FAQ about AI

An AI assistant is a tool designed for a specific purpose, which responds to user queries. The user can set up an assistant by providing it with background information and guidelines, which it uses as the basis for its responses. You can create different assistants for different purposes.

UiA have a set of overarching ambitions and guidelines for the use of artificial intelligence across the entire institution.These were adopted by the University Board on 19 June 2024. UiA’s guidelines for the use of AI in examination and written assignments are based on these ambitions and guidelines. 

As a general rule, uploading copyright-protected material without the author’s consent is not permitted.

No. There are several tools designed to detect whether a text has been generated by a language model, but the reliability and data security of these tools can vary; therefore, the use of such tools is not permitted at UiA.

The list of approved tools is an overview of the tools that UiA has assessed as safe from a security perspective. However, it is not a list of which tools are permitted or prohibited for use. When using tools that are not on the list, you must comply with UiA’s other regulations. 

If you are in any doubt, please send an email to ki@uia.no

AI tools are developing rapidly. Therefore, there is no single, comprehensive answer to how AI can be used to enhance learning in teaching. The starting point should be the academic community’s assessment of the course’s learning outcomes: what knowledge, skills and general competences should students develop, and how can AI support this learning?

AI can, for example, be used to explore and compare different perspectives, receive feedback on one’s own work, and ask questions about the subject matter. AI can also serve as a starting point for academic discussions in which students critically assess the quality, reasoning, sources and any potential errors or omissions in AI-generated content.

Where and how AI should be used will vary between subjects and learning activities. In some contexts, AI can help to support students’ learning, whilst in others it may be important for students to work without AI in order to develop specific knowledge or skills. The key is to make informed academic and pedagogical choices about when AI adds value to learning and when it does not.

Unless otherwise stated, AI is a permitted aid in examinations (see the student guidelines). In most types of examination, the use of AI will occur.

When designing an exam, the lecturer should therefore take the course’s learning outcomes as a starting point and consider what the student is required to demonstrate in terms of their own knowledge, skills and general competence.

It is advisable to design questions in such a way that they require application, analysis, reflection and academic reasoning, rather than primarily testing the reproduction of knowledge. It may also be relevant to link tasks to specific issues, materials or activities from the course, or to ask students to highlight and justify the choices they have made along the way.

If it is essential that students complete the work without the use of AI, this should be taken into account when assessing the exam format and framework. In other cases, it may be appropriate to permit the use of AI and to design the assignment in such a way that the student’s competence in using, evaluating and critically engaging with AI forms part of the assessment.

Note: It should always be clear to students which forms of AI use are permitted, and how any such use is to be documented.

The European AI Act classifies automated marking without human supervision as a high-risk area. AI-assisted marking of examination answers, where the user uploads and reviews the feedback themselves, may be permitted in certain cases. However, UiA advises against this for data security reasons.

However, UiA has developed its own tool that can be used to draft justifications. You can read more about the tool in the overview of approved tools