Managing student use of AI assisted transcription and translation tools

Background

The technology used to record and transcribe spoken language into digital text has improved substantially in recent times. Today, applications like Zoom offer real-time transcription services and recording devices are now ubiquitous through mobile phones and laptops. With the rise of generative artificial intelligence (GenAI), transcripts of a classes or meetings held on Zoom can be turned into notes, summaries minutes, lists of action items, and follow up emails with little effort. Transcription also allows for translation, giving real-time subtitles for anything from lectures through to personal conversations.

Understandably, our students will want to use these technologies in their studies. Use of mobile translation tools in tutorials, the presence of AI ‘bots’ in Zoom classes and students requesting to record conversations with staff have all been reported at the University. Transcription and translation tools for study are being marketed to students and their desire to use them will increase.

Areas of concern

There are two primary areas of concern with students using these tools.

The first is that activities of staff and students of the University are being recorded and this raises immediate concerns about consent and privacy. Even if this recording is for a relatively short period of time, the recorded data may still be unknowingly retained, shared, or used for other purposes.

The second area of concern is that students’ use of GenAI tools may undermine their learning process. While many students find recording material from classes, academic staff and other students useful, over-reliance on this, particularly in interactive classes, may undermine students’ learning. Students may struggle to develop key learning and life skills if they effectively offload significant aspects of the learning processes to GenAI tools. For example, a seminar discussion could easily be transcribed and summarised into its key points using GenAI tools, but in doing this a student would miss an opportunity to develop and refine essential skills including critically evaluating information and analytic thinking. In addition, if students rely heavily on real-time translation tools it may undermine the development and maintenance of English language skills.

The use of recording and translation applications, particularly in seminars and tutorials, will also impact the culture of learning at the University. If students are reliant on these translation technologies in class – effectively concentrating on a screen – they may be less likely to fully participate in class and share their own perspectives. Moreover, some students may be less likely to share their own and alternative perspectives if they are aware that a transcript of the tutorial conversation is being recorded.

Advice on managing use

Student use of the transcription and translation tools can be understood as a type of recording. The University has clear rules on students making recordings, which are outlined in the Student Conduct Policy. This policy states:

… students may not take photographs, video or audio recordings of meetings, lectures, tutorials, rehearsals, performances or practical classes without the express permission of the staff member supervising the activity (or the subject coordinator) and the written permission of any identifiable individuals, their legal guardians, or the legal owner of any animal appearing on the recording.

Staff are encouraged to discuss this issue with their students and remind students of this policy and that it applies to the use of transcription and translation tools in class. It is reasonable for staff to ask students to stop using these tools if appropriate permissions have not been provided. Ultimately, staff may refer incidents to the general misconduct process described in section 5 of the Student Conduct Policy