Handout on using generative AI at the University of Erfurt for students

The teacher should decide and communicate in the first two weeks of lectures whether and to what extent AI applications may be used in the course of an examination. If no specifications are made, you can currently assume that its use is permitted as long as it has not been expressly prohibited. However, if in doubt, please ask!
 

The degree programme serves to develop develop and expand your knowledge, competencies and skills. Generative AI can support this sensibly and effectively. However, its use should always serve the goal of promoting your own learning process, not replacing it.

Finding ideas, researching topics and literature:
AI can provide inspiration and spark creativity. AI can help to research topics, explore fields of research and find literature.

Structure and time management:
AI can help to structure your own learning process, organise a piece of work or plan a project.

Repetition and understanding:
AI can help to summarise content or explain difficult concepts. You can use generative AI to ask questions of a text. However, please note: AI also makes mistakes.

Support with writing:
AI can help you get into writing, find ideas for structuring texts and improve your ability to express yourself. AI can help to check for grammar and spelling mistakes and make stylistic refinements. However, make sure that the linguistic correction does not change the meaning and check the adjustments made by AI!

Consistency check:
AI can help you to critically check your own text, e.g. for consistent use of terms and argumentative consistency. However, independent discussion and reflection remain essential. Arguments must be developed independently and information critically scrutinised. You alone are responsible for the content and style of your text.

Prompt learning: Experiment with different questions and instructions to achieve the best possible results.

Expand your skills: Use workshops, online courses or tutorials to further your training in the application of generative AI. Here you will find further information and counselling services.

Quality control: Always check the information provided by AI for accuracy. Language models often provide inaccurate or even invented sources. Check whether the sources mentioned even exist and are useful for your argumentation. Work independently with the sources.

Learn to assess the value of AI-generated answers: AI-generated answers are often very well formulated and appear linguistically convincing. But they are not always factually correct or scientifically sound. The programmes are designed to give an incomplete or incorrect answer rather than no answer at all. Always check what you are being offered by AI!

Practise independent thinking: Use AI results as inspiration and support, but think for yourself. Formulate your own arguments. Empower your own thoughts.

Comply with data protection: Do not upload any sensitive or confidential information to AI tools.

Risk of unintentional plagiarism: The direct and unchecked use of AI-generated texts can lead to unintentional plagiarism. Check the generated texts carefully and do not adopt excessive amounts of text. Document and reflect on how you have worked with AI and which text passages are characterised by it. Follow the teacher´ s instructions.

Cultivate a scientific ethos: The fact that unauthorised AI use may not be detected or that plagiarism or other attempts at deception may not be proven does not absolve you from working in a scientifically honest manner. Scientific research is a matter of honesty and integrity.

Basically, you are responsible for the scientific quality of your text. You confirm this with your declaration of academic integrity (sample declaration of academic integrity in docx format).

Promoting equal opportunities in studies: AI can help you to personalise learning processes and balance out inequalities in your studies. However, students with more experience in using digital tools or with better research skills could benefit more from AI. Therefore, take advantage of courses and exchanges with fellow students to learn from their experience. Through exchange and practice, you can help to ensure that everyone benefits from AI and that existing differences in prior knowledge or digital skills are not reinforced.

Whether and which aids, including AI tools, you are allowed to use, how you should document and, if necessary, reflect on this and which assessment standards apply to the examination should be determined by the teacher in the first two weeks of the lecture. The declaration of consent (template) can be used for this purpose.

With your declaration of academic integrity you as a student expressly declare that you have written your text independently and in accordance with academic standards, have only used authorised resources and have labelled them in accordance with the specifications. You are responsible for the content and quality of your text.

Important: Observe the examination regulations! Students who demonstrably do not adhere to the specifications and use AI tools without authorisation or do not/insufficiently label them may be accused of cheating or using unauthorised aids and will receive a failing grade (5.0). A second attempt to cheat in the degree programme can lead to the loss of the right to take the examination.

Whether and which aids, including AI tools, you are allowed to use during an exam is determined by the teacher. Teachers can prohibit all aids, including the use of generative AI, during written and electronic (remote) examinations. If the use of AI tools is expressly permitted, clear guidelines must be set and compliance must be ensured by means of control mechanisms.

Important: Observe the examination regulations. Students who demonstrably do not adhere to the specifications and use AI tools without authorisation and/or do not or insufficiently label them may be accused of cheating or using unauthorised aids and will receive a failing grade (5.0). A second attempt to cheat in the degree programme can lead to the loss of the right to take the examination

Since summer 2024, the framework examination regulations of the University of Erfurt allow a supplementary oral examination to the defence of the written thesis. This checks the extent to which students have actually understood the topic and explored it independently. This examination relates to the same examination content as the written paper.

"In all modules [...] the module examination "h) Written paper 70% in conjunction with oral/practical examination 30%" is also part of the defence of the written paper. It is also permitted as an additional module examination for the defence of the written paper. If one of the two partial examinations is assessed with 5.0, the combined examination is deemed to have been assessed as insufficient."^[1]

Whether this examination format is used will be determined by the examiners in the first two weeks of lectures. A subsequent addition of an oral defence to a purely written examination is not permitted.

[1] § Section 9 (6) and (9) B-RPO-2019, Section 10 (6) and (9) M-RPO-2019, Section 10 (6) and (9) MEd-RPO-2019, Section 6 (6) and (9) Theol-PO-KaTh-2021, Section 7 (8) Theol-PO-KaTh-2009