This online forum is organised by the National University of Malaysia (Universiti Kebangsaan Malaysia) and was conducted on 13th March 2023

1. Usage of
ChatGPT at
Higher Learning
Institutions
www.upm.edu.my
Assoc. Prof. Ts. Dr. Nurfadhlina Mohd Sharef
Centre for Academic Development and
Leadership Excellence (CADe-Lead),
Universiti Putra Malaysia
Faculty of Computer Science and Information
Technology, Universiti Putra Malaysia
nurfadhlina@upm.edu.my
1

2. Assoc. Prof. Ts. Dr.
Nurfadhlina Mohd Sharef
Intelligent Computing Research Group, Faculty of Computer Science and Information
Technology, Universiti Putra Malaysia.
nurfadhlina@upm.edu.my, 0126672504, https://sites.google.com/view/nurfadhlina
Affiliation:
1. Associate Professor, Department of Computer Science,
Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia.
2. Deputy Director (Innovation in Teaching and Learning),
Centre for Academic Development (CADe), Universiti Putra
Malaysia.
3. Task Force Member, National Artificial Intelligence
Roadmap Implementation 2021-2025, MOSTI
4. Task Force Member, Health Workforce Culture Survey
Analytics, MOSTI
5. Interim Research Associate, Malaysia Institute for Ageing
Research (MyAGEING), Universiti Putra Malaysia.
6. Research Associate, Institute for Mathematical Research
(INSPEM), Universiti Putra Malaysia.
7. Secretary, Young Scientist Network-Academy of Sciences
Malaysia (YSN-ASM)
8. Chair, COVID-19 ASM Data Scientist Group, Academy of
Sciences Malaysia, MOSTI
Data Analytics
1. Digitalisation and IoT for Precision
Biodiversity
2.COVID19 Vaccination Distribution Planning
and Tracking
3. BSH- LHDNM Analytics Dashboard for
Program Bantuan Kerajaan
4. National Integrated Cybersecurity Threat
Factor Profiling
5. Learning Analytics and Chatbot for
Personalized Learning
Machine Learning
1. Deep Recurrent Q-Network Approach for
Multi Objective Recommendation System
2. Interactive Machine Learning based on Deep
Reinforcement Learning and Generative
Adversarial Network Hybrid for Digital Twin
Research Interests
● Artificial Intelligence
● Data Science and Data Analytics
● Text Mining and Question Answering
● Recommender Systems
● eLearning
Text Mining
1.Online Reputation Meter
2.Evolving Multi-Granular Temporal
Abstraction Method to Improve Clinical
Data Analysis
3.Multi-Tasking based Deep Learning for
Tweets Analytics
4.Deep Attention Model For Review-
based Multi-Criteria Recommendation
System
5.Sequence-to-Sequence Based Natural
Answer Generation Models

3. The allure of AI-powered tools to help
individuals maximize their
understanding of academic subjects
(or more effectively prepare for exams)
by offering them the right content, in
the right way, at the right time for them
✓ Enrich information discovery
experience
✓ Summarise and explain
✓ Answer questions
✓ Writing, composing and editing
✓ Increase productivity
We now live in GPT era…
Content
Type
Tool Application
Text Bard, ChatGPT,
ChatSonic, Claude,
Jasper AI
Conversation in question
answering
Image DALL-E, picsart, canva,
pixlr
Image generation
including photos and
artworks
Video Wibbitz, pictory,
Synthesia
Create short form video
online in minutes
Speech Whisper, Replicastudios AI voice actors
for games, film
& the metaverse
Audio Ampermusic, Veed, Murf Create your own songs
and compositions
3

4. Advantage to Educators
● Help to get info
● Reduce time searching
● Use for future research ideas
● To write content and present research ideas
● Make education more interactive
● Reduce knowledge gaps
Concerns by Educators
● Worry students use it for FYP
● Discourage critical thinking
● Plagiarism
● Shortcut to assignments
● Concern to language teaching
● Laziness of reading and not creative
● Displacement of manpower
● Too dependent
● Redundant answer from student
● Would result to decrease in writing quality
● False fact
● Lack of citation
● Misuse
*Based on response to mentimeter during webinar by CADe-Lead, UPM on 2nd Feb
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
4

5. Guide for educators
As an educator, it is important to have a general understanding of artificial
intelligence and how it can be used in education. Here are a few key points
to consider:
1. AI can be used to personalize learning experiences for students, by
adapting to their strengths, weaknesses, and learning style.
2. AI can be used to assist with grading and providing feedback on
student assignments.
3. AI can be used to create interactive and immersive learning
environments.
4. It is important to be aware of the potential ethical implications of
using AI in education, such as issues of algorithm bias and user
privacy.
5. As AI continues to advance and become more widely used in
education, it is important for educators to stay up-to-date on
developments and best practices for incorporating AI into their
teaching.
5
Centre for Academic Development (CADe) , UPM

6. How to detect if its ChatGPT’s?
6

7. 7

8. Safe and responsible use of AI in education?
Human-in-the-loop machine learning?
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
Technology is a facilitator for learning
Educators lead a crucial role in designing engaging
learning experience
A synergetic collaboration between multiple entities
(e.g., the learner, the instructor, information, and
technology)
in the system is essential to ensure the learner’s
augmented intelligence
Cheating? Honesty? Truthfulness? Recency? Privacy?
Misleading? Manipulation?
8

9. machine-learning techniques behind generative AI
have evolved over the past decade…
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
Content Type Tool Application Implementation
Paradigm 1: AI-
directed
Learner as
recipient
Behaviorism Earlier work on
Intelligent Tutoring
Systems; ChatGPT
Paradigm 2: AI-
supported
Learner as
collaborator
Cognitive, Social
constructivism
Dialogue-based
Tutoring Systems;
Exploratory Learning
Environments;
ChatGPT
Paradigm 3: AI-
empowered
Learner as
leader
Connectivism, Complex
adaptive system
Human-computer
cooperation;
Personalised/adaptive
learning; ChatGPT
9

10. For students, the biggest warning should be
that ChatGPT's "facts" cannot be taken as
such, and students should question every
piece of text they get from an AI.
ChatGPT has been known to deliver
inaccurate information, so students should
now – more than ever – be aware of the need
to verify information they receive through
different sources.
We can assume that more and more AI tools
will be developed to help educators get a
sense of whether a piece of text is AI-
generated or not.
10
Suggestion to
students

11. The world’s citizens need to understand what the impact of AI might
be, what AI can and cannot do, when AI is useful, when its use
should be questioned, and how it might be steered for the public
good (UNESCO International Forum on AI and the Futures of Education under the theme of
Developing Competencies for the AI Era).
This requires everyone to achieve some level of competency with regard
to AI, including knowledge, understanding, skills, and value orientation.
Together, these might be called ‘AI literacy’.
Source:
https://unesdoc.unesco.org/ark:/
48223/pf0000380602
2022
AI literacy comprises both data literacy, or the ability to
understand how AI collects, cleans, manipulates, and analyses
data; and algorithm literacy, or the ability to understand how AI
algorithms find patterns and connections in the data, which might
be used for human-machine interactions.
AI Literacy =
Data Literacy +
Algorithm
Literacy
11

12. Tech4FutureLearning Playbook
Scan me to get your copy!
12
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM

13. How can we prepare students for jobs that have not yet been created, to tackle
societal challenges that we can’t yet imagine, and to use technologies that have
not yet been invented?
How can we equip them to thrive in an interconnected world where they need to
understand and appreciate different perspectives and world-views, interact
respectfully with others, and take responsible action towards sustainability and
collective well-being?
OECD Future of Education
and Skills 2030 project
Phase I of the project focuses on curriculum redesign
and developing a conceptual framework for learning
2030.
Phase II focuses on curriculum implementation and
creating a conceptual framework for teaching 2030.

14. Andreas Schleicher, Director of the OECD Directorate for Education and Skills,
commented in 2019, “Education is no longer about teaching students
something alone; it is more important to be teaching them to
develop a reliable compass and the navigation tools to find
their own way in a world that is increasingly complex, volatile
and uncertain. Our imagination, awareness, knowledge, skills
and, most important, our common values, intellectual and moral
maturity, and sense of responsibility is what will guide us for the
world to become a better place” (Schleicher, 2019[2]).

15. 1. Steer AI-and-education policy development and practices towards protecting human rights
and equipping people with the values and skills needed for sustainable development and
effective human-machine collaboration in life, learning and work;
2. Ensure that AI is human-controlled and centred on serving people, and that it is deployed
to enhance capacities for students and teachers.
3. Design AI applications in an ethical, non-discriminatory, equitable, transparent and
auditable manner; and monitor and evaluate the impact of AI on people and society
throughout the value chains.
4. Foster the human values needed to develop and apply AI.
5. Analyse the potential tension between market rewards and human values, skills, and
social well-being in the context of AI technologies that increase productivity.
6. Define values that prioritize people and the environment over efficiency, and human
interaction over human-machine interaction.
7. Foster broad corporate and civic responsibility for addressing the critical societal issues
raised by AI technologies (such as fairness, transparency, accountability, human rights,
democratic values, bias, and privacy).
8. Ensure that people remain at the core of education as an implicit part of the technology
design; and protect against automating tasks without identifying and compensating for the
values of current practices.
15
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM

16. Download at: https://airmap.my/
16
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM

17. 17
Centre for Academic Development (CADe) , UPM

18. THANKS!
www.upm.edu.my
Nurfadhlina Mohd Sharef
nurfadhlina@upm.edu.my