One is that we might need to write modules in which we tell students that they can use ChatGPT to their hearts’ content – it will not be classed as misconduct, but they need to document what they are doing. Such an approach would allow us to get an understanding of what students are doing and how they are incorporating LLMs into their own work habits. We could then start refining our definitions of misconduct in the light of what we find out. Our starting points, in other words, should be understanding how students might benefit from using LLMs at different points in their degrees. From there, we might consider what uses are legitimate and what might be “too much”.
