligence to enhance the student experience.
• Students will be asked to complete a declaration statement confirming that no content in their assessment submission has been generated by a third party, or through a generative Artificial Intelligence system.
• The Skills Academy will continue to develop student-facing resources to support student use of generative AI within the context of their learning experience, and avoidance of academic misconduct.
• Any assessment submitted that is not the student’s own work and includes information and content created through AI technologies which is inappropriately referenced will be dealt with under the Student Discipline Regulations https://www.law.ac.uk/globalassets/13.-media--doc-repo/08.-policies/pdf_policies_student-discipline-regulations.pdf

Listed below are approved uses of AI to support the student experience.

AI may be used in the learning experience:

• to gather subject literature/information for critical review
• as a supportive editing tool to correct typos, language, pronunciation, syntax.
• to facilitate collaborative learning in study groups or peer-assessed activities.

AI may be used in preparation for or within student performance:

• to identify areas where students may face difficulties and provide targeted assistance.
• as a revision tool for questions and automated feedback.

AI may be used in general skills development:

• to provide students background knowledge into a new area of subject exploration, leading to generation of new ideas.
• to refine how to summarise or paraphrase content that is going to be referenced.
• to refine presentational and communication skills.
• to strengthen their digital skills, in accessing information and critically appraising its validity and reliability.
• to question/adopt a critical approach to any content/information gathered.

Do's

Don'ts

Before using AI within your learning experience undertake the ethical use of generative AI training – Skills Academy. Use AI to assist you in understanding knowledge about a subject. Develop critical thinking skills through ‘follow-up’ questions and triangulation with reliable sources. Adopt AI to summarise or bullet point lists of information when preparing for examination/assessments, upon having checked the outputs for reliability. Adopt AI software, such as Grammarly to guide your language and writing skills. Check if and to what extent the use of AI is permissible in your assessment. If used in assessments, you must cite the use of generative AI. Do be prepared to defend your work in a viva voce.

Do not assume AI generated content will be correct. Do not submit any AI generated content as your own work. Do not use AI as your only source of information. Do not rely on AI for language correction or accurate expression. Do not become over-dependent on AI causing you to mis-manage your time. Do not use copyediting services with your assessment work.

Examples

1) Student V uses Grammarly, an AI editing/proofreading software. Student V uses Grammarly's suggestions for correcting low-level errors in their written work. Grammarly identifies some issues with expression and spelling and offers a few tips on how to fix them. The student decides to rewrite the sentence to make it clear and concise.

Is this an acceptable use of AI editing software?

Answer: Yes – the student considers Grammarly's tone, expression, and context suggestions. They have taken time to re-write the paragraph rather than just accepting the suggestion.
However, if Student V selected the ‘Get Expert Writing Help’ in Grammarly, this would have changed the situation. Get Expert Writing Help is a paid copyediting service. The narrative from this service would no longer be the student's work, and they could not submit this for marking without facing disciplinary action for academic misconduct.

2) Student W is undertaking a programme of study where virtual reality is being used to create a game-based approach to understanding the subject. Within the Virtual Reality headset, an in-built AI assistant provides hints to how the student can navigate the 3D scenes.

Is this an acceptable use of AI virtual reality software?

Answer: Yes – the student’s first-hand experience in the virtual reality world is being assisted by the AI assistant. The student's actions and movements in the space are their own. The AI assistant tailors the experience to the student's behaviour to maximise their learning.

3) Student X uses Chat GPT to generate several sample essays on their coursework topic. The student takes sections from each of the sample essays and adds them to the main body of their coursework.

Is this an acceptable use of AI software?

Answer: No- the student has inserted subject matter from the AI into the piece of coursework, presenting the content as if it were their own. In this case, the student has not conducted their own research or demonstrated original thought or understanding of the topic. Lecturers, markers and AI detection tools will spot this anomaly and the student will be subject to an academic misconduct enquiry.

4) Student Y uses Chat GPT to generate several sample essays on their coursework topic. The students use the information to form their thinking for their assessment.

Is this an acceptable use of AI software?

Answer: Yes - the student has used the information to develop their understanding, and has not directly used the information in their assessment submission.