{"id":1918,"date":"2026-08-20T08:00:25","date_gmt":"2026-08-20T07:00:25","guid":{"rendered":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/?p=1918"},"modified":"2026-08-10T09:28:13","modified_gmt":"2026-08-10T08:28:13","slug":"two-lane-a-simpler-way-of-knowing-where-genai-fits-in-your-assessments","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2026\/08\/20\/two-lane-a-simpler-way-of-knowing-where-genai-fits-in-your-assessments\/","title":{"rendered":"Two-Lane: A simpler way of knowing where GenAI fits in your assessments"},"content":{"rendered":"<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"3:1-3:55;75-129\">A question you have probably already asked yourself<\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"5:1-5:156;131-286\">You are sitting down to start an assessment and, somewhere in the first five minutes, a question pops into your head: am I allowed to use GenAI for this?<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"7:1-7:239;288-526\">Previously, the answer depended on knowing whether your assessment is \"Type A\", \"Type B\" or \"Type C\". It is not always obvious, it varies unit to unit, and it is one more thing to figure out before you have even started the actual work.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"9:1-9:113;528-640\">From September 2026, we are replacing that system with something much easier to hold in your head: Two-Lane.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"11:1-11:21;642-662\">What is Two-Lane?<\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"13:1-13:86;664-749\">Two-Lane does exactly what it sounds like. Every assessment sits in one of two lanes:<\/p>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"15:1-16:193;751-1174\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"15:1-15:231;751-981\">Closed lane:\u00a0 GenAI is not permitted, and the assessment itself is designed so that you cannot realistically use it. Think invigilated exams, tests, and practical or oral assessments where you do not have access to AI tools.<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"16:1-16:193;982-1174\">Open lane: GenAI use is permitted. This covers written or otherwise recorded coursework, along with any exam or test where you could feasibly access GenAI tools even if you choose not to.<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"18:1-18:152;1176-1327\">That is it. No more working out which letter category applies to which piece of work. Your assessment brief will simply tell you which lane you are in.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"20:1-20:19;1329-1347\">Why the change?<\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"22:1-22:344;1349-1692\">The old ABC system tried to define, quite specifically, what you were and were not allowed to do with GenAI on a given piece of work. The problem is that GenAI models and tools are moving fast, and rules built around specific permitted or forbidden uses age quickly. What counted as an appropriate use of GenAI a year ago might already look different today.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"24:1-24:446;1694-2139\">Two-Lane takes a different approach. Instead of trying to police exactly how you use a tool, it asks a more durable question: can you demonstrate the intended learning outcomes, regardless of the tools available to you? If the answer is no, unless the assessment is designed to prevent GenAI use, it belongs in the closed lane. If the answer is yes, it is open lane, and you are free to decide how, if at all, GenAI supports your work on it.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"26:1-26:238;2141-2378\">This is a deliberate shift away from treating GenAI use as something to be monitored and restricted, and towards helping you build genuine GenAI literacy: the judgement to know when a tool is helpful, when it is not, and how to use it well.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"28:1-28:40;2380-2419\">What this means for you, practically<\/h2>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3 print:block print:space-y-1\" dir=\"ltr\" data-sourcepos=\"30:1-33:340;2421-3731\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"30:1-30:238;2421-2658\">Your assessment brief will state your lane. From the 2026\/27 academic year, assessment briefs and related materials will tell you clearly whether a piece of work is open lane or closed lane.<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"31:1-31:366;2659-3024\">Guidance will be less prescriptive, but not absent. Rather than a list of specifically permitted or forbidden uses, staff will explain how GenAI might genuinely help or hinder you on a particular assessment, so you can make an informed choice. The exception is anything that would constitute an assessment offence, which remains off-limits regardless of lane.<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"32:1-32:367;3025-3391\">Open lane does not mean \"use GenAI for everything, however you like.\" It means you are permitted to use it, provided you do so in line with academic integrity requirements, including acknowledging and referencing that use appropriately. Some staff may also design open lane assessments that specifically ask you to engage with GenAI as part of the task itself.<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\" data-sourcepos=\"33:1-33:340;3392-3731\">If an assessment asks you to use GenAI and you have concerns about doing so, for religious, ethical, cultural or political reasons, for example, talk to your course team. As with any assessment that raises this kind of sensitivity, staff will consider whether there is an alternative way for you to meet the same learning outcomes.<\/li>\n<\/ul>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"35:1-35:42;3733-3774\">Using GenAI well, not just permissibly<\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"37:1-37:531;3776-4306\">Being told which lane you are in answers the \"am I allowed?\" question. It does not answer the more interesting one: how do I use GenAI in a way that actually helps my learning, rather than quietly undermining it? If that question interests you, it is worth reading about the <a class=\"underline underline underline-offset-2 decoration-1 decoration-current\/40 hover:decoration-current focus:decoration-current\" href=\"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/09\/26\/the-effort-paradox-and-genai-why-easy-isnt-always-better\/\">Effort Paradox,<\/a> the idea that the effort you are tempted to hand over to GenAI is often exactly what makes learning stick.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"39:1-39:656;4308-4963\">For support on the ethical and effective side of things, a good place to start is the <a class=\"underline underline underline-offset-2 decoration-1 decoration-current\/40 hover:decoration-current focus:decoration-current\" href=\"https:\/\/unihub.bath.ac.uk\/students\/login?ReturnUrl=%2fs%2fmyskills%2fWorkflows%2fDetail%2f264\">Skills Centre<\/a>, which has resources dedicated to using GenAI well. If you need guidance on acknowledging and referencing GenAI use in your work, the <a class=\"underline underline underline-offset-2 decoration-1 decoration-current\/40 hover:decoration-current focus:decoration-current\" href=\"https:\/\/library.bath.ac.uk\/referencing\/plagiarism\">Library's referencing and plagiarism resources<\/a> cover this directly.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"41:1-41:75;4965-5039\">Two resources are especially worth your time if you want a fuller picture:<\/p>\n<ul>\n<li class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"43:1-44:204;5041-5374\"><a class=\"underline underline underline-offset-2 decoration-1 decoration-current\/40 hover:decoration-current focus:decoration-current\" href=\"https:\/\/xerte.bath.ac.uk\/xapi_launch.php?template_id=3293&amp;group=groupname#page1\">Academic Integrity in the Context of GenAI<\/a>: Navigates through the university's Academic Integrity Statement and what it means in practice, how the different assessment categories relate to GenAI, and how to reference GenAI use correctly in your own work.<\/li>\n<li class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"46:1-47:222;5376-5714\"><a class=\"underline underline underline-offset-2 decoration-1 decoration-current\/40 hover:decoration-current focus:decoration-current\" href=\"https:\/\/xerte.bath.ac.uk\/xapi_launch.php?template_id=4145&amp;group=groupname#page1\">Academic Misconduct and GenAI<\/a>: Covers what can go wrong: the kinds of misconduct GenAI is most often involved in, how severe versus moderate misconduct and poor academic practice differ, and what actually happens if a concern about your work is raised.<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"49:1-49:179;5716-5894\">Neither resource takes long to work through, and both leave you with a much clearer sense of where the boundaries are, so you can use GenAI with confidence rather than guesswork.<\/p>\n<h2 class=\"mt-3 -mb-1 text-[1.125rem] font-bold\" dir=\"ltr\" data-sourcepos=\"51:1-51:19;5896-5914\">The bottom line<\/h2>\n<p class=\"font-claude-response-body break-words whitespace-normal\" dir=\"ltr\" data-sourcepos=\"53:1-53:401;5916-6316\">Two-Lane will not tell you how to use GenAI well. That is still down to your judgement, and it is a skill worth developing deliberately, not just picking up by accident. What it will do is remove the guesswork about whether you are allowed to use it at all. Check your assessment brief, know your lane, and use the tools available to actually support your learning, not just to get the task finished.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A question you have probably already asked yourself You are sitting down to start an assessment and, somewhere in the first five minutes, a question pops into your head: am I allowed to use GenAI for this? Previously, the answer...<\/p>\n","protected":false},"author":298,"featured_media":1056,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[42,89,61,43,342,175,359,384],"tags":[344,372,46,288,287,228,340],"class_list":["post-1918","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academic-integrity","category-critical-thinking","category-digital-skills","category-ethical-scholar","category-genai","category-intercultural-competency","category-philosophy-of-life","category-social-cultural-awareness","tag-academic-integrity","tag-academic-skills","tag-critical-thinking","tag-genai","tag-generative-artificial-intelligence","tag-independent-learning","tag-microsoft-copilot"],"acf":[],"jetpack_featured_media_url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png","jetpack-related-posts":[{"id":1691,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/09\/26\/the-effort-paradox-and-genai-why-easy-isnt-always-better\/","url_meta":{"origin":1918,"position":0},"title":"The Effort Paradox and GenAI: Why easy is not always better","author":"Kevin Renfrew","date":"September 26, 2025","format":false,"excerpt":"The curious case of wanting what we avoid Picture this: You are facing a challenging assignment, and you have two options. Option A: Ask GenAI to write it for you- clean, fast, effortless. Option B: Use GenAI as a thinking partner to wrestle through the ideas yourself- messy, slow, demanding.\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1542,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/04\/24\/student-guidance-on-the-ethical-and-legal-use-of-genai\/","url_meta":{"origin":1918,"position":1},"title":"Student Guidance on the Ethical and Legal use of GenAI","author":"Kevin Renfrew","date":"April 24, 2025","format":false,"excerpt":"Generative Artificial Intelligence (GenAI) presents both opportunities and challenges for students in higher education. GenAI tools are software applications that use artificial intelligence to generate content, such as text, images, or music, based on input data. Examples include large language models, such as GPT-4, image generators, and music composition tools.\u2026","rel":"","context":"In &quot;Critical thinking&quot;","block_context":{"text":"Critical thinking","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/capabilities-framework\/critical-thinking\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1535,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/04\/15\/mastering-genai-your-personal-development-roadmap-bath\/","url_meta":{"origin":1918,"position":2},"title":"Mastering GenAI: Your Personal Development Roadmap @Bath","author":"Kevin Renfrew","date":"April 15, 2025","format":false,"excerpt":"Understanding our approach: Miller's Pyramid Before we dive in, let's talk about the framework behind this guide. We're using Miller's Pyramid, a groundbreaking model originally developed by George Miller in 1990 for medical education. Developing knowledge and competencies in new technologies can be challenging, which is why this powerful framework\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"Miller Pyramid for GenAI Competencies in Higher Education. The pyramid shows progression from novice to expert along the vertical axis labeled 'Professional authenticity' and is divided into four sections representing Knowledge, Skills, and Attitudes. From bottom to top: 1) Base level (pink): 'Knows' corresponds to 'Know the Basics (Fact Gathering)'; 2) Second level (yellow): 'Knows How' corresponds to 'Apply Your Knowledge (Interpretation)'; 3) Third level (dark blue): 'Shows How' corresponds to 'Demonstrate Your Skills (Controlled Practice)'; 4) Top level (teal): 'Does' corresponds to 'Real-World Application (Authentic Practice)'. The graphic illustrates how students develop GenAI competencies from basic knowledge acquisition to authentic application in real-world contexts","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1053,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2023\/09\/18\/how-to-navigate-generative-artificial-intelligence-genai-tools-with-confidence-and-integrity\/","url_meta":{"origin":1918,"position":3},"title":"How to navigate Generative Artificial Intelligence (GenAI) tools with confidence and integrity","author":"Kevin Renfrew","date":"September 18, 2023","format":false,"excerpt":"Artificial intelligence (AI) is advancing rapidly, and new Generative Artificial Intelligence (GenAI) tools like Copilot, ChatGPT, Claude, Elicit, Perplexity, and Bard are now easily accessible online. As university students, how can you incorporate these emerging technologies into your studies and campus life confidently and responsibly? Here are some guiding principles.\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1769,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2026\/02\/16\/the-analysis-illusion-why-genai-summaries-are-not-analysis-and-how-to-use-ai-to-actually-think\/","url_meta":{"origin":1918,"position":4},"title":"The Analysis Illusion: Why GenAI summaries are not analysis (and how to use GenAI to actually think)","author":"Kevin Renfrew","date":"February 16, 2026","format":false,"excerpt":"The seductive shortcut that sabotages understanding You have a 40-page journal article to read by tomorrow. Your eyes glaze over at the abstract. So, you do what feels efficient: upload it to Copilot, ask for a summary, and boom, five bullet points that capture the \"main ideas\". Task complete, right?\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1226,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2024\/06\/03\/bias-proof-your-genai-strategies-to-mitigate-algorithmic-and-human-biases\/","url_meta":{"origin":1918,"position":5},"title":"Navigating the GenAI Landscape: From Bias to Prompts: Key Insights and Strategies for Student","author":"Kevin Renfrew","date":"June 3, 2024","format":false,"excerpt":"As the University embraces the power of Generative Artificial Intelligence (GenAI), we've taken proactive steps to equip you with the knowledge and skills to navigate this rapidly evolving landscape. Over the last month, using the University of Bath Instagram account we've conducted a series of Instagram Quiz and Poll Stories,\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts\/1918","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/users\/298"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/comments?post=1918"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts\/1918\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/media\/1056"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/media?parent=1918"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/categories?post=1918"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/tags?post=1918"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}