Use of AI in Education - A Case Study from Norway

Although Artificial Intelligence (AI) has been around since around the 1950's, it is the past 10 years that it has had an almost revolutionary adoption by the public. With the way the new tool has a positive utilization as it can produce material for organizations, such as reports, presentations and promotion material. For academia, however, there are other uses that is concerning, particularly regarding learning issues. Several times, students have been caught handing in assignments and even exams that have been mostly produced by AI tools. It has been a discussion within the academic community on whether or not this is cheating or just less independent or original work. Cheating will result in assignments or exam is not approved, less independent or original work will result in a lower grade. But whether we like it or not, AI tools is not a passing trend, and we have to find ways of using them as tools rather than means for cheating. This paper will present how investigations over two years and with the personal experiences of a student displayed through autoethnography, provide insight into a positive use of AI tools and possible guidelines for use in an academic setting.