Learn how you can use generative artificial intelligence (GenAI) at CCCU and what restrictions the University has put on its use.
Our approach to GenAI is educative, not punitive. 'Educative' means 'learning with and about'. Therefore, you can use GenAI tools to complement your learning but not to replace it. You may not use GenAI to produce work for assessment, unless explicitly told to do so by your module lead. Here, we explain how to use GenAI tools effectively, ethically, and responsibly.
If you are unfamiliar with the language of GenAI, you can to refer to the glossary in the FAQs. There you will find definitions of key terms such as 'generative artificial intelligence', 'ethics,' and 'prompts'.
What is generative artificial intelligence (GenAI) and how does it work?
GenAI refers to a wide range of technologies that use artificial intelligence algorithms to create new content, such as text, images, audio, or code from written instructions called ‘prompts’. GenAI is built into applications we use every day for our study, work, and leisure, from ordering a cab, getting a parcel delivered, or tagging a person in a photo on social media.
For a short introduction to what GenAI is and how it works, watch this video.
What can I use GenAI for?
GenAI has a broad range of uses. However, not all of these are appropriate for your study. This section explains appropriate and inappropriate uses.
You may use GenAI tools for:
- time management
- planning an assignment
- generating ideas for a topic
- learning new concepts (check key facts with reputable sources)
- developing critical writing skills such as editing and proofreading
- self-directed study assistance
- creating revision materials.
You may not use GenAI applications for:
- Producing work that will be assessed*.
*unless your module assessment is specifically and explicitly designed to use GenAI, and this is written into the module handbook. Your module lead will offer you guidance.
Case studies of acceptable use of generative AI
It can be difficult to know what is acceptable use of GenAI. This slide show uses fictional case studies to give examples of acceptable and unacceptable uses of GenAI at University. Click through the slide show to learn where the students' actions sit on the scale of acceptability.
How can I use genAI to research my subject?
GenAI can be a powerful tool for enhancing your research capabilities. However, these benefits should be balanced against the risks and it is important not to become dependent on GenAI tools. Think of gen AI as a research assistant or learning partner; it is there to supplement your own research and critical thinking skills, not replace them.
To understand how a GenAI searching is different from traditional, retrieval-based searching, watch the video below.
Conducting research using generative AI
GenAI tools, when used appropriately and thoughtfully, can be very useful for research. They can retrieve data, summarise it, present it in a variety of formats, allow you to manipulate and tweak the data, and they can do all of this very quickly. The instructions or questions that you put into a GenAI chatbot or image generator are called 'prompts'.
Here are some steps you can take to use search prompts effectively and ethically.
Triangulation of research
AI-generated information and data should be cross-verified with other sources, methods, or theories to ensure accuracy and reliability. To verify sources and references generated using AI tools, it’s important to carry out further research using reading lists/recommended sources, and traditional, retrieval-based search tools such as Google Scholar, LibrarySearch, relevant online resources, and databases.
Triangulation is a research technique that involves cross-verifying information from multiple sources. It enhances the validity and credibility of research findings. Hover over the dots in the graphic below to see how GenAI tools relate to your research practice.
Evaluating information
Whilst helpful, GenAI is not perfect. GenAI tools often produce content with a confident, authoritative style. However, this content is produced by algorithms based on probability, not a person with the ability to think, understand, or critically evaluate. You are always the best judge of what is appropriate or relevant, so view any information found or content generated with caution and a critical eye.
Your work should always strike a balance between your ideas and research, and ideas of others. An over-reliance on GenAI may hinder your own critical skills development. You might use GenAI to help you to develop ideas or identify relevant sources during the research process, but you should analyse outputs and integrate them with your work in a thoughtful way, acknowledging the work of others with accurate in-text citations and referencing.
For guidance on thinking critically about the information you use, watch this video that explains using the BREAD tool developed by one of CCCU's Learning and Research Librarians, David Bedford. The BREAD tool can also be applied to GenAI, as you can see in the graphic below.
How can I use GenAI to produce work?
GenAI tools can produce images, text, code, sound, video, and many other outputs. But they do not have an imagination of their own and instead create content based on probability from your prompts. Although their output can provide initial ideas or inspiration, you should use your own creativity to build upon these ideas, whatever the medium. Your tutors value originality and creativity. Always check and follow the guidance provided by your tutors if you are considering using GenAI for your work.
Written work (essays, reports, and dissertations)
GenAI can make language learning more effective and more accessible; it can be engaging and fun. Using GenAI tools can enhance the development of academic writing skills by offering a more sophisticated self-directed practice. However, they should not be used to replace your written work, by copying content or to prevent you developing your writing by uncritically accepting corrections or edits to your work.
GenAI chatbots are trained to be generalist. Whilst they can mimic particular writing styles, the text they produce is rarely nuanced and specific enough to provide academic writing of the level required at University.
Remember that to use GenAI tools with integrity. Use must be declared and fully referenced.
Click through the slides below for examples on using GenAI to develop your written work and for some example prompts. For further guidance on academic writing skills, visit the Learning Skills Hub.
Presentations (slides and posters)
GenAI tools can be very helpful for preparing visual aids for presentations. They can be used to produce images, infographics, and visually appealing layouts for slides. Be aware that image generation is also subject to bias and inappropriacy. See the section on image generation below for more information.
Writing for speech is different to writing essays or reports. As you will be speaking the words out loud, you will need to adapt to shorter sentences that suit the cadence of your voice. GenAI tools can help to shorten and simplify sentences for speech. However, ensure you retain the academic detail necessary to meet your learning outcomes and do not over-simplify.
Only use GenAI to produce work for assessed presentations with the explicit permission of your module lead. Ensure the content is derived from your own research and you have thought about it critically.
Remember that to use GenAI tools with integrity. Use must be declared and fully referenced.
Visit the Learning Skills Hub for further guidance on presentation skills and academic poster design.
Spelling, punctuation and grammar (SPaG)
See the graphic below for some of the 'do's and don’ts' when using GenAI for SPaG.
The most common use of GenAI tools is to correct spelling, grammar, and punctuation (SPaG). However, we have all experienced an incorrect auto-correct! It is important to recognise that GenAI tools for spelling, punctuation, and grammar cannot replace learning grammar and writing skills. It is a requirement of University education that you graduate with advanced writing skills.
The good news is that GenAI chatbots make excellent tutors in this area. Using the GenAI chatbot in this way will help you shift your focus from an emphasis on accuracy and correction to learning and development.
Ask a chatbot to identify the common SPaG errors in your work, rather than correct them. Then ask for an explanation of how to correct those errors and make the corrections yourself. You can return the text to the chatbot and see if it has further recommendations. Some tools provide reports, which you can use to improve your writing and avoid the same mistakes in the future.
Be sure to specify that you want the rules of British English, or your work will be Americanised. Do not accept suggestions for words for which you do not know the meaning. The vocabulary suggested by some GenAI tools can be invented or used entirely out of context.
Remember that to use GenAI tools with integrity. Use must be declared and fully referenced.
For further guidance, see the Learning Skills Hub module on SPaG.
Image generation
GenAI tools can generate images and artwork from written text prompts. These images might provide inspiration or starting points for your own projects.
In the graphic below, you will find some examples of potential uses for AI generated imagery.
As with text generated by AI, outputs are dependent on the data the tool is trained with. This means that any biases, assumptions, stereotypes, or other problematic content present in the data will be reflected in the images produced.
- It can be difficult to create prompts which produce the exact image required.
- Image generators may also produce low quality images, 'strange' compositions, or images where details are wrong, for example errors in images of hands or eyes are common.
- The data used to train the algorithm will likely comprise images with registered copyrights or trademarks. It is prudent to look out for watermarks, copyright, and trademark symbols and not to re-use images drawn from this content. Ensure you do not perpetuate bias and stereotyping that is offensive and harmful, for instance, around gender, race, and disability.
- Also, be cautious of the potential for illegal, offensive, or exploitative images being generated.
- Some tools have strict content rules for image creation (e.g. relating to violence, drugs, or politics) and may prohibit content based on controversial topics, so some users complain of restricted creativity.
Look at the examples below of problematic image generation.
Computer code
GenAI tools such as GitHub Copilot can be useful for developing computer code. However, tutors will be assessing your ability to create and modify code, problem solve, and understand coding concepts, so use these tools for learning.
As with text and images, GenAI coding tools work on probability and may struggle with understanding nuances and subtleties in user queries or project requirements. They may not always provide effective solutions to complex problems. The quality of responses can vary significantly based on the query's complexity and specificity.
Other limitations may include:
- Generating incorrect or inefficient code suggestions. Ensure your prompts are clear to generate useful responses.
- Accuracy depends heavily on the context provided in the existing code.
- Suggestions may not always align with the latest coding best practices.
- May not be as effective with less popular programming languages or frameworks.
- The GenAI tool might suggest code snippets that closely resemble existing public code, raising potential licensing and copyright concerns. It may be picked up by originality software either from other sources or other students’ work.
Always view AI generated or modified code critically and ask yourself if it is efficient and gives the desired output. Most importantly, you should be able to understand and explain how the code works, rewriting, or modifying the code as necessary.
GenAI tools should be used in the appropriate way to support your work and should not be relied upon too heavily. Always ensure you check the specific criteria for each assignment and give a reference for the code in your work.
Look at the poster below for some ideas on how you could use GenAI to help with coding work.
Referencing
It is always important to differentiate between our own original work and what comes from someone else. In academic writing we do this via a system of citations and references. You can find out more about referencing in the Learning Skills Hub module Introduction to Referencing.
We firmly advocate that you use reliable, academic sources for research. Where you use GenAI tools, you must acknowledge their influence on your work by referencing appropriately. We recommend, where possible, you follow the links GenAI tools provide to their sources and verify the information’s accuracy and reliability.
Do not submit work produced in whole or part by GenAI tools, either verbatim or after paraphrasing, without citing the tool and attaching an appendix of the prompts used. You can learn more about referencing GenAI on Cite Them Right.
There are many different referencing systems used across the University. You can find out which referencing system is used by your academic department by checking your module handbook.
Note: If you are studying a combined honours degree you may need to work with two referencing systems.
The limitations and risks of using GenAI
There are legal, ethical, and copyright considerations when using any AI generated content. For example, if problematic content is present in the training data, there is the potential to reproduce harmful content. Always proofread, fact-check, and critique appropriately.
Academic integrity is about our responsible sharing and use of information created by others. When you use information from another source, you must always give credit to the author of that work, including information that is generated by an AI tool. Without acknowledgement of the use of a GenAI tool, you risk academic misconduct.
You must declare all use of GenAI in the preparation for assessment and reference its direct use correctly (see the section on Referencing below).
Your module lead will provide further detailed guidance in your Module Handbook.
You engage in academic misconduct if you:
- Do not declare all prompts used in the insight generation, structuring, and research done when preparing for an assessment (this does not mean the work will be deemed acceptable by default by providing all prompts, as this would depend on the nature of prompts used and how the output was built upon or not).
- Submit work produced in whole or part by GenAI platforms, verbatim, or paraphrasing it without citing the tool and showing the prompts used.
- Use GenAI platforms to undertake analysis, evaluation or calculations without acknowledgement.
For more information see CCCU's Academic integrity and misconduct page.
Ensure you are familiar with CCCU’s Academic Integrity Policy.
For further guidance, have a look at the Learning Skills Hub module on Academic integrity and plagiarism.
GenAI tools are known to produce false, inaccurate, or misleading information, called ‘hallucinations’. Always apply your critical thinking to any AI generated output and check the accuracy of information using the BREAD tool.
Some versions of GenAI tools are ‘live trained’, meaning they are connected to the internet and are being continually trained on their users’ prompts, whilst others aren't. This may affect the accuracy of the responses generated. Be aware of these limitations on some platforms.
GenAI platforms don't take responsibility for the output they produce; you can read the terms and conditions of a platform to verify this. Any output generated should be cross-referenced for accuracy, using authoritative sources, by you as the author of your work.
Find out more about how to identify the source of an online image in the Learning Skills Hub module on analysing and evaluating images.
Testing accuracy
Try asking a GenAI chatbot multiple times and/or using multiple GenAI chatbots about a topic you already know very well. Compare how it responds on different platforms and at different times. Try spotting any errors in the response. After you have asked a question, you could also try asking, 'What are the potential limitations of this information?' or 'How could this be interpreted in another way?' or 'How would you critique this text that I have produced?'
A weakness of GenAI chatbots is they’re very easy to manipulate – try telling a chatbot its output is incorrect and it will often apologise and give a different answer. Always bear in mind that GenAI cannot think for itself and its outputs are based on algorithms, not knowledge or understanding.
It is essential to know that GenAI platforms may generate answers to your prompts based on the data lakes they have been trained on. Where these data lakes contain biases or misinformation, the output of these platforms may perpetuate these biases and misinformation. This can include:
- information from groups seeking to influence people
- a domination of the white, male perspective, and Western culture
- a lack of representation from ethnic minorities and their cultures
- assumptions of male and female roles in society
- offensive and abusive material.
It is good practice to verify the output by cross-referencing reliable sources to ensure that it does not contain bias, misinformation, or unverifiable information.
In the UK, copyright law gives a person ownership rights over the things they create unless a copyright exemption exists. GenAI produces outputs based on existing works and training data that may include exact reproductions or illegal copies. This means that, when using GenAI without proper accreditation, you could inadvertently plagiarise or breach the copyright of someone’s work. Please be aware that this is a complicated and controversial area, with many arguing that GenAI breaches copyright rules.
We advise that you not place copyrighted information into GenAI platforms for processing, as the platforms may use it to train their models, which is currently heavily contested. Copyright also relates to your course notes, assessments, slides, etc. and for generating images and videos to recreate close copies of copyright outputs.
You can find out more about the intellectual property and copyright concerns that might arise when using genAI tools by referring to information provided by the National Centre for AI.
- Do not place copyrighted information into genAI platforms for processing, as the platforms may use it to train their models. Copyright also relates to your course notes, assessments, slides, and other content produced by University staff. Do not put these into GenAI platforms unless the academic concerned gives written permission.
- Do not request that the GenAI platform creates images and videos that are close copies of copyrighted outputs.
GenAI tools pose ethical issues that you should be aware of when using them for work, research, and leisure. Many issues are still emerging so these are to prompt you to think carefully about how you choose to engage with the tools. Some are discussed in more depth elsewhere in this guidance:
- Bias in training data, including on gender, race, religion, sexuality, disability, and geo-politics, among others.
- Misinformation, including 'hallucinations', where GenAI gives authoritative-sounding answers that are factually incorrect.
- The use of workers in poorer economies for data-labelling tasks. Data-labelling is the process by which humans 'tag' raw data to give it context for that machine-learning. This practice includes humans viewing and labelling offensive, illegal, and harmful content so that GenAI systems can learn not to reproduce it in their responses to users.
- Data security, as most GenAI tools store all input and prompts, including data and personal information shared with it, and re-use it as training data. See ‘Privacy and data Protection’ below for advice on how to avoid this.
- The concentration of GenAI technology in a handful of private companies, mainly based in the USA.
- The carbon footprint, via electricity and water usage, via cooling server farms of genAI poses a huge risk to sustainable decarbonisation. Not all GenAIs are equally polluting but more research in this area is needed.
- The unfairness inherent in un-critically using GenAI to complete assessed coursework or sensitive tasks in a work environment.
- The inequitable access to GenAI platforms within our University community, broadly and globally, creating a further divide between those who can afford to pay for the latest genAI models and those who cannot.
- Training genAI on copyrighted images, texts, music, and code, which are then remixed/reproduced without compensation to the original creator.
- The role of academic researchers in 'cleaning' data used under not-for-profit licenses, which is then used by for-profit enterprises. Examples exist in the fields of facial recognition, photography, and video generation.
Do not enter personally identifiable or sensitive information into GenAI platforms, as some platforms store the interactions, which may constitute a data breach under the Data Protection Act and UK GDPR 2018. This includes research data. If you need to report a data breach to our Information Governance team, use the data breach report form.
Some tools, particularly those that are free to use, will request your permission to access and share user data. Always check the terms and conditions, as well as the data privacy policy before subscribing, and ask yourself the following questions:
- How will this company use my data? e.g. for marketing or for training etc.?
- Who will they share my data with? e.g. which third parties?
- Is there an option for me to select which privacy settings I prefer (e.g. whether the information I enter will be shared with the AI model for training purposes or not)?
It is essential to be aware of the terms and conditions section of the GenAI tools you are using, as each platform that provides these tools has its unique terms and conditions. Look out for provisions such as whether, by using these platforms, you are granting these platforms the right to use the content that you have entered as prompts and the output generated or whether your prompts will be utilised to train their algorithms.
Microsoft’s Copilot offers commercial data protection through the University’s institutional licence. Your data will not be stored or used to train Microsoft or OpenAI’s models (the company that supplies GenAI capabilities to Microsoft).
To securely access Copilot log into copilot.microsoft.com using your CCCU credentials. You will see a shield symbol when you are successfully logged in.
You should still use caution when sharing personal or sensitive information online, including uploading photos.
GenAI platforms may be used for initial idea generation, research, and structure outlines for your work. Remember, these tools are useful for gaining an introductory insight into topics, not for producing specialist work to be submitted and assessed. After generating an initial insight, you should explore topics in more depth using authoritative sources such as books, journal articles, professional publications, reliable web sources etc. This research will also give you authoritative sources to use in your work instead of citing GenAI directly.
GenAI tools are generalists by design – they are intended to be all-purpose machines. This can be tailored to specific disciplines and sectors using plug-ins (a small, specialised piece of software that enhances the ability for a larger system or application to fulfil a specific task), but these tend to be costly.
At University, you are training to be a specialist in your discipline. Therefore, beyond the level of learning basic information or for study skills tasks, GenAI has limited utility for University study. Remember to use GenAI tools to enhance your own critical thinking and research skills by treating its outputs as material for you to think about further – a springboard for your own intellectual development – not as an answer itself.
Managing your wellbeing in a GenAI enabled world
Developing your reflective research and critical thinking skills is essential to your responsible use and consumption of GenAI outputs.
Deepfakes
GenAI tools are being used to produce deepfakes. These are text, images, or videos which have been digitally altered to deliberately mislead or spread false and defamatory information. Deepfakes can, and are being, used to target individuals and organisations by manipulating images and information posted on social media, or shared digitally. This can be very distressing for the individual(s) concerned. Deepfakes can be extremely difficult to detect, so it is important to view all online content critically and always check the source of any image, video, or information before you reuse or share.
If you have been affected by the inappropriate use of personal images or information, you can contact the University’s Student Wellbeing Services.
Personal data security
It is advisable to never share personal, identifiable information with GenAI platforms, including your own photograph, unless you have checked and consented to the companies’ privacy policies. Do not share others’ personal, identifiable, or sensitive information with GenAI platforms unless you have their express consent. If you do so, you may be in breach of the UKs Data Protection Act 2018 and Europe’s GDPR laws. You may also inadvertently put yourself or others at risk.
Wellbeing
As we integrate GenAI into our daily lives, it is essential to consider its potential impact on our mental and emotional wellbeing. Whilst GenAI can be a valuable tool for enhancing productivity and creativity, it is important to maintain a healthy balance and be mindful not to become overly reliant on its responses or let the information it provides overly influence our own thoughts and decisions.
Whilst GenAI has become adept at mimicking human language and conversational patterns, it is crucial to maintain a sense of perspective and not attribute human emotions or intentions to GenAI responses. GenAI cannot replace human connection and social interaction. Social interaction and emotional connection with friends, family, and supportive individuals remains an essential aspect of our wellbeing.
Navigating the world of GenAI requires a balanced approach, embracing its potential whilst maintaining a sense of awareness and responsibility. By fostering healthy relationships with all technology, we can harness its power to enhance our lives without compromising our human connection and wellbeing.
If you feel that your use of technology, whether GenAI or other digital technologies, is impacting on your mental health or wellbeing and you would like to talk to someone about it, then get in touch with CCCU’s Student Wellbeing Services.
Frequently asked questions (FAQs)
Below are some common questions students have asked about using GenAI. Open the tabs to see the answers.
| Artificial intelligence (AI) and generative artificial intelligence (GenAI) | AI is the technology and the systems created to think like humans. GenAI is a type of artificial intelligence that creates new content based on existing information (data) available online. |
|
Bias |
Bias refers to the learned prejudices in the data that an AI has been trained on. For example, an AI may develop gender, racial, and/or political biases producing stereotypical and/or discriminative content. |
| Being able to think critically means your ability to question and evaluate the information that is presented to you. | |
| Ethics | Ethical use of GenAI is about giving consideration to bias, copyright and your academic integrity to ensure you use any genAI tool with honesty, fairness, respect and responsibility. |
| GenAI tools | These are many programmes or platforms that embed artificial intelligence technology for you to use. An example of a GenAI tool is Microsoft Copilot. |
| Hallucinations | A hallucination occurs when the GenAI tool has created false or misleading information. This can happen because the data the GenAI tool used was incorrect or because the GenAI tool has spliced together information from multiple sources creating inaccurate content. This is why we always need to critically evaluate and cross reference any GenAI output. |
| Prompt engineering and prompts | A prompt is the instruction you give a GenAI tool for it to generate content. This could be a sentence, a description, an order or a question. Prompt engineering refers to the craft in creating brief, specific prompts for the best generated outcomes. |
GenAI cannot be used in writing your assignments, unless it has been specified as a criterion of your assessment.
Cite Them Right provides guidance and examples for referencing GenAI tools. Make sure you use the referencing style for your course, found in your course handbook.
The University does not recommend or endorse any specific GenAI tools. GenAI should only be used in accordance with the guidelines outlined above.
Speak to your tutors first about how you would like to work with GenAI.
You can also contact the Learning Skills Team for further advice and guidance. The Learning & Research Librarian can offer you guidance on your research and referencing, and your learning developer can provide advice on your assignments such as essays, reports, presentations and posters. You can learn more about the Learning Skills Team for your course and the support they offer on the Learning Skills Hub.
There is a risk of academic misconduct and plagiarism if you choose not to follow the University guidance on using GenAI. For more information, please refer to the Academic Integrity pages on the Learning Skills Hub, or speak with your course Learning Skills Team for further advice and guidance.
It is important to recognise a website or tool with GenAI integration so that we can identify when a GenAI has assisted with our work and apply the necessary checks (see the limitations and risks of using GenAI).
- Check the 'about' pages which should provide information about how the website operates and how the tool works. This usually appears under the description generated through a Google search.
- Look at the url or weblink. Some will have an address ending in '.ai' instead of '.com' or '.co.uk' for example, indicating it is AI powered.
- Look for an 'ask a question...' feature. This can be a give away because it will need to generate an answer.
Many websites and tools are now powered by GenAI such as Grammarly and Microsoft Word. If you are unsure, contact the IT team for guidance.
Further information
Your feedback matters
This document is owned by the Learning and Teaching Enhancement team.
Thanks to the Student AI Working Group (CCCU staff and students) for their contributions to this guidance.
Last updated: September 2024