From a Ghanaian Town to Software Development

Onassis Anyetei hails from a very small town in Ghana. A major influence on Onassis’s technological path was his father, who was educated in Norway. The introduction of computers by his father into their hometown marked a seminal moment, which occurred during Onassis’s formative years at the tender age of nine. This was the time when his interest in computers really took off, mostly because he was having so much fun playing video games. As adolescence unfolded, Onassis, driven by an innate curiosity, delved into the realm of hacking during his high school years. The fascination of experimenting with and controlling computer power evolved into a captivating hobby. This innate curiosity led him to make a significant choice: Onassis decided to pursue formal academic training in software development.

Political Passion

Apart from acquiring knowledge in software development, Onassis engaged in active participation in the political scene of Ghana. The political landscape in Ghana is primarily defined by the existence of two major parties, one of which is called the New Patriotic Party (NPP). As evidence of his strong political participation and dedication, Onassis vigorously and enthusiastically supported the party’s political initiatives. Onassis’ political pursuits were expanded to include student governance at the Information Studies University of Ghana, where he ran for a position in the student body government, demonstrating his dedication to civic engagement.

Pioneering Sustainability Software for Businesses

Before coming to Mentafy, Onassis’s most recent endeavor was sustainability software, which was created with the critical goal of helping businesses reduce their carbon footprint while also cutting related expenses. The project’s intricate and comprehensive character demonstrated his level of devotion and provided compelling evidence of his persistent interest in complicated and socially beneficial activities.

Joining Mentafy

Engaging in the resolution of a tangible, real-world issue holds intrinsic value for Onassis. The influence of ChatGPT and AI writing, has become a persistent concern encountered regularly by Onassis in his daily communications with his friends from university. Notably, numerous attempts at devising effective tests for detecting AI-generated content have proven unsuccessful, underscoring the complexity of the problem. He joined Mentafy, ready to embark on a mission to address this urgent educational challenge at hand.

Pioneering Development at Mentafy

As the first development hire at Mentafy, Onassis had to jump the initial hurdles of starting everything afresh. These difficulties also presented themselves to be a chance for significant learning and development. Over time, Onassis took advantage of the opportunity to greatly influence decision-making, transforming challenges into chances for influence and positive impact.

Onassis believes that Mentafy’s approach serves as the most effective strategy in response to the growing problem of academic dishonesty exacerbated by AI. Bringing the solution to life, Onassis finds fulfillment in contributing to the product’s development from conceptual features to code-writing. Additionally, he can inform his pals that cheating is now impossible. 

Favorite Development Tool

Acknowledging a personal bias, Onassis expresses genuine affection for his current work tools, particularly TypeScript. This fondness is a result of TypeScript’s adaptability, which makes it possible to construct frontend and backend applications with ease.

Staying Ahead of Technology Trends

To stay abreast of the latest developments, Onassis actively follows blogs on platforms like Medium and Dev.to. He also keep track of relevant Twitter (now X) accounts, such as @ThePrimeagen. Additionally, He stays engaged with Frontend Masters, a website that conducts workshops on various frontend technologies.

Board Games as a Gateway to Deeper Understanding

In his free time, Onassis has become quite interested in board games. A notable recommendation from this newfound interest is a game called “The Mind.” He praises the game for its unique ability to foster a deeper understanding of people and their instincts, making it a valuable tool for interpersonal communication.

Continuing from our earlier blog post where we discussed the opportunities and risks of AI in education, we would now like to present an overview of specific measures and the ongoing public discourse on this matter. What recommendations do education researchers offer? What insights do computer scientists provide regarding relevant technologies? And what initiatives are practitioners implementing in schools?

Measure A – AI Detection Software

In theory, it sounds promising. You press a button and receive information on whether the text in question was generated by an AI. However, unequivocally, this method is not yet reliable.

• Washington Post: Investigation of AI Detectors Shows Significant Flaws
  • In practical terms, the bottom line is that AI detectors simply aren’t effective enough yet. They produce too many false alarms and fail to detect numerous instances accurately.
• CNN: Company behind chatGPT halts its AI detection software development, due to ‘too little accuracy’
  • In essence, it appears that even the creator of the AI cannot develop a tool capable of reliably identifying its own use. While there could be other motives for discontinuing development, officially OpenAI expressed a desire to successfully create an AI detector.
• Finally, two distinct scientific studies independently arrive at the conclusion that AI detectors simply don’t work effectively and, in cases of uncertainty, may even exacerbate other issues related to discrimination:
  • Arxiv: Testing of Detection Tools for AI-Generated Text
  • Arxiv: GPT detectors are biased against non-native English writers

Measure B – Prohibit AI

In theory, this presents an elegant solution. The objective is to ensure that learners continue to develop the skill of independently creating texts. This is easily enforceable in scenarios where writing takes place under supervision. However, enforcing such a ban is likely to be challenging, particularly for texts generated at home. OpenAI, the company behind chatGPT, acknowledges this limitation:

• Gagadget: OpenAI believes that teachers will not be able to determine if students are using ChatGPT to complete homework assignments

Regardless of the enforceability or sustainability of such a ban, there is also the question of whether one should not integrate this technology—which will likely inevitably become prevalent in various professional domains—into education. A somewhat imperfect but valid comparison is the introduction of calculators in math classes. A comprehensive overview of why the use of generative language models can be highly beneficial for both teachers and learners can be found here:

• AIMultiple: ChatGPT Education Use Cases, Benefits & Challenges in 2023

Finally, it’s essential to note that one cannot learn how to deal with AI if its use is prohibited. The question arises whether this should not become a cultural skill: the ability to compose prompts correctly and effectively, understanding the limitations of AI, and knowing when and how one can enhance quality or overall productivity using it.

Measure C – Adjust assessments

There are undoubtedly various useful types of exams to assess learners’ knowledge and skills. The publication of ChatGPT, especially, puts all forms of ‘homework’ (essays, term papers, theses, etc.) under scrutiny. One approach to address the possibility that authors might use generative language models as a shortcut is to discontinue or severely limit these forms of examination. A notable suggestion comes from the Ministry of Education in Baden-Württemberg, where the Minister of Education proposes the introduction of more oral exams:

• The Limited Times: AI in schools: Minister wants more oral exams

This is indeed a viable approach to mitigate the use of AI in exam performance. However, what is overlooked, besides the fact that learners miss the opportunity to learn how to deal with AI, are the learning objectives achieved through ‘homework’: independent work, research skills, detailed critical evaluation of arguments, and the ability to compare them. There are compelling reasons why one might not want this type of assessment to be less prominent in the learning curriculum than it is today. Some insightful case studies illustrate how schools are adapting their exam formalities:

• Business Insider:College professors are considering creative ways to stop students from using AI to cheat
  •  Some of the solutions include using lockdown browsers, oral exams, case studies, machine learning techniques, and proctoring software.
• NYTimes: ChatGPT, the AI Chatbot That Can Write Anything, Unsettles Universities
  • Some universities are responding to the challenge of ChatGPT by revamping their courses to focus more on critical thinking, creativity, and originality.
• Leeds for Learning: ChatGPT, please write a homework policy which takes artificial intelligence into consideration
  • A homework policy that takes AI into consideration can help enhance learning outcomes, provide personalised feedback, and streamline grading.

Conclusion

Generative AIs are a challenge for education. They offer the opportunity for even more efficient and effective learning by supporting tasks of both learners and teachers. Equally, they pose the risk of learners cheating on assessments while failing to meet important learning objectives. In this balancing act, Mentafy sees the solution in guiding and documenting the creation of ‘homework’ with sufficient objectivity in the future. Our writing mentor makes it easier for authors to adopt and keep transparent the use of AI, so that in the end, there is a good performance whose academic integrity can be substantiated.

Integrating AI in education presents challenges and opportunities. Utilizing AI for initial research can help students grasp its potential, but may risk over-reliance. Teaching about AI promotes understanding, though it requires extensive teacher training. Methods such as reflective writing, collaborative learning, and portfolio assessments can facilitate independent thought while mitigating AI dependency. However, these strategies might increase subjectivity, introduce group dynamic issues, and complicate grading. Digital workshops can enhance AI comprehension but could strain resources. Balanced integration of AI in education can empower educators and contribute to shaping the educational sector.

Continue reading

The use of a digital assistant for writing research papers provides students with real-time guidance, around-the-clock support, and help maintaining academic integrity. These tools encourage autonomous learning by breaking complex tasks into manageable pieces, offer non-judgmental assistance at any time, and promote ethical use of digital resources. The integration of such tech-aided methods into the education system aligns with the modern trend of digital transformation in education.

Continue reading

The proliferation of copy&paste, ghostwriting, and generative AI technologies in education poses several problematic consequences for students and the broader education system. Let’s discuss each of these technologies and their implications:

Copy&paste

Copy&paste has been a problem for years, as it allows students to easily plagiarize content from various sources without understanding or internalizing the material. This undermines the fundamental purpose of education, which is to foster critical thinking, comprehension, and analytical skills. When students resort to copying without attribution, they miss the opportunity to engage with the subject matter, which hampers their overall learning experience and academic growth.

Ghostwriting

Ghostwriting services, where students pay someone else to write their essays or assignments, present similar issues to copy&paste. While it may save time and effort, it prevents students from honing their own writing skills and inhibits their ability to express themselves effectively. It also gives an unfair advantage to those who can afford such services, creating disparities between students with and without financial means.

Generative AI

Generative AI takes these issues to a new level by automating the creation of content, which includes essays, research papers, and other academic works. While AI has the potential to be a powerful tool for many positive applications, when used to produce academic content, it encourages academic dishonesty and undermines the integrity of the educational process. Students can easily generate content without understanding the subject matter, perpetuating the same problems associated with copy&paste and ghostwriting.

The combined impact of these technologies on students and the education system is concerning for several reasons:

Lack of Learning

Shortcuts like copy&paste, ghostwriting, and generative AI deprive students of the opportunity to genuinely engage with the material, comprehend concepts deeply, and develop critical thinking skills. The essence of education is lost when students focus on completing assignments rather than acquiring knowledge.

Academic Integrity

Encouraging shortcuts erodes the principles of academic integrity. Education should promote honesty, credibility, and original thought. When students resort to using these technologies, they compromise their integrity and devalue the qualifications they earn.

Evaluation Challenges

Educators face difficulties in accurately assessing students’ knowledge and skills when plagiarism becomes rampant. It becomes increasingly challenging to identify original work from plagiarized content, and this compromises the effectiveness of assessments.

Unequal Playing Field

Not all students have equal access to these technologies or the resources to pay for ghostwriting services. This creates an uneven playing field, where students with financial advantages gain an unfair advantage over their peers who rely on their own efforts.

Professional Development

The skills and knowledge acquired in education are essential for personal and professional development. Relying on shortcuts hinders the development of critical skills required in the job market and other real-life situations.

To address these issues, it is crucial for educational institutions, policymakers, and technology developers to promote a culture of academic integrity, encourage original thinking, and foster responsible use of technology. Educators can employ plagiarism detection tools, design diverse assessment methods, and create an environment that emphasizes learning over grades. Moreover, students must be educated about the ethical implications of using these technologies irresponsibly and the importance of academic integrity in their educational journey.