How ChatGPT could revolutionise education, with Sam Illingworth
发布时间 2023-01-27 08:00:00 来源
摘要
ChatGPT is a tool that can create essays, poems, full movie script and more from a simple worded prompt. We spoke to Sam Illingworth, an associate professor in the department of Learning Enhancement at Edinburgh Napier University to learn how it will change the education system.
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中英文字稿 
From BBC Science Focus magazine, this is Instant Genius, a bite-sized masterclass in podcast form. I'm Alex Hughes, staff writer at BBC Science Focus magazine.
来自BBC科学焦点杂志，这是“即刻天才”，是以播客形式呈现的简短大师课。我是亚历克斯·休斯，是BBC科学焦点杂志的编辑。
This week we're talking about chat, GBT, and its newfound role in education. The artificial intelligence chatbot allows users to generate jokes, website design codes, essays about complex scientific topics, and everything in between.
本周我们谈论聊天，GBT以及其在教育中的新角色。这个人工智能聊天机器人允许用户生成笑话、网站设计代码、关于复杂科学主题的论文，以及任何其他内容。
With all of this available in seconds by a simple word of prompt, there are growing concerns that could prompt plagiarism, misinformation, and cheating in the education system. I'm joined by Sam Ellingworth to discuss this issue.
随着简单的提示单词即可在数秒内获取上述所有内容，人们越来越担心这可能会促使教育系统出现抄袭、不实信息和作弊等问题。我邀请了Sam Ellingworth一起讨论这个问题。
He's an associate professor in the Department of Learning Enhancement at Edinburgh NEPU University. He tells me all about chat, GBT, and its role in education, outlining why we should learn to embrace it and better understand how it works.
他是爱丁堡NEPU大学学习促进系的副教授。他给我讲了聊天、GBT以及它在教育中的作用，概述了为什么我们应该学会接受它，并更好地了解它的工作原理。
So as chat, GBT grows in popularity and interest, how much do you think it will implement itself into the education system? It's not just chat, GBT, but all of these new artificial intelligence tools and machine learning that are rapidly fighting the way into education.
随着GBT的普及和受关注程度增加，您认为它会在教育系统中得以实现多少呢？这不仅仅是聊天，而是所有这些新的人工智能工具和机器学习技术正在快速应用于教育。
I think it very much depends on the level of education. So to some extent, it might depend on whether we're in secondary schools or primary schools or higher education. As tends to be the case with some of these things, we might see it proliferate first in higher education and then come down and certainly I'd feel most qualified to be able to talk about how education.
我认为这在很大程度上取决于教育水平。因此，它可能取决于我们是否在中学或小学或高等教育中。在这些事情中往往会出现一些情况，我们可能会首先在高等教育中看到它蔓延，然后下降，当然我感觉最有资格谈论教育的问题。
I think that we're already seeing some, or I would say knee jerk reactions to this. Some examples of students may be using chat, GBT in an unethical manner, but also ways of academics thinking about how we can use it as an opportunity, as well as a challenge.
我认为我们已经看到一些膝跳式反应对此的反应了。一些学生可能在不道德的方式下使用聊天、GBT等，但学术界也在考虑如何将其作为机会和挑战使用。
And for me, having ruminated on this for quite a while and talked to colleagues about it, it very much feels like week and maybe later, much later, strong AI I hear to stay.
对我来说，在考虑这个问题很久并与同事讨论后，这让我非常感觉像是弱人工智能将来必定存在，但强人工智能可能需要更长时间才能成为现实。
And that actually, why try to fight them? I mean, these are tools that our students will be using in the workforce. So it seems very strange to me to almost say, but don't use them for three years. Just not pretend they're there and then you can go away and use them.
实际上，为什么要和它们争斗呢？我的意思是，这些是我们的学生在职场中将要使用的工具。所以，对我来说，几乎说‘不要用它们三年’是非常奇怪的。不要假装它们不存在，然后你就可以离开去使用它们了。
These are things that have the potential, I think, to reduce workload, to improve efficiency. And our responsibility as educators is to think about how we can utilize them to help ourselves, work more effectively and smartly, but also to prepare our students for the workplace and to ensure that they get the most effective and engaging and rounded education that they can.
我认为，这些东西有可能减轻工作量，提高效率。作为教育工作者，我们有责任考虑如何利用它们来帮助自己更有效和聪明地工作，同时为工作场所做好学生的准备，确保他们获得最有效、吸引人和全面的教育。
So when we're looking at these kind of tools, do you think it's less so about trying to find something or to tell people we don't use this? This isn't something we use, but instead to sit students down and explain to them, okay, this is what this does, and this is how we're going to use it in an effective way.
当我们看这些工具时，您认为它的作用不是找到某个东西或告诉人们我们不用这个，而是让学生坐下来讲解给他们：好的，这是它的作用，这是我们如何有效地使用它。
I think when we work with our students with regards to what chat GPT is, it's really interesting to potentially pull apart what it's doing and why it's doing here. And I've heard lots of people say, well, only IT students or computer science students need to know what's going on under the hood.
我认为，当我们与学生一起探讨聊天 GPT 是什么的时候，了解其运作方式和目的是非常有趣的。听到很多人说，只有 IT 学生或计算机科学学生需要知道底层的工作原理，但我觉得这其实是不正确的。
But to some extent, the things that are happening with machine learning algorithms and with weak AI like chat GPT require a level of complexity that not necessarily all undergraduate students would have, but I think it's important that we understand what the founding principles are and talk about what it means to be trained on a data set, talk about what the limitations are, talk about what the ethical challenges are.
但在某种程度上，机器学习算法和像聊天GPT这样的弱人工智能正在发生的事情需要一定水平的复杂性，这并不是所有本科生都必须具备的技能，但我认为，我们理解创始原则并谈论受训数据集，谈论限制，谈论伦理挑战非常重要。
So for me, I'm not really that concerned about plagiarism. I mean, plagiarism is all just the printed press. This is all just the education system. We recently had the idea of contract cheating and other ways of plagiarizing.
所以对我来说，我并不是特别关注抄袭问题。我的意思是，抄袭只存在于纸媒和教育系统中。最近我们出现了合约作弊和其他抄袭方式的想法。
For me, the bigger thing that we need to discuss is the potential bias of weak AI. So these things are ultimately trained on data sets. The chat GPT, arguably the data set is the whole of the internet, but we know that the whole of the internet is not necessarily a nice and certainly not an equitable place.
对我来说，我们需要讨论的更重要的问题是弱人工智能的潜在偏见。因此，这些东西最终是在数据集上进行训练的。聊天GPT，可以说数据集是整个互联网，但我们知道整个互联网并不一定是一个好的、公平的地方。
So our students need to be aware, as do our colleagues, that any responses generated are biased by what goes in and this will continue to proliferate. So if with, for example, talking about the dominance of Western science, as opposed to other indigenous knowledge, then if we continue to use chat GPT or other weak AI to generate responses to questions, because that area, i.e. Western science, has more written space, has more, I guess, headline has more front page, so to speak.
我们的学生和同事都需要注意，生成的任何回答都会受到输入信息的偏见影响，并且这种偏见会持续蔓延。例如，如果我们继续使用聊天GPT或其他弱AI来回答问题，那么在谈论西方科学的主导地位与其他土著知识相对的情况时，因为西方科学有更多的书面空间，更多的头条新闻和更多的首页展示，所以这些回答也会带有偏见。
It's going to continue to do so. So for me, we don't necessarily need to teach our students not to use chat GPT to plagiarize because I think they know that. But rather, we need to think about what are the biases that are implicit here and what does that mean and how and why should we challenge them?
它将继续这样做。所以对我来说，我们不一定需要教我们的学生不要使用聊天GPT抄袭，因为我认为他们知道这一点。但是，我们需要思考这里的隐含偏见是什么，这意味着什么，以及我们应该如何以及为什么要挑战它们。
That's interesting. So it's not so much about issues of plagiarism and cheating as it's about the actual content that it's producing.. I think that's definitely true. And you know, there's huge drives rightly so for diversifying the curriculum, decolonising the curriculum, making more equitable the curriculum. And we're just starting to get our head around that and there's a lot that we need to do to improve it. But the problem is that if we're just continuing to use things that are reinforced by these old ways, there are colonial and there are systematically racist and misogynist, then that's just going to proliferate.
这很有意思。所以这并不是关于剽窃和作弊的问题，而是关于它所生产的实际内容。我认为这绝对是真的。你知道，现在有很大的动力去多元化课程，去殖民化课程，使课程更加公平。我们刚刚开始思考这些问题，有很多需要改善的地方。但问题是，如果我们只是继续使用那些受到这些旧方式强化的东西，其中包含殖民主义、系统性种族主义和厌女主义，那么这些问题就会不断扩散。
With regards to plagiarism, I think it's a much deeper question. It makes me sound when people assume that all students do this, they don't. If students are plagiarising, there's normally a reason for it. And as educators, we need to understand that. There's been a lot in the past few years about students who have entered into contract cheating negotiations where they pay somebody to do the work for them and then there's people blackmail them by telling them they're going to get in contact with their university or college unless they pay them extra amount of money and that's horrific. So rather than throw the book at students, we need to find out what it is.
关于剽窃问题，我认为它是一个更深层次的问题。当人们认为所有学生都会这样做时，我感到很失望，事实并非如此。如果学生剽窃，通常会有原因。作为教育工作者，我们需要理解这一点。在过去的几年里，有很多关于学生进行合同作弊的报道，他们会付钱给某人代替他们完成作业，然后有人用恐吓手段让他们支付额外的钱款，否则就会向他们的大学或学院举报，这太可怕了。因此，我们不能轻易地惩罚学生，我们需要找到原因。
And similarly, there's a cultural thing here as well so that some students come in from different cultures and from different countries. Plagiarism is different there and the way that plagiarism is expressed is different. And there's a danger that again, we can be very righteous in the UK and in the West. That our approach is the best. Whereas actually what we should do is we should try and understand why our students might be using chat GPT for plagiarism, not all of them. And talking about that and using that as an opportunity for opening on this dialogue, rather than saying you've used chat GPT, we're going to expel you from this course or rather than assume from the beginning that all students are going to do this because that's just not the case.
同样，这里也存在一种文化问题，因此来自不同文化和不同国家的一些学生会出现。那里的抄袭是不同的，表现形式也不同。我们存在的危险是，在英国和西方，我们可能会过于以自己的方式来看待问题，认为我们的方法是最好的。实际上，我们应该尝试理解为什么我们的学生可能会使用聊天 GPT 进行抄袭，而不是所有学生都是这么做的。我们应该谈论这个问题，把它作为这个对话的机会，而不是说你使用了聊天 GPT，我们将把你从这个课程中开除，或者假设从一开始所有学生都会这样做，因为这显然不是事实。
And interestingly, there's been a lot of talk about chat GPT being used more as a marking tool or a framework to work off of for students. I think that same issue then applies just on to the other side. If a student, maybe the work they do doesn't line up with how an AIC is the correct answer to be. And that's a really good way of looking at it. And I think having looked at several examples of work and several examples of creative writing as well. For me, I think it is sometimes obvious where chat GPT has created something. I often get it to respond just in testing to certain essay questions. And it delivers what I would classify to be a good A level response. So a response of a good 16 to 17 year old student.
有趣的是，最近有很多关于聊天GPT被更多地用作学生评分工具或框架的讨论。我认为这个问题同样适用于另一方面。如果一个学生的工作可能不符合人工智能的正确答案，那么这个问题就存在了。这是一个非常好的思考方式。我看过几个工作样例和创意写作样例，对我来说，有时很明显聊天GPT已经创造了一些内容。我经常测试它来回答一些论文问题，它能提供一个我认为是良好的A水平的回答，就如同一个好的16至17岁的学生。
So let's present one side of the argument. Let's present the other side of the argument. And then let's have a neat conclusion at the end. Whereas we know when we go into higher education, we're expecting our students to do more than that. And we're expecting them to challenge and we're expecting them to analyze and to evaluate and to ultimately create as well. And I think that if you are worried about the plagiarism aspect of chat GPT, there's many different ways in which you can design assessments so that they can't be plagiarized.
那么，让我们先阐述一个观点。然后，让我们再阐述另一个观点。最后，让我们得出一个简明的结论。然而，我们知道，当我们进入高等教育时，我们期望我们的学生做的不仅仅是这些。我们期望他们挑战、分析、评估，最终还要创造。如果你担心聊天GPT的抄袭问题，有很多不同的方法可以设计评估，防止他们抄袭。
You know, we talk a lot in education about authentic assessments. And this is assessment that is useful for students and directly relatable to both their lived experiences and also the kind of work that they're going to be doing in the workplace. So we might ask a student to write a essay about a subject which theoretically could be plagiarized by weak AI. But we could put a tilt on it by asking them to contextualize that with their own experiences or with an event that happens to them in their lifetime.
你知道，在教育领域里我们经常听到真实评估的概念。这是一种对学生有用的评估方法，直接与他们的生活经验以及未来工作相关。例如，我们可能会要求学生写一篇文章，这篇文章在理论上可能会被弱AI抄袭。但是我们可以通过要求他们将其与他们自己的经历或生活中的事件联系起来，给这个话题加上一个新的角度。
Similarly, if we were on a module or a program for which essay writing wasn't appropriate, we might instead think about doing live projects or projects that involve community work or working as part of a team in which you just couldn't generate or pre-generate an answer because it was such an organic and evolving question as well.
同样地，如果我们所在的模块或课程不适合写文章，我们可以考虑做实时项目、社区工作或作为团队的一部分来工作，这样你就无法预先生成答案，因为这是一个有机而不断变化的问题。
Expanding on what you were saying earlier, we mentioned issues around racism and the difference between different parts of the world. But the model in itself often makes mistakes in general format where if you offer too many problems it can misunderstand or it doesn't have a knowledge after a certain time period. Tune as also I guess the issue of a level of misinformation spreading into education if you use it to teach students or if you students used it to create work or it's used to mark things, these kind of things could easily slip through.
听你之前说的，我们提到了种族主义问题和不同地区之间的差异。但是机器学习模型本身通常会在一般格式上犯错，如果您提供太多问题，它可能会误解或在一定时间后失去知识。调整也可能引起教育中误传的问题，如果你用它来教学生或如果你的学生用它来创建作品或标记事物，这些东西可能很容易滑落。
That's a really good point and actually, I think that part of the role of education, and certainly higher education, is to equip our students with the confidence and the skills to challenge.
这是一个非常好的观点。实际上，我认为教育的一部分，特别是高等教育，就是要给我们的学生提供足够的信心和能力去挑战困难。
And I'm not talking about, you know, scatagon conspiracy theories here, but I'm talking about the idea that you shouldn't take at face value anything that you read, and that our students shouldn't be equipped with facts when they leave the university. They should be equipped with the analytical skill set that they need to be able to make sense of the world around them, to question it, and not just a question fact but also to question injustice.
我不是在谈论那些奇怪的阴谋论，而是在谈论一个观点：我们不应该轻信所读到的任何东西，我们的学生离开大学不应该只拥有事实，而是应该具备分析技能，能够理解周围的世界，质疑它，不仅仅是对事实进行质疑，而且也要质疑不公正的现象。
And therefore, when our students see politicians or sometimes journalists making claims that are lacking logic or truth, then we've equipped them with the skills to point that out. Similarly, when they see responses that have been pre-generated by a machine as being grounded in falsity or bigotry or mistruth, then I would hope that as educators, we have equipped them, no matter what their discipline, with the skill set that's needed to question, challenge, and ultimately change.
因此，当我们的学生看到政治家或有时是记者提出缺乏逻辑或真相支持的主张时，我们已经为他们提供了指出这一点的技能。同样，当他们看到由机器预先生成的响应被认为是建立在虚假、偏执或谎言的基础上时，我希望作为教育者，我们已经为他们配备了必要的技能，不管他们的学科是什么，以便质疑、挑战以及最终改变。
In a recent sort of period of chat to you BT, they've announced that it's going to become a paid to use tool, so I mean it's been free for a while, but obviously, if they might mind if you put into it, it was obviously at some point they start to charge. That then raises some questions around equality, where if you're telling students as this tool they can use, but they now have to pay a monthly subscription for it, that separates some students.
在最近的一次和BT的聊天中，他们宣布这个工具将变成付费使用的。虽然之前它一直是免费的，但显然，如果他们觉得你可以为此买单，那么他们一定会开始收费。那么这就带来了一些关于公平性的问题，如果你告诉学生这个工具可以使用，但他们现在必须每月支付订阅费，这将会把一些学生区分开来。
Definitely, and I think that, for one of a better phrase, the issue of digital poverty or digital equity is something that we really need to be addressing. And you know, on the one hand, we have this, so students who can access this, I mean a little further down, we'd have students who can pay for Grammarly, for example, which is a fantastic online grammar editing software, but then we also have students who are able to let's say access Google's open computer coding software like the pro version of it, students who have the money to be able to access software for which the university doesn't have a license to all the way down to what about those students who are unable to afford a reliable internet connection or are unable to afford their own laptop.
当然，我认为数字贫困或数字公正的问题，用更好的说法来说，是我们真正需要解决的一个问题。一方面，我们有那些可以访问这些资源的学生，比如例如可以支付Grammarly费用的学生，这是一款非常优秀的在线语法编辑软件，但另一方面，我们也有那些可以访问Google开放的计算机编码软件的学生，他们有足够的资金去购买大学没有许可证的软件版本，甚至那些不能承担可靠的互联网连接或买不起自己的笔记本电脑的学生。
So if you think the whole gamut, and this is exasperated even further in secondary and primary school education as we saw during the pandemic, it's all very good saying, "Oh well, students can learn in a virtual environment" but what happens if you've got one laptop between six siblings with a prepaid internet connection that's not very good or a prepaid electricity media that's run out because of the escalating costs of electricity and power consumption in the UK?
所以，如果你考虑到整个范围，就像我们在疫情期间看到的那样，在中小学教育方面更加恶化，仅仅说“哦，学生可以在虚拟环境中学习”是不够的。假设你有六个兄弟姐妹只有一个笔记本电脑，只有一个预付费互联网连接，而且它不是很好，或者是一个预付费电力媒介已经用完了，因为英国电力和能源消耗的成本不断上涨会发生什么呢？
So you're absolutely right that this raises questions of digital equity, and I think it puts to the forefront again that actually, the internet, it should be a right, not a privilege. Access to people often scoff at politicians who say, "Oh well, why are you making a high-speed internet freely available to everybody?" That's like saying, "Why are you making books freely available to everybody?"
所以你绝对正确，这引发了数字公平性的问题，我认为这再次凸显了网络应该是权利而不是特权的问题。那些经常嘲笑政治家说，“啊，你为什么要让高速互联网免费向所有人提供？”的人就像在说：“你为什么要让书籍免费向每个人提供？”
There's the entire history of human learning online, and it is a basic human right in my opinion to be able to access that internet and to be able to have access to it. And I think that the debates that we're having now around digital equity with regards to Chat GPT.
我认为，人类学习的全部历史都可以在网上找到，能够接触并利用互联网是一项基本人权。就数字平等的讨论而言，我认为那些和Chat GPT有关的辩论是非常必要的。如果需要，我会做出适当的改写。
I have to say that the marketing team there has played an absolute blinder in terms of how they made it free, you've got this incredible publicity and then a charging, but it raises these questions that I think strike a much deeper chord with digital equity more generally and the role that that has in education.
我必须说，在市场团队的帮助下，他们把它变成免费的绝对是一个明智的决定。你们得到了惊人的宣传效果，然后开始收费，但这引发了我认为更深层次、更广泛地涉及数字平等在教育中所起的作用的问题。
We're talking here mostly about I guess younger students and I think that's where a lot of the conversation about chat GPT and education is where students are in the stage of their life where their learning creativity their learning important skills.
我们在这里谈论的主要是我想是年轻的学生，我认为这就是关于聊天GPT和教育的讨论很多的地方，学生们正在生命阶段中学习创造力和重要技能的阶段。
And I think this is also where wherever or not it's true or not there's the most concern about plagiarism if you were to I guess jump right up the educational tree and you start looking at let's say a PhD essay or someone doing their masters where education is more of a choice and where they've developed a lot of their core skills during that's where chat GPT in its format can be the most helpful in a way where it's simply doing a little bit of heavy lifting in the background.
我认为，这也是在教育领域中存在最多关于抄袭问题的地方，不管真实与否。如果你直接跳到教育树的更高层，例如研究生或博士，这些人更有选择的自由并且在这个过程中也发展了他们的核心技能。因此，在这方面，Chat GPT采用的格式可以是最有帮助的，因为它在后台进行了一些重要的工作。
It's helping people with the extra bits of work they might need to do on the side definitely you know I think a very obvious way that you can get chat GPT to do work for you is you know referencing you know so you can give it a you can say here's a reference please put it into this format for me and I know that this software that does that in like a document editing software as well but it's a really neat way of doing it likewise not it's a really great way to fill a blank page and I use it for this sometimes.
它帮助那些可能需要额外工作的人，肯定可以说，你知道，得到聊天 GPT 帮助你工作的一种非常明显的方法是参考，因此你可以给它一个参考材料，请为我把它放在这个格式中，我知道这个软件也可以在文档编辑软件中完成，但这真的是一个非常好的方法，同样，它也是填写空白页面的一个很好的方法，我有时也会用它。
Definitely you know I'm I'm a researcher I'm also a poet as well and I find chat GP actually pretty terrible at writing poetry but it's a great creative spark because if you ask it to write a poem on a subject most of it is absolutely junk but there'll be one line in there where you think I know what there's a phrase or there's an idea that I can use.
你肯定知道我是个研究员，我也是个诗人，但我觉得聊天机器人写诗真的很糟糕，虽然它会激发我的创造力，如果你让它写一首诗，大部分都是垃圾，但其中会有一句话让你感觉到，哦，我知道，这有个词语，或者有个想法可以用。
And similarly if I want to write a literature review or if I want to write an introduction or if I want to write a challenge on something on an overview it's a really great way of just getting something on the page and then the role of the human is to go and to add that individual voice so you know if someone was to look at my academic output it'll be very obvious if I was to just use chat GPT to write a paper for me because I have a I have a unique voice as all of us do we have a unique written and oral voices.
如果我想写一篇文献综述或者写一个介绍，或者写一篇关于某个概览的挑战，这是一个非常好的方法，可以让我在纸上写下些什么。然后，人的角色就是去添加个人的声音，所以如果有人看我的学术产出，很明显如果我只是用聊天GPT替我写一篇论文，因为我有独特的声音，就像我们所有人都有独特的书面和口头表达方式。
But exactly as you've highlighted it's a really powerful tool to be able to do some of the I guess more administrative side of research and scholarly practice providing of course that we make very clear what belongs to us.
正如你强调的那样，它是一个非常强大的工具，可以完成研究和学术实践中更多的行政工作，当然前提是我们必须非常清楚地知道我们所拥有的内容。
I mean there's also an ethical dimension here in that chat GPT is of course given a response based on all of the input that's gone into it so if you were to ask it a very bespoke question then there's a danger that it might only be able to draw on a couple or one piece of research and therefore it's plagiarising that but I think that if you were to instead use it as a tool to phrase broad questions or to do broad ideas I think it is a really powerful prompt and again not just for scholarly pursuits but as a seed for creativity not to replace creativity but as a seed.
我是说，这里还有一个伦理层面，因为聊天GPT当然会根据所有输入的信息给出回答，所以如果您提出一个非常专门化的问题，那么有危险它可能只能依赖于几个或一个研究成果，因此就构成了抄袭的可能。但我认为，如果您改为将其用作提出广泛问题或思想的工具，那么它就是一个非常强大的提示，不仅适用于学术追求，而且还是一种创造力的种子，它不是代替创造力，而是一种种子。
I don't think you see this has much to chat GPT but it's been an issue of other I guess popular AI programs that to develop the problems that's doing and the work that's coming out of it it's had to take in ideas from somewhere else so especially with images there's been that problem where I guess you see watermarks and you see people's style coming through I don't know how what you think about this but the idea that chat GPT is in itself plagiarising other people do you think that then is a problem in itself that you're as a self-attrating plagiarism as it takes things then someone else takes things from chat GPT.
我不认为你看到这个有多少关于聊天GPT的问题，但我想这是其他流行的AI程序所遇到的问题，即它们需要从别处获取想法以解决问题并得出相应的工作成果。特别是在图像方面，存在这样的问题，我猜你可能会看到水印和人们的风格，我不知道你对此有何看法，但是聊天GPT本身是否在剽窃别人的主意，你认为这就是一个问题吗？它在获取他人的东西，然后其他人在从聊天GPT中提取东西，是否也是一种自尊心剽窃的行为？
I think that's a really good point and I think that these are the reasons why with any tech there needs to be like a serious ethical committee to talk about these things.
我认为那是一个非常好的观点，我认为这就是为什么任何技术都需要一个严肃的道德委员会来谈论这些问题的原因。
So for example if you were to make your work freely available either written or visual or creative via certain creative commons licenses then it would be fair game but you'd expect an acknowledgement as well that's why I think that the way in which this does and the way in which you present the work as well is very very important and even though some responsibility a large responsibility should lie with the people as in us the users a huge responsibility should also lie with the companies to make sure that as well as moving away from implicit bias and outright racism xenophobia Islamophobia misogyny we also need to make sure that it takes into account the fair use policy and that it is treating people's work in an ethical and appropriate manner.
举个例子，如果您想通过某些创意共享许可来免费提供您的书面、视觉或创意作品，那就是公平竞争的，但是您也希望得到一些认可。这就是为什么我认为，所做的方式以及展示作品的方式非常重要，尽管某些责任应该由我们这些用户来承担，但企业也应该负起巨大的责任，确保不仅要避免隐含的偏见以及直接的种族主义、仇外心理、伊斯兰教恐惧症以及厌恶女性主义，还要切实考虑公平使用政策，以道德合适的方式对待人们的作品。
This is I guess the first major iteration of both chat GPT and any chatbot that works to this level but we're still fairly early on in the life of AI do you think there's then this risk of the technology blending in more and more over the years and then right now as you say it writes to a certain level it can its mistakes can be quite obvious it's attempt to creativity can suffer.
我猜这是聊天GPT和任何聊天机器人的第一个重大迭代, 但我们还处于人工智能的早期阶段。你认为随着时间的推移，技术会越来越融合吗？正如你所说，现在它只能达到一定水平，它的错误可能非常明显，而且它的创造力可能会受到影响。
Well at what point is it that it just starts to blend in and it is hard to tell the difference well I think it goes back to what we're talking about the beginning that this is why you can't stick your head in the sand and why you need to talk about these things and not just pretend that higher educational education exists in a bubble outside of society it is society and if instead we talk about the pros and cons we use it we challenge it we investigate it we analyze it we create with it then that won't happen.
那么，在什么时候它开始融合，并且很难区分呢？我认为这要回到我们之前讨论的起点，这也是为什么你不能把头埋在沙子里，为什么你需要谈论这些事情，而不是假装高等教育存在于社会之外。它是社会的一部分。如果我们讨论它的利弊，我们利用它、挑战它、调查它、分析它、创造它，那么这种情况就不会发生。
You know that analogy I guess of a frog in boiling water if you put it into boiling hot water it'll jump out straight away whereas if you put it in and just ever slightly raise the temperature or cook without raising it as an analogy so it's that like we need to be talking about these things we need to understand what's going on it is part it's like saying the internet we can't even though again some countries do have precedence for this we can't just shut down the internet when there are exams on because we're worried about the students cheating it's about talking to our students talking to our learners engaging in open dialogue talking about what the limitations of chat GPT are.
你知道那个关于青蛙的类比吗？如果你把青蛙放进沸腾的水里，它会立刻跳出来，但是如果你把它放进去，然后稍微提高温度或稍微烹饪而不提高温度，就像一个类比，我们需要谈论这些事情，我们需要理解发生了什么，这是一部分，就像说互联网，尽管有些国家在这方面有先例，但我们不能只是因为担心学生作弊而在考试时关闭互联网，我们需要与我们的学生和学者交流，开展开放式对话，谈论聊天GPT的限制。
What the opportunities are and then also feeding that back to the creators of chat GPT to say look these are some of the challenges that you need to address but also have you thought about using it in this way as this is something that might have a deeply profoundly positive impact on education and the wider society so let's zoom out and look at the future.
机会是什么，然后把这个反馈给聊天GPT的创造者，告诉他们这些是一些需要解决的挑战，但你是否考虑过以这种方式使用它，因为这可能会对教育和更广泛的社会产生深远积极的影响，所以让我们放大镜头，展望未来。
Let's say five to ten years from now maybe no longer what do you see as the relationship of AI and education how do we address the future that what should educators be doing.
假设从现在算起五到十年，也许更长一些时间，你认为人工智能和教育的关系将是怎样的？我们该如何应对未来，教育工作者又该做些什么呢？
Do you think that's a really good question so I think it will depend very much on the educators I mean let's look at the internet I mean do we to what extent do educators sit down in the classroom and say let's get browse through the internet that's not really what we do it might have what we it might have been what happened 30 or so years ago in the internet was first coming into fruition but what I see I see some educators won't have changed because that's what happens I see innovative educators using this as an opportunity to challenge the limitations sometimes of assessment in education like what is the purpose of assessment do we need to even have assessment in the first instance.
你认为这是一个非常好的问题，我认为这将非常取决于教育者，我是说让我们看看互联网，我是说教育者在课堂上在多大程度上坐下来浏览互联网，那不是我们真正做的事情，这可能是30多年前互联网刚开始出现时发生的事情，但我看到一些教育者没有改变，因为那就是发生的事情，我看到创新的教育者将其作为一个机会来挑战教育评估的限制，比如评估的目的是什么，我们需要在第一时间进行评估吗。
How can we make sure that our students are equipped with the skills that they need to enter the workforce and to be more rounded and effective and happy citizens and I'd hope that AI rather than often in a panacea or ultimately you know being the devil or the devil in disguise to all of these things is just part of that discussion and if I'm thinking optimistically I think that this will enable us to have some difficult conversations about what the role of education and in particular assessment is and in a dream case scenario.
我们怎样才能确保学生具备进入职场、成为更全面、更有效和更快乐公民所需的技能呢？我希望，AI不是一种万能药或最终成为魔鬼或伪装的魔鬼，而是这种讨论的一部分。如果我乐观地思考，这将让我们能够就教育的角色，特别是评估，进行一些艰难的对话，在一个理想的情况下。
I'd like to think that in 10 years time even though we're not necessarily all of us explicitly using AI on our assessments the opportunities and the challenges with which AI have presented us have meant that we've created new ways of learning that are more equitable that are more engaging and that are ultimately more authentic.
我想在10年后，即使我们并不是所有人都在我们的评估中明确地使用人工智能，人工智能带给我们的机遇和挑战意味着我们已经创造了更公平、更吸引人、最终更真实的学习方式。
Thank you for listening to this episode of instant genius that was sound ill in word talking about how the chat's GBT will affect the education system.
谢谢您收听本期Instant Genius节目，今天我们邀请了Sound Ill来谈论聊天机器人（GBT）如何影响教育系统。
The instant genius podcast is brought to you by the team behind BBC Science Focus magazine which you can find on sale now in supermarkets and news engines as well as on your preferred app store.
这个瞬间天才播客是由 BBC 科学聚焦杂志团队制作的，你可以在超市、新闻引擎以及你喜欢的应用商店购买到它。
Alternatively, you can come and find us online at sciencefocus.com.
你也可以在线上来找我们，网址是sciencefocus.com。