Robert Walsh

Ethical Case Study Analysis

       As the development of Generative Artificial Intelligence (GenAI) becomes increasingly popular, society needs to consider the effects of its use. In this case, increasing education about what GenAI is will be beneficial for society, enabling us to apply critical thinking techniques to gain a deeper understanding of what GenAI is capable of and how it is used in various contexts. Deploying this technology in different environments will have unique ethical implications, and policy must be developed accordingly to ensure the fair, safe, and secure use of GenAI. The ethical implications related to the use of GenAI range from algorithmic bias and the impact on human labor to academic integrity, which require different levels of critical thinking to develop and implement policies accordingly. Teaching concepts related to GenAI requires understanding the ways these topics fit into different-level classifications. This will help students understand how the ethical implications vary from topic to topic and apply critical thinking techniques appropriately to solve problems and complete tasks. Tools like the AI Assessment Scale (AIAS) enable teachers to specify acceptable levels at which GenAI can be utilized to complete tasks, providing a structure for assessment strategies and a clear definition of acceptable use in academic work. Utilizing tools like AIAS will help make ethical policy development for the use of GenAI more effective in both educational and professional contexts. By considering the ways GenAI is used in society, the practical application of critical thinking skills by teachers, students, and information professionals will enable them to consider the ethical implications of its use and promote the successful development of suitable policies for the fair, safe, and secure implementation of this technology.

       Generative Artificial Intelligence (GenAI) has reached a point where there is no turning back. It is used throughout society by the government, businesses, educational institutions, and for personal use to generate content from electronic statistical data models. Perkins et al. (2024) state that “recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in the coming decades” (p. 1). There is no doubt that GenAI is being used more frequently to generate content, and its full effects or outcomes may not yet be well understood. It is society's responsibility to implement the fair, safe, and secure implementation of this technology, and the most effective way to do so may very well be through well-structured education programs and practical application.

       The development and use of GenAI across multiple domains is causing ethical and policy implications that range in severity, as well as documented research on the outcomes. Research Trends (2023) suggests that “it is imperative that we critically examine these concerns to ensure responsible and beneficial integration of AI into our ever-evolving world” (0:43-0:50). The implications range from algorithmic bias in data models and their impact on human labor to concerns about academic integrity. Due to this extreme variance, Furze (2023) has classified several implications into structured levels “for two reasons. Firstly, the levels reflect how easy it is to access information and resources on the particular ethical concern” (para. 4), and “Secondly, as you move through the levels, you and your students will be required to understand and apply increasingly complex concepts and terminology” (para. 4). These levels can serve as a framework that will guide authoritative decisions on teaching and learning strategies.

       Teachers, students, and information professionals have a shared obligation to apply critical thinking skills to their work when discussing or utilizing GenAI to achieve ethical outcomes. One tip that Samantha Agoos shares in her TEDEd video is to “formulate your question” (Agoos, 2016, 1:23). This tip can be applied by teachers, students, and information professionals in efforts to rigorously identify precisely what the goal of the GenAI use is. When the goal is identified, another helpful tip for practical critical thinking is to “consider the implications” (Agoos, 2016, 2:56). Considering or analyzing the ethical implications or policy implications of the GenAI use across various contexts will promote the fair, safe, and secure implementation of this technology.

       For an implication such as bias, or how GenAI can unfairly generate content that favors one perspective over another, or even discriminate, students can apply critical thinking skills to ensure they fully understand precisely what the purpose and use of the GenAI content are, and then analyze the possible implications to develop an appropriate policy. Teachers can also utilize this same strategy, as can information professionals in their work. Research Trends (2023) states that “AI systems are trained on data, and if that data contains biases or reflects societal inequalities, it can perpetuate and amplify those biases in decision-making processes” (3:30-3:36). The impact on human labor is another suggested implication. Research Trends (2023) states that “one of the top concerns about AI is the potential impact on jobs and the workforce” (0:51-0:56). People are becoming increasingly frightened that GenAI will replace human jobs with computers. So, if people identify a specific purpose for GenAI use and then analyze the possible outcomes, GenAI policy can reach its ultimate potential and minimize damage or harmful consequences.

       This is where education intersects with the development and implementation of GenAI, and it might just be the best solution to the problem. If teachers can integrate GenAI education into the curriculum, society will benefit from the knowledge gained and the practical application of critical thinking skills. Furze (2023) suggests “that we should teach AI ethics across all of our subject areas” (para. 5). However, this is easier said than done, due to the range of variance in ethical implications discussed above, making the development of universal GenAI education frameworks difficult. Perkins et al. (2024) assert that “while these technologies can bring about innovative changes in teaching and learning practices, they also raise important issues that educators, policymakers, and students must navigate” (p. 2). One of the main challenges with the use of this technology is determining how much content the GenAI models should be allowed to generate before the work is considered completed by a machine rather than a human mind, accompanied by proper citation for GenAI idea assistance. In efforts to classify the acceptable levels at which GenAI can be utilized to complete tasks, and providing a structure for assessment strategies Perkins et al. (2024) “presents an 'AI Assessment Scale' that provides clear directions and expectations to students regarding their engagement with GenAI tools for assessed submissions” (p. 2). Utilizing this tool, educators can apply critical thinking skills to clearly define the descriptions and levels of use in their academic integrity policy, ranging from no AI whatsoever to full AI-generated content allowed.

       After researching the subject, some of my suggestions include incorporating formal critical thinking skills training classes into the development and implementation of policy, and encouraging students and professionals to apply the same principles when working with GenAI for academic or business purposes. The more people consider the implications and the specific use of GenAI, the more favorable the outcomes should be. Increasing structured educational programs and curricula will have a positive impact on society, as collective knowledge helps develop and implement new technology ethically. It will be challenging to establish an acceptable use policy, and rules or guidelines will likely be bent and broken; however, through continued education, society can benefit from the collaborative use of GenAI by analyzing its implications and collectively formulating educational policies.

       When reflecting on how I applied critical thinking in this essay, I simply followed the tips that resonated with me the most from Samantha Agoos TEDEd video; to “formulate your question” (Agoos, 2016, 1:23), and “consider the implications” (Agoos, 2016, 2:56). By doing so, I was able to brainstorm ideas about the topic that were mentioned in the literature and then create an outline. This helped me analyze the scenario. My question became: What is AI, how is it used today, and how does it affect us? Combined with thoughts on ethical implications of using this type of technology referenced from the trusted resources provided, ethical/policy implications that I had encountered in this class and other previous classes, and how it relates to my future career as an information professional, and my status as a student.

Conclusion

       The development and use of Generative Artificial Intelligence (GenAI) has become increasingly popular, and society needs to consider its effects. Increasing education about GenAI will be beneficial for society, enabling people to apply critical thinking techniques to gain a deeper understanding of what GenAI is capable of and how it is used in various contexts. Launching this technology in different environments will have unique ethical implications, and policy must be developed accordingly to ensure the fair, safe, and secure use of GenAI. By considering the ways GenAI is used in society, the practical application of critical thinking skills by teachers, students, and information professionals will enable them to consider the ethical implications of its use and promote the successful development of suitable policies for the fair, safe, and secure implementation of this technology.

References