In today’s final episode, you’ll get a concise recap of the entire AI detector series and discover the key takeaways for educators and institutions. You’ll learn why banning AI is detrimental to students’ future career prospects and how embracing it can empower them with essential skills. You’ll also gain a new perspective on the evolving role of education in the age of AI and how it can prepare students to thrive in a world increasingly shaped by this transformative technology. Don’t miss the concluding remarks!
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Machine-Generated Transcript
What follows is an AI-generated transcript. The transcript may contain errors and is not a substitute for watching the video.
Welcome back to part five of our series on AI detectors, academia, academic honesty, and all sorts of things.
To recap: in part one, we defined plagiarism, copyright infringement, academic honesty, and all of that, what it really means. In part two, we talked about the point of writing term papers and other tasks that students have handed off to AI in some cases, and reasons why that’s not a bad thing. We discussed ways we can encourage the thinking skills we want people to have without necessarily resorting to educational methods developed 100 years ago. In part three, we rigorously tested AI detectors with historical documents, data that’s never been seen before, AI-led content, and human-led content modified by AI. We concluded that all of the AI detectors we chose—five of them, the top five in search results—failed. They failed if your tolerance for false accusation is 0%, which it should be. Every detector failed without question. In part four, we looked at the process of building the AI term paper of the future—how you would assemble data and get students to think critically as part of the prompt engineering process. The outcome (a paper) is secondary to the process itself, getting students to think critically along the way. Then, taking the final output (a machine-generated paper) and getting them to critique it and think about it critically.
So, in this final part, let’s wrap up with our conclusions. Number one: AI detectors are worthless for any situation that is punitive. If your tolerance for false accusation is—as it should be—0%, you cannot use AI content detectors. We have proven them unreliable in several scenarios with known good, human-led content that has never been seen before by machines. It was from a 12th-grade level, and the machines failed across the board. So, number one: get rid of these things. Whatever you were hoping to prove with them, get rid of them. They’re useless.
Instead, your path forward has to be how we adapt the process of education to have students use these tools as educational aids. Things like Socratic debate—these tools are phenomenal at doing actual Socratic debate, to the point where they can be debate partners. With sufficient prompting, you can prompt them to say, “I want you to act as a Socratic debate partner. I want you to challenge my assertions.” Acting as that kind of debate partner is a phenomenal educational exercise for students, with the understanding that the machines will avoid many of the mistakes human debaters make (like ad hominem attacks, for example). Given proper instructions, they’re phenomenal at being debate partners that can encourage critical thinking and prove that a student needs to learn how to think on their feet and think deeply about a subject.
Ultimately, we are talking about reforming the education system to adapt to the 21st century and the way AI works. Banning AI does everyone a disservice. In the 2024 Microsoft Work Trend Index, 77% of knowledge workers are using AI, whether or not their workplaces allow it. Seventy-one percent of CEOs said they would choose a less experienced person with AI skills over someone more senior but with no AI skills. Sixty-six percent of CEOs said they would not hire someone who does not have AI skills. If you are matriculating students with the intent of helping them advance their careers and succeed in the world, and you are banning the use of AI, you are effectively producing people who will not get hired by 66% of CEOs. Is that the outcome you’re after? Is that the future you want for your students—to help them graduate without the skills they need for the workforce of today and tomorrow?
You could embrace the use of artificial intelligence as a teaching aid and teach students to think critically about it, not to accept its conclusions as fact, to challenge its assertions, to fact-check it rigorously. Those students who have great prompt engineering skills and the ability to call BS on AI will be very valuable employees, very valuable members of society. They’ll be the people who can look at the outputs from a political campaign or a corporate advertising scheme and say, “Not only is that AI, it’s not well done, and it’s wrong. And here’s how we know.”
The purpose of education is to enrich humanity, to advance our civilization, not just to help people become better workers—that was the 20th century—but to improve humanity’s lot as a species. Humanity now includes AI. These tools aren’t going anywhere, particularly with open models like Meta’s Llama model. All the AI companies in the world could go out of business, and the technology will remain around and available. As part and parcel of humanity now, you have to teach your students how to adapt to the new reality and how to succeed in it.
I hope this series was educational. I hope it opened your eyes to how flawed detection models are and to the possibilities for teaching with AI by having students think critically during the process of using AI to generate better outcomes and better thinking in their own heads. I look forward to your questions and comments. I’ll talk to you soon. If you enjoyed this video, please hit the like button. Subscribe to my channel if you haven’t already. And if you want to know when new videos are available, hit the bell button to be notified as soon as new content is live. Thank you.
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Christopher S. Penn is one of the world’s leading experts on AI in marketing. Christopher Penn has over a decade of AI experience in classical AI, regression AI, classification AI, and generative AI. Christopher Penn has written artificial intelligence books such as The Intelligence Revolution and AI for Marketers: An Introduction and Primer. Christopher Penn is an AI keynote speaker around the world.
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