Q&A: Western University appoints new AI boss to oversee the technology as a learning tool

The rise of artificial intelligence (AI) tools like ChatGPT have become so prevalent that a London, Ont. university has created the country's first senior executive role dedicated to overseeing an AI strategy for education.

The post of chief AI officer is part of Western's efforts to champion the rapidly advancing technology across campus as broader conversations continue about the benefits — and concerns — it could have on the future of education.

CBC London spoke to Western's newly appointed chief AI officer, Mark Daley, who will start in the role on Oct. 15. Daley, an AI researcher and special advisor to the president on data strategy, most recently served as the university's first-ever chief digital officer leading Western Technology Services.

LISTEN | Western University names first ever Chief Artificial Intelligence Officer

CBC: How has the conversation about students using AI tools changed since it first became accessible?

Mark Daley: It's interesting to see how it's evolved just in the last eight months. There's a huge spectrum from those who feel very skeptical to those who were initially hesitant and are now embracing it as a learning tool in the classroom.

CBC: What are some of the moral and ethical implications of AI technology?

Daley: It's how the technology is used by people that determines the moral and ethical standing of what's done with it. Our role as an institution is to prepare our students to cope with this technology in a way that is thoughtful and ethical.

CBC: Is AI something we need to closely monitor in the academic world?

Daley: I don't know if monitor is the right word; we don't monitor the use of word processors or pencils after all. We need accountability, which I think this technology strengthens because you have something you can have a conversation with.

While it's not a traditional source like a book or a paper, it's still an external source, and you're still accountable for your work if you write a paper and put your name on the byline. You can't just say 'ChatGPT told me to do it' so there's still that sense of agency and ownership for everyone involved.

CBC: What are some of the concerns you are hearing from the faculty?

Daley: An obvious concern is if using AI to do something subverts someone's ability to learn the skill.

Students still need to learn the core skills for their degrees so there are times when it's not appropriate to use these tools. But there are other times — like when a student is stressed out and needs a tutor at two in the morning and the professor and teacher's assistants are asleep — when it is. Even ChatGPT-4, which is what we have right now, is a pretty good tutor and it's only going to get better.

CBC: How do you see AI becoming part of learning in the future at Western?

Daley: I think it's going to be highly specialized for each individual and that's what's so exciting. It's not a one-size-fits-all technology. Each of us has to experiment ethically with what these tools can do, and we're all going to find different ways that they improve our lives.

CBC: Did you ever think that you would be taking on a role like this?

Daley: I didn't think we'd get to where we are today. The rate in which the technology has improved over the past five years has been jaw-dropping. I feel so privileged to be able to live through this right now and have an opportunity to contribute to its future.

This interview has been edited for length and clarity.

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