Design, Science and Technology

With recent developments in generative AI, the question of ethical content creation and the use of human-made content has come into question. And while the generative AI industry is still in its infancy, many companies must take measures to balance automation with original high-quality content.

It’s still very early to tell which direction the generative AI industry will take and what limitations will be placed on generative AI platforms. So for now, companies using this technology are the ones responsible for guaranteeing ethical use and protecting the rights of content creators. Here is how some companies can find a balance between automation and originality.

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After months of anticipation, OpenAI has released a powerful new image- and text-understanding AI model, GPT-4, that the company calls “the latest milestone in its effort in scaling up deep learning.”

GPT-4 is available today via OpenAI’s API with a waitlist and in ChatGPT Plus, OpenAI’s premium plan for ChatGPT, its viral AI-powered chatbot.

The metaverse continues to not only capture the attention of various international organizations but also attract a high amount of investment dollars and act as a catalyst for the entrepreneurship ecosystem. While some experts consider it a concept and others see it as a movement or escape, the CAGR and market size it is estimated to reach clearly signal it to be a product and a service poised to disrupt the human-computer experience as we know it. The metaverse global market, which was valued at $22.79 billion in 2021, is expected to grow at a compound annual growth rate (CAGR) of 39.8% from 2022 to 2030.

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On Thursday, Microsoft researchers announced a new text-to-speech AI model called VALL-E that can closely simulate a person's voice when given a three-second audio sample. Once it learns a specific voice, VALL-E can synthesize audio of that person saying anything—and do it in a way that attempts to preserve the speaker's emotional tone.

Its creators speculate that VALL-E could be used for high-quality text-to-speech applications, speech editing where a recording of a person could be edited and changed from a text transcript (making them say something they originally didn't), and audio content creation when combined with other generative AI models like GPT-3.

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Caltech isn’t the only organization that has become interested in solar power stations. The Chinese government is planning a 2028 mission to demonstrate the technology in low Earth orbit. And last November, science ministers in the E.U. greenlit Solaris, a joint project between the European Space Agency (ESA) and aerospace company Airbus to look into the possibility of building gigantic solar power stations in geostationary orbit over Europe. (Whether intentional or not, the linkage to the world of mid-century sci-fi remains, with the project sharing the title of Stanislaw Lem’s classic 1961 novel.)

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OpenAI, the company behind DALL-E and ChatGPT, has released a free tool that it says is meant to “distinguish between text written by a human and text written by AIs.” It warns the classifier is “not fully reliable” in a press release and “should not be used as a primary decision-making tool.” According to OpenAI, it can be useful in trying to determine whether someone is trying to pass off generated text as something that was written by a person.

The tool, known as a classifier, is relatively simple, though you will have to have a free OpenAI account to use it. You just paste text into a box, click a button, and it’ll tell you whether it thinks the text is very unlikely, unlikely, unclear if it is, possibly, or likely AI-generated.

The difference we have with ChatGPT is that it doesn’t so much present a threat to the university experience, but rather directly into the heart of the purpose of a university education – its ability to ‘teach you how to think’. There have been shadows of this in the past, for instance the hostility towards Wikipedia (Coomer 2013), the emergence of essay mills, not to mention simple, now common place tools such as spell checkers and calculators. I remember vividly a very angry professor in the early 2000s telling me that reading lists with hyperlinks would make students baby birds, with wide open mouths expecting to be spoon fed. We’ve pretty much moved through all those advancements in technology and realised their benefits, but this one, I would argue, is different. Not because it does not have its benefits, but because of the sheer volume and scale of what’s coming will be meaningfully different and ultimately challenge the foundations upon which we measure that ability to think – university assessment.

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Right now, people in Higher Ed are freaking out about ChatGPT. It would be interesting to see what we think of it, 1-2 years down the road. Will it still be perceived as the destroyer of higher education assessment as we know it or just another tool to add to our teaching arsenal? It wasn't all that long ago that faculty and legislators were calling for Wikipedia to be banned on university computers.