The word change or chance was formed with letter cubes on a table. A robotic hand turns the letter cube with c/g to represent a change between the words change and chance.

Recommendation on the Use of Generative AI Tools at the Friedrich Schiller University Jena

This guide is intended to provide all university members with guidance on the responsible use of generative artificial intelligence.
The word change or chance was formed with letter cubes on a table. A robotic hand turns the letter cube with c/g to represent a change between the words change and chance.
Image: Adobe Stock
This page has been machine translated.

This guide provides orientation for all students, staff, and external parties at the University of Jena regarding the responsible use of generative artificial intelligence (AI) as a tool in professional life as well as in studies, teaching, and research. In order to use AI tools safely as an aid to support one's own work, users should also be aware of the risks.

Notice

You can also find the handout as a PDF document in the HanFRIEDThis link requires a loginde administration manual.

  • What do we mean by generative artificial intelligence?

    By “generative AI” we mean computer models capable of autonomously generating new content—such as images, texts, or music—based on human or machine input, after learning patterns and structures from a training dataset.

  • Under what requirements is it possible to work at the university?

    AI-based tools have immense potential to increase the efficiency and effectiveness of our work. Where generative AI can be used profitably and without risk, its use should be permitted. To guide and raise awareness for responsible, reflective, and legally compliant use, key points are compiled in the chapter "What must be considered when using generative AI tools?".

    We must always bear in mind that although a text-generating AI may produce well-formulated texts based on statistical probabilities, it does not actually recognise their meaning or evaluate their coherence or factual accuracy.

Examples of the use of AI tools

Creative work

  • Generating new ideas
  • Supporting the development of one's own ideas

Research

  • Discovering new sources or issues on specific topics
  • Summarising sources to gain an initial overview

Writing process (e.g. letters, emails, minutes, publications, proposals)

  • Assistance with phrasing and sentence structure
  • Feedback on grammar, style, and structure to improve one’s own texts
  • Overcoming writer’s block (AI as a sparring partner)

Text analysis of materials, literature synthesis or data preparation

  • Summarising or merging your own documents or texts
  • Analysing texts or examining them for specific characteristics
  • Supporting data preparation processes, e.g. for transcriptions

Translations

  • Translating sentences or sections for practice or understanding
  • Translating emails or other correspondence for communication purposes

Teaching materials and exam tasks

  • Generating ideas, examples or templates for new examination tasks
  • Supporting the design of teaching materials
  • Supporting the customisation of materials

Targeted use of an AI tool in teaching

  • Training in the use of AI, e.g. for writing prompts
  • Digital assistants for learning and exam preparation

Image material

  • Generating images, e.g. for internal presentations, reports or talks

Assessments and evaluations

  • Supporting the preparation of evaluations (e.g. criteria selection and phrasing)
  • Assistance with phrasing

Administrative tasks

  • Assistance with phrasing, summaries, or correspondence

Examples against the use of AI tools

  • Processing of personal data (unless the data protection requirements can be met)
  • Unverified adoption of a complete concept or its elaboration by AI
  • Unverified adoption of a summary or analysis in a report or publication
  • Complete and unverified use of translations (e.g. in exams or reports) (note: use for language learning after consultation with the lecturer)
  • Use in examinations without being named as an aid and without the examiner's permission (note: the decision to use AI in examinations is made by the examiner)
  • Use of an AI tool as an aid in a course without prior consultation with the lecturer
  • Assessment of examinations (term paper or other examinations) or assessment of another person's performance
  • Evaluation of applicants or other personnel-related decisions
  • Preparation of an employment reference or employee appraisal
  • Analysis of employee data (e.g. absences, sick leave, holidays)
  • Evaluation of applications or assessments

General information on the use of AI in specific areas

In study and teaching, the guidelines for the preparation of academic work de apply. The writing of an academic piece of work or completion of exams must reflect the student’s own work. Use of AI in this context may only occur as a supporting tool and only with the examiner's agreement.

Lecturers are required to design examinations in such a way that they adequately reflect the intended learning objective and are meaningful. If AI use is to be excluded, this is best achieved through a suitable assessment format. Guidance is available via the University’s pages on digital assessments and the support services of Servicestelle LehreLernen.

In academic work, the “Principles of Good Scientific Practice” must also be upheld when using generative AI. In particular, reference is made to the DFG statement on the Influence of Generative Models of Text and Image Creation on Science and the HumanitiesExternal link. Researchers must remain aware of their responsibility for the integrity of any content created with or by AI. The ERA Forum’s guideExternal link is also recommended.

Access or accounts

Use of AI tools often requires registration with an email address. In professional contexts, institutional email addresses and contact details should be used. For team or API access, the University Computing Centre (URZ) can provide accounts for functional purposesExternal link.

If you use your work e-mail address, it is possible that the external provider will create a user profile based on the name contained therein and link it to the person. The „IT-Zentrum der Thüringer Hochschulen“ enables anonymous use of ChatGPT via a web portal. No personal data of the employees is transmitted to OpenAI, only the chat is sent to ChatGPT. Staff can access it via https://ai-chatbot.hs-itz.deExternal link after selecting University Jena as institution and logging in with their URZ account.

We would also like to draw attention to the Chat AI tool (https://chat-ai.academiccloud.de/External link) from AcademicCloud, which is provided by the Gesellschaft für wissenschaftliche Datenverarbeitung mbH Göttingen (GWDG). University members can register with this service using their university email address and use various AI models for a chat.

Another option for free access (including ChatGPT) is provided by KI-Campus: https://www.unidigital.news/kostenfreier-zugang-vom-ki-campus-zu-chatgpt-und-offenen-sprachmodellen-ueber-hawki-gwdg/External link.

  • Procurement

    To obtain commercial AI tools, please contact the URZ software service via the service portalExternal link.

  • Billing

    The following procedure is established for the use of OpenAI products (ChatGPT Plus and API):

    The costs are charged by collective booking to the PSP element specified in the service portal. The costs are averaged across all users in the respective billing period in order to distribute exchange rate fluctuations and foreign currency fees fairly. The URZ must receive the billing information from the OpenAI web portal in order to be able to carry out billing. The exact procedure differs depending on the type of product used.

  • ChatGPT Plus

    ChatGPT Plus users will be charged a subscription of $20.00 per month plus transaction costs (exchange rate fluctuations and foreign currency fees of approximately $4.00). All users are obliged to download the billing documents provided by OpenAI in the web portal for their account on a monthly basis and make them available to the URZ (via the service portal in the same process in which access was requested).

  • ChatGPT API

    When using the API, the costs are variable depending on the actual usage. An estimate of the expected monthly or annual costs is helpful for financial accounting. In each API access (organisation), several members can be authorised (‘team’). To give the URZ access to the billing information, softwarebeschaffung@uni-jena.de must be added as a user and authorised as an owner.

What must be considered when using generative AI tools?

  • 1. Check tool settings before use.

    Data or information that is processed in the context of work-related activities should not be included in the training of an AI. This applies in particular to work protected by copyright, e.g. academic assignments by students, and personal data. Please check the settings in the AI tool before using it. There is usually an option to refuse use for training purposes. If this is not the case, we advise against using the tool in a university context. If possible, the input history and, if available, the memory function should also be deselected in the settings.

  • 2. Be cautious with personal, sensitive, or confidential information.

    When entering data into an AI tool, please ensure that no data relating to a person or sensitive university information is entered or uploaded. This also applies to copyright-protected works and documents declared as confidential as well as information that may allow conclusions to be drawn about individuals via indirect channels. It is advisable to anonymise personal data before entering it (e.g. use a synonym instead of a name).

    When entering your own personal details in AI tools, it should also be borne in mind that user profiles with personal information may be created and made available to third parties.

  • 3. Do not use AI for decision-making.

    Generative AI tools should not be used as the basis or even the final decision for personal decisions (see Art. 22 General Data Protection Regulation). For example, AI should not be used for the selection of applicants, the assessment of students' examination results or third-party funding applications by researchers. The processing of data in an AI on the purposes of which certain personal aspects are ‘evaluated’ is not permitted.

    Please always bear in mind that AI does not recognise the meaning, significance or implications of the outcome it creates.

  • 4. Careful and conscientious checking of the results.

    The result of generative AI should be treated with caution and evaluated carefully. The information generated by the system may be incorrect and correlations may not be represented correctly (phenomenon of confabulation). Users should also check the accuracy of references. Discrimination and inequality in the AI-generated work should also be checked so that certain groups are not disadvantaged and existing social injustices are not reinforced, as AI can create or reinforce distortions or bias. Users are ultimately responsible for critically scrutinising the generated content and ensuring that it is correct and ethically acceptable.

    It is also important to ensure that protected works or parts thereof are not reproduced. The rights of the author continue to exist, even if the AI has generated the result.

  • 5. Making the use of AI transparent.

    Be open about the use of generative AI. Its use should be clearly labelled and its use and underlying purposes openly communicated. It is also advisable to keep documentation on the use, for example when working on larger texts. In addition, the AI tool should also be named as the source for AI-generated images. For example, in the multimedia area of our content management system for image documents, the value ‘AI-generated’ can also be selected in the ‘Author’ field.

Overall, we recommend that the use of generative AI in the university context be carefully considered and critically reflected upon, considering ethical, social and educational considerations to ensure that it supports the objectives of the university's activities.

These recommendations are regularly updated and adapted to current developments and legal practice.