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<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Fig11 Davies PLOSCompBio20 16-11.png|240px]]</div>
<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Fig1 Niszczota EconBusRev23 9-2.png|240px]]</div>
'''"[[Journal:Using interactive digital notebooks for bioscience and informatics education|Using interactive digital notebooks for bioscience and informatics education]]"'''
'''"[[Journal:Judgements of research co-created by generative AI: Experimental evidence|Judgements of research co-created by generative AI: Experimental evidence]]"'''


Interactive digital notebooks provide an opportunity for researchers and educators to carry out data analysis and report results in a single digital format. Further to just being digital, the format allows for rich content to be created in order to interact with the code and data contained in such a notebook to form an educational narrative. This primer introduces some of the fundamental aspects involved in using [[Jupyter Notebook]] in an educational setting for teaching in the [[bioinformatics]] and [[health informatics]] disciplines. We also provide two case studies that detail 1. how we used Jupyter Notebooks to teach non-coders programming skills on a blended master’s degree module for a health informatics program, and 2. a fully online distance learning unit on programming for a postgraduate certificate (PG Cert) in clinical bioinformatics, with a more technical audience. ('''[[Journal:Using interactive digital notebooks for bioscience and informatics education|Full article...]]''')<br />
The introduction of [[ChatGPT]] has fuelled a public debate on the appropriateness of using generative [[artificial intelligence]] (AI) ([[large language model]]s or LLMs) in work, including a debate on how they might be used (and abused) by researchers. In the current work, we test whether delegating parts of the research process to LLMs leads people to distrust researchers and devalues their scientific work. Participants (''N'' = 402) considered a researcher who delegates elements of the research process to a PhD student or LLM and rated three aspects of such delegation. Firstly, they rated whether it is morally appropriate to do so. Secondly, they judged whether—after deciding to delegate the research process—they would trust the scientist (who decided to delegate) to oversee future projects ... ('''[[Journal:Judgements of research co-created by generative AI: Experimental evidence|Full article...]]''')<br />
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Latest revision as of 15:26, 20 May 2024

Fig1 Niszczota EconBusRev23 9-2.png

"Judgements of research co-created by generative AI: Experimental evidence"

The introduction of ChatGPT has fuelled a public debate on the appropriateness of using generative artificial intelligence (AI) (large language models or LLMs) in work, including a debate on how they might be used (and abused) by researchers. In the current work, we test whether delegating parts of the research process to LLMs leads people to distrust researchers and devalues their scientific work. Participants (N = 402) considered a researcher who delegates elements of the research process to a PhD student or LLM and rated three aspects of such delegation. Firstly, they rated whether it is morally appropriate to do so. Secondly, they judged whether—after deciding to delegate the research process—they would trust the scientist (who decided to delegate) to oversee future projects ... (Full article...)
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