{"id":10293,"date":"2026-07-23T16:41:52","date_gmt":"2026-07-23T15:41:52","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=10293"},"modified":"2026-09-02T14:35:15","modified_gmt":"2026-09-02T13:35:15","slug":"deallusrwydd-artiffisial-cynhyrchiol-genai-ym-meysydd-dysgu-ac-addysgu","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/deallusrwydd-artiffisial-cynhyrchiol-genai-ym-meysydd-dysgu-ac-addysgu\/","title":{"rendered":"Deallusrwydd Artiffisial Cynhyrchiol (GenAI) ym meysydd Dysgu ac Addysgu"},"content":{"rendered":"<section id=\"intro\" class=\"genai-section\">\n<div style=\"border-left: 4px solid #005EB8;padding: 1em;background: #f4f8fb\"><strong>Diben y dudalen hon<\/strong>: Canllaw ysgafn a phrydlon i staff Prifysgol Caerdydd ar sut y gellir mynd i&#8217;r afael \u00e2 GenAI mewn dysgu, addysgu a gwerthuso \u2013 yn enwedig wrth gynllunio neu adolygu asesiadau.<\/div>\n<p>&nbsp;<\/p>\n<div id=\"top\"><\/div>\n<div style=\"display: flex;gap: 30px;align-items: flex-start;flex-wrap: wrap\">\n<div style=\"flex: 3;min-width: 300px\">\n<p>Mae offer deallusrwydd artiffisial cynhyrchiol (GenAI) yn dylanwadu\u2019n gynyddol ar sut mae myfyrwyr yn dysgu, yn astudio ac yn cynhyrchu gwaith prifysgol. Mae llawer o fyfyrwyr Prifysgol Caerdydd eisoes yn defnyddio&#8217;r offer hyn, ac mae staff yn gweld eu heffaith mewn perthynas ag addysgu, asesu ac adborth.<\/p>\n<p>Mae&#8217;r dudalen hon yn cynnig canllawiau ymarferol ysgafn i staff Prifysgol Caerdydd ar sut y gellir mynd i&#8217;r afael \u00e2 GenAI wrth ddysgu, addysgu ac asesu. Mae wedi&#8217;i pharatoi i helpu cydweithwyr i wneud penderfyniadau addysgegol gwybodus, yn enwedig wrth ddylunio neu adolygu asesiadau.<\/p>\n<p>Mae&#8217;r canllawiau hyn yn:<\/p>\n<ul>\n<li>ategu (ond nid yn disodli) polis\u00efau sefydliadol a chanllawiau\u2019r fewnrwyd;<\/li>\n<li>canolbwyntio ar wella yn hytrach na gorfodi;<\/li>\n<li>cynorthwyo staff ar draws gwahanol ddisgyblaethau a lefelau profiad.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<div style=\"flex: 1;min-width: 250px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 20px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1\">Ar y Dudalen Hon<\/h3>\n<p><a href=\"#cardiff-position\">Safbwynt Prifysgol Caerdydd ar GenAI<\/a><\/p>\n<p><a href=\"#capabilities\">Galluoedd a Chyfyngiadau GenAI<\/a><\/p>\n<p><a href=\"#teaching-practice\">Defnyddio GenAI mewn Ymarfer Addysgu<\/a><\/p>\n<p><a href=\"#assessment-design\">GenAI a Dylunio Asesiadau<\/a><\/p>\n<p><a href=\"#supporting-students\">Cefnogi Myfyrwyr wrth Ddefnyddio GenAI<\/a><\/p>\n<p><a href=\"#support\">Nodiadau Atgoffa Cyflym a Rhagor o Gefnogaeth<\/a><\/p>\n<\/div>\n<\/div>\n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 400 400\"><title>Checkbox selected<\/title><path d=\"M374.13.14h-348a26.08,26.08,0,0,0-26,26v348a26.09,26.09,0,0,0,26,26h348a26.09,26.09,0,0,0,26-26v-348A26.09,26.09,0,0,0,374.13.14Zm-.93,373H26.2V26.1h347Z\" transform=\"translate(-0.14 -0.14)\" style=\"fill:#383735\"><\/path><polygon points=\"300.66 100.69 338.35 138.82 172.53 303.76 73.65 205.78 111.78 168.53 172.41 228.94 300.66 100.69\" style=\"fill:#383735\"><\/polygon><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Offerynnau ar gael<\/h3>                <p class=\"MsoNormal\" style=\"line-height: 15.0pt\"><span lang=\"CY\" style=\"font-size: 10.5pt\">I staff<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\"> a myfyrwyr<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\"> Caerdydd, mae Microsoft Copilot<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">, Google Gemini a NotebookLM yn offer GenAI sydd ar gael ar draws y sefydliad. <\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">Dylid defnyddio <\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">cyfrifon prifysgol<\/span> <span lang=\"CY\" style=\"font-size: 10.5pt\">i ddefnyddio'r platfformau hyn<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">, gan eu bod <\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">yn cyd-fynd \u00e2 safonau diogelwch sefydliadol Prifysgol Caerdydd<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">, yn <\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">diogelu<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\"> data yn briodol, <\/span><span lang=\"CY\" style=\"font-size: 10.5pt\">ac<\/span><span lang=\"CY\" style=\"font-size: 10.5pt\"> wedi'u cymeradwyo i'w defnyddio o fewn amgylchedd offer digidol Caerdydd.\u00a0<\/span><span class=\"MsoCommentReference\"><span lang=\"CY\" style=\"font-size: 10.5pt\"><!-- [if !supportAnnotations]--><\/span><\/span><\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<div class=\"wp-block-group\">\n<div id=\"cardiff-position\"><\/div>\n<h2><strong>Safbwynt Prifysgol Caerdydd ar GenAI<\/strong><\/h2>\n<\/div>\n<p>Mae canllawiau sefydliadol cyfredol Prifysgol Caerdydd ar ddeallusrwydd artiffisial mewn addysg ar gael ar fewnrwyd y staff a dylid cyfeirio at y rhain yn y lle cyntaf bob amser.<\/p>\n<p>Er bod canllawiau ffurfiol y Brifysgol ar GenAI ym meysydd dysgu, addysgu ac asesu yn parhau i esblygu, anogir cydweithwyr i weithio mewn ffyrdd tryloyw, cymesur ac addysgegol sy&#8217;n cyd-fynd ag arferion sy&#8217;n dod i&#8217;r amlwg yn y sector ac egwyddorion Gr\u0175p Russell.<\/p>\n<\/section>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-russell-group-principles-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Egwyddorion Gr\u0175p Russell<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-russell-group-principles-cy-1\"><p>Mae dull Caerdydd yn cyd-fynd ag <a href=\"https:\/\/www.russellgroup.ac.uk\/policy\/policy-briefings\/principles-use-generative-ai-tools-education\">Egwyddorion Gr\u0175p Russell<\/a>, sef:<\/p>\n<ol>\n<li>Bydd prifysgolion yn helpu myfyrwyr a staff i ddefnyddio deallusrwydd artiffisial yn fedrus.<\/li>\n<li>Dylai staff fod wedi'u paratoi i helpu myfyrwyr i ddefnyddio offer GenAI yn effeithiol ac yn briodol yn eu profiad dysgu.<\/li>\n<li>Bydd prifysgolion yn addasu dulliau addysgu ac asesu i ymgorffori'r defnydd moesegol o GenAI ac yn helpu i roi mynediad cyfartal.<\/li>\n<li>Bydd prifysgolion yn sicrhau bod trylwyredd ac uniondeb academaidd yn cael eu cynnal.<\/li>\n<\/ol>\n<p>Bydd prifysgolion yn cydweithio i rannu arferion gorau wrth i'r dechnoleg a'r defnydd ohoni ym maes addysg esblygu.<\/p>\n<\/div> <\/div><\/div>\n<section id=\"intro\" class=\"genai-section\"><strong>Fframio\u2019r defnydd o GenAI: dull dwy l\u00f4n<\/strong>Gan nad oes dosbarthiadau asesu penodol ar gyfer Caerdydd, mae&#8217;r Brifysgol yn defnyddio model asesu dwy l\u00f4n Prifysgol Sydney ar hyn o bryd fel dyfais fframio defnyddiol wrth gyfathrebu disgwyliadau i fyfyrwyr.Yn gryno:<\/p>\n<div style=\"display: flex;gap: 0;align-items: stretch\">\n<div style=\"flex: 1;background: #FDE9D9;border: 3px solid #D98B75;padding: 25px\">\n<h3 style=\"color: #2f7d20;margin-top: 0\"><strong>L\u00f4n 1<\/strong><\/h3>\n<p><em>Sicrhau ansawdd dysgu<\/em><\/p>\n<ul>\n<li>Safbwyntiau dibynadwy am gynnydd a chyrhaeddiad.<\/li>\n<li>Uniondeb y dyfarniad a dysgu unigol wedi&#8217;i warchod.<\/li>\n<li>Amodau rheoledig, dylunio tasg gyd-destunol, neu wirio.<\/li>\n<\/ul>\n<\/div>\n<div style=\"flex: 1;background: #E5DFEC;border: 3px solid #6B5478;padding: 25px\">\n<h3 style=\"color: #0070a3;margin-top: 0\"><strong>L\u00f4n 2<\/strong><\/h3>\n<p><em>Asesu agored ar gyfer dysgu ac asesu sy\u2019n gyfystyr \u00e2 dysgu<\/em><\/p>\n<ul>\n<li>Asesiad agored a gefnogir y tu hwnt i leoliadau rheoledig.<\/li>\n<li>Ni ellir gwahardd AI rhag cael ei defnyddio mewn cyd-destunau heb eu diogelu.<\/li>\n<li>Pwyslais ar ddefnydd moesegol, beirniadol a disgyblaeth-benodol.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/section>\n<p>&nbsp;<\/p>\n<p>Ni ddylid dehongli&#8217;r model dwy l\u00f4n fel caniat\u00e2d i wahardd neu ganiat\u00e1u GenAI yn gyffredinol ar draws modiwl neu raglen. Yn hytrach, mae&#8217;n helpu i wneud penderfyniadau cytbwys a arweinir gan ddeilliannau. Dylai staff ystyried pa ddeilliannau dysgu sy&#8217;n mynnu bod myfyrwyr yn dangos dealltwriaeth, sgiliau neu farn yn annibynnol, a lle y gallai fod angen asesu hyn mewn cyd-destun diogel neu ddilys. Yn yr un modd, pan fo defnyddio GenAI yn briodol mewn cyd-destunau asesu agored, dylid helpu myfyrwyr i&#8217;w defnyddio yn feirniadol, yn dryloyw ac mewn ffyrdd sy&#8217;n cyd-fynd \u00e2&#8217;r deilliannau dysgu arfaethedig. Dylai&#8217;r pwyslais fod ar yr hyn sydd angen ei dystiolaethu, nid ar gymhwyso rheolau cyffredinol i asesiadau cyfan.<\/p>\n \n\n                        <div class=\"alert alert\">        \n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">Sut mae disgwyliadau o gwmpas GenAI yn cael eu cyfathrebu ar hyn o bryd o fewn eich modiwl, rhaglen neu Ysgol? A yw\u2019r disgwyliadau hyn yn glir ac yn gyson o safbwynt myfyriwr?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<div id=\"capabilities\"><\/div>\n<h2 id=\"intro\" class=\"genai-section\"><strong>Galluoedd a Chyfyngiadau GenAI<\/strong><\/h2>\n<p>Mae offer GenAI yn datblygu&#8217;n gyflym. Mae&#8217;r pwyntiau isod yn adlewyrchu eu galluoedd a\u2019u cyfyngiadau nodweddiadol ar yr adeg yr ysgrifennwyd yr arweiniad hwn a dylid eu dehongli&#8217;n ofalus wrth i offer barhau i esblygu.<\/p>\n<p>Gall offer GenAI gefnogi dysgu mewn sawl ffordd, yn enwedig pan gaiff eu defnyddio i archwilio, cwestiynu a datblygu dealltwriaeth yn hytrach na chynhyrchu gwaith gorffenedig yn unig. Er enghraifft, gall myfyrwyr a staff ddefnyddio GenAI er mwyn:<\/p>\n<ul>\n<li>Cynhyrchu syniadau, cwestiynau neu grynodebau cychwynnol;<\/li>\n<li>Edrych ar bynciau anghyfarwydd neu gael esboniadau amgen;<\/li>\n<li>Crynhoi, ailadrodd neu gymharu cysyniadau;<\/li>\n<li>Profi dealltwriaeth drwy ddeialog, awgrymiadau neu gwestiynau ymarfer;<\/li>\n<li>Helpu gwaith codio, dadfygio neu ddatrys problemau;<\/li>\n<li>Drafftio, ailddrafftio neu strwythuro dadleuon;<\/li>\n<li>Cynhyrchu enghreifftiau, senarios neu esboniadau addysgu.<\/li>\n<\/ul>\n<p>Fel gydag unrhyw ffynhonnell wybodaeth, dylid gwirio, cwestiynu a chyferbynnu ymatebion a gynhyrchir gan AI \u00e2 ffynonellau academaidd, proffesiynol neu ddisgyblaethol dibynadwy.<\/p>\n<h3><strong>Prif gyfyngiadau a risgiau<\/strong><\/h3>\n<p>Mae offer GenAI:<\/p>\n<ul>\n<li>yn cynhyrchu allbynnau ar sail tebygolrwydd, nid gwybodaeth sydd wedi&#8217;i gwirio;<\/li>\n<li>yn gallu cynhyrchu gwybodaeth hyderus ond anghywir (&#8220;rhithwelediadau&#8221;);<\/li>\n<li>yn gallu ffugio cyfeiriadau neu gynrychioli ffynonellau yn anghywir;<\/li>\n<li>yn cynnig barn sydd heb gyd-destun neu ddealltwriaeth o ddisgyblaeth;<\/li>\n<li>yn gallu atgyfnerthu rhagfarn neu eithrio safbwyntiau ymylol;<\/li>\n<li>yn aml yn cynhyrchu allbwn rhugl ond dealltwriaeth arwynebol.<\/li>\n<\/ul>\n<h3><strong>Ystyriaethau academaidd<\/strong><\/h3>\n<p>Mae offer GenAI yn cynnig cyfleoedd o bwys ar gyfer dysgu ac addysgu, yn ogystal \u00e2 heriau pwysig mewn perthynas ag asesu. Mae&#8217;r arweiniad hwn yn amlinellu risgiau allweddol a nodwyd mewn ymchwil ddiweddar ac mae\u2019n tynnu sylw at oblygiadau i ymarfer.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Gall gor-ddibyniaeth atal sgiliau rhag datblygu<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-cy-1\"><p>Mae tystiolaeth sy'n dod i'r amlwg yn awgrymu bod dibynnu\u2019n ormodol ar offer GenAI yn gallu effeithio ar i ba raddau y mae myfyrwyr yn defnyddio\u2019r prosesau gwybyddol sy'n angenrheidiol ar gyfer dysgu, gan gynnwys dadansoddi, cyfosod a datrys problemau. Pan fydd AI yn cyflawni elfennau pwysig o waith academaidd, gallai myfyrwyr osgoi \"ymdrech gynhyrchiol\", a gall hyn gyfyngu ar ddatblygiad arbenigedd disgyblaethol a barn annibynnol.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Ymchwil ategol<\/h3>                <ul>\n<li>Kasneci et al. (2023) Nature Machine Intelligence): Sut y gall defnyddio LLM mewn addysg effeithio ar sgiliau meddwl beirniadol a datrys problemau os ydyn nhw\u2019n disodli prosesau dysgu yn hytrach nag offer sy\u2019n eu cynorthwyo i ddysgu.<\/li>\n<li>Mollick a Mollick (2023\u20132024): Sut y gall GenAI \"ddadlwytho prosesau gwybyddol ar raddfa eang,\" gan leihau cyfleoedd ar gyfer dysgu dwfn os bydd myfyrwyr yn dibynnu ar allbynnau yn anfeirniadol.<\/li>\n<li>Baidoo-Anu ac Owusu Ansah (2023): Sut y gall defnyddio ChatGPT atal dysgwyr rhag caffael sgiliau a meddwl mewn ffyrdd gwreiddiol os ydyn nhw\u2019n dibynnu ar ymatebion a gynhyrchir gan AI yn hytrach na darllen deunydd a\u2019i ddeall.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Prif oblygiad<\/h3>                <p>Dylai\u2019r ffordd y mae dull dysgu yn cael ei ddylunio wneud yn si\u0175r bod myfyrwyr yn cyflawni'r gwaith deallusol yn ddiofyn, a dylai AI gael ei defnyddio i ategu\u2014nid disodli\u2014prosesau gwybyddol craidd<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p>&nbsp;<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Nid yw allbwn a gynhyrchir gan AI yn dystiolaeth ddibynadwy o ddealltwriaeth myfyrwyr<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-cy-2\"><p>Ni ellir tybio bod gwaith a gynhyrchir gan AI yn adlewyrchu dealltwriaeth, rhesymeg neu gyflawniad y myfyriwr ei hun, ac mae hyn yn tanseilio dilysrwydd yr asesiad. O ganlyniad, nid yw'r cynnyrch a gyflwynir ar ei ben ei hun bellach yn ddangosydd dibynadwy o\u2019r hyn sydd wedi\u2019i ddysgu.<\/p>\n<p> \n\n                        <div class=\"alert alert\">        \n            \n            <div class=\"alert-body\">            \n                <h3>Ymchwil Ategol<\/h3>                <ul>\n<li>Mae QAA (2023)\u00a0 yn pwysleisio bod AI yn tarfu ar y berthynas rhwng gwaith myfyrwyr a thystiolaeth o gyrhaeddiad, gan olygu bod angen ailasesu sut mae dysgu yn cael ei dystiolaethu.<\/li>\n<li>Mae Perkins, Roe a MacVaugh (2024) yn dangos bod GenAI yn gallu cynhyrchu allbynnau asesu sy'n bodloni meini prawf pasio heb ddangos dealltwriaeth myfyrwyr.<\/li>\n<li>Mae Sullivan et al. (2023) yn dangos bod addysgwyr yn cael trafferth gwahaniaethu rhwng GenAI mewn gwaith myfyrwyr, gan godi pryderon am ddilysrwydd a chywirdeb tystiolaeth.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Prif oblygiad<\/h3>                <p>Rhaid i asesiadau symud y tu hwnt i allbynnau terfynol i gynnwys tystiolaeth sy'n seiliedig ar broses, fel drafftiau, myfyrdodau, esboniadau llafar, neu berfformiad yn y dosbarth.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Gall defnydd anfeirniadol danseilio uniondeb academaidd a safonau mewn disgyblaeth<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-cy-3\"><p>Gall defnydd anfeirniadol o GenAI danseilio uniondeb academaidd, normau awduriaeth, a dealltwriaeth o ddisgyblaeth benodol. Mae hyn yn ymestyn y tu hwnt i gamymddwyn gan eu fod yn erydu safonau ysgolheigaidd a phroffesiynol.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Ymchwil Ategol<\/h3>                <ul>\n<li>Mae QAA (2023) yn rhybuddio, heb ganllawiau clir, gall defnyddio AI danseilio ymddiriedaeth mewn dyfarniadau academaidd ac uniondeb asesu.<\/li>\n<li>Mae Mollick (2024) yn pwysleisio y dylid trin AI fel offeryn sy\u2019n datgelu ac i\u2019w archwilio\u2019n feirniadol, nid fel awdur anweledig.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Prif oblygiad<\/h3>                <p>Rhaid helpu myfyrwyr i ddefnyddio AI mewn ffyrdd tryloyw, beirniadol, ac sy'n cyd-fynd \u00e2 disgwyliadau yn y ddisgyblaeth.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><\/div>\n \n\n                        <div class=\"alert alert\">        \n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">Pa agweddau ar ddysgu yn eich disgyblaeth gellid eu cefnogi gan GenAI, a ble efallai y bydd dibyniaeth ar AI yn cyfyngu ar ddealltwriaeth ddyfnach neu ddatblygiad sgiliau?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<div id=\"teaching-practice\"><\/div>\n<h2><strong>Defnyddio GenAI mewn Ymarfer Addysgu<\/strong><\/h2>\n<p>Pan gaiff ei defnyddio\u2019n feddylgar, gall GenAI helpu agweddau ar baratoi dulliau addysgu a\u2019r ffordd y mae myfyrwyr yn dysgu, a hynny heb ddisodli arbenigedd academaidd neu farn.<\/p>\n<h3><strong>Enghreifftiau o ddefnydd adeiladol<\/strong><\/h3>\n<p>Gall staff ddewis defnyddio GenAI er mwyn:<\/p>\n<ul>\n<li>cynhyrchu esboniadau neu enghreifftiau amrywiol ar gyfer darlithoedd;<\/li>\n<li>cynhyrchu cwestiynau ymarfer neu weithgareddau ffurfiannol;<\/li>\n<li>drafftio neu fireinio meini prawf a chyfarwyddiadau marcio;<\/li>\n<li>creu awgrymiadau ar gyfer adborth sy&#8217;n helpu myfyrwyr i adolygu;<\/li>\n<li>cynnig esboniadau neu grynodebau amgen i gefnogi hygyrchedd.<\/li>\n<\/ul>\n<h3><strong>Modelu defnydd cyfrifol<\/strong><\/h3>\n<p>Mae arferion da yn cynnwys:<\/p>\n<ul>\n<li>bod yn agored gyda myfyrwyr yngl\u0177n \u00e2 sut a pham rydych chi&#8217;n defnyddio offer AI;<\/li>\n<li>osgoi awtomeiddio prosesau addysgu, marcio neu adborth yn llawn;<\/li>\n<li>adolygu a golygu pob allbwn \u00e2 gynhyrchwyd gyda chymorth AI mewn ffyrdd beirniadol;<\/li>\n<li>fframio AI fel cefnogaeth ar gyfer dysgu, nid fel rhywbeth sy\u2019n meddwl ar eich rhan.<\/li>\n<\/ul>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg data-name=\"Layer 1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 100 96.19\"><title>cu-logo<\/title><rect y=\"49.27\" width=\"100\" height=\"46.92\" style=\"fill:#d73648\"><\/rect><path 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0.4l3,0A1.85,1.85,0,0,1,38,23.22a36.7,36.7,0,0,1-.31-4.9c0.63,0,1.36,0,2,0,0.83,1.31,1.86,2.84,3,4.39,1.77,2.32,4.17,5,7,5a20.5,20.5,0,0,0,2.08-.14C48.48,26.36,44.21,20.78,42.24,17.83Zm-2.93-.66-1.64,0V14.35c0-1.69,0-3.61.14-5.25C38.3,9.05,38.86,9,39.4,9c2.39,0,4.32,1.27,4.32,3.85A4.19,4.19,0,0,1,39.31,17.17Z\" transform=\"translate(0 -1)\" style=\"fill:#fff\"><\/path><rect y=\"46.92\" width=\"100\" height=\"2.35\" style=\"fill:#fff\"><\/rect><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Ymarfer da Prifysgol Caerdydd<\/h3>                <p>Anogir staff i archwilio a chyfrannu enghreifftiau o arfer da i <a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Baddlet Cymuned Dysgu a Dysgu GenAI Caerdydd<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 196 148\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g clip-rule=\"evenodd\"><path d=\"M37.5,-0.5c44,0,88,0,132,0c.283.78913.783,1.455796,1.5,2c.667,44,.667,88,0,132-10.418.987-20.918,1.32-31.5,1c.167-26.669,0-53.3354-.5-80-31.035,30.868-61.8682,61.868-92.5,93-.6667,0-1.3333,0-2,0-6.6307-7.132-13.4641-14.132-20.5-21-.6667-.667-.6667-1.333,0-2C54.8333,93.6667,85.6667,62.8333,116.5,32c-26.6646-.5-53.3313-.6666-80-.5-.3091-10.7483.0242-21.415,1-32Z\" opacity=\"0.967\" clip-rule=\"evenodd\" fill=\"#fefffe\" fill-rule=\"evenodd\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Sylwer<\/h3>                <p class=\"MsoNormal\" style=\"line-height: 15.0pt\"><span lang=\"CY\" style=\"font-size: 10.5pt\">Ni ddylai staff uwchlwytho cyflwyniadau myfyrwyr neu waith adnewyddadwy myfyrwyr i offer GenAI allanol. Pan ddefnyddir gwaith myfyrwyr gyda GenAI, dylid cyfyngu hyn i offer a gymeradwywyd yn sefydliadol fel Microsoft Copilot, yn unol \u00e2 chanllawiau diogelu data a diogelwch gwybodaeth Prifysgol Caerdydd. Gall GenAI helpu staff i fireinio adborth a ysgrifennwyd gan staff drwy wella eglurder, t\u00f4n, strwythur, hygyrchedd a ffocws rhagadborth, ond ni ddylai gynhyrchu adborth yn gyfan gwbl ar ran staff. Staff academaidd sy\u2019n gyfrifol o hyd am benderfyniadau ynghylch graddau, safonau a phenderfyniadau, a rhaid adolygu a golygu unrhyw eiriad sydd wedi cael cymorth AI, a\u2019i roi mewn cyd-destun, cyn ei rannu \u00e2 myfyrwyr.<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">Sut gall myfyrwyr wrthbwyso defnydd cyfrifol neu anfodlon o AG yn awr o fewn eich deunyddiau dysgu, gweithgareddau neu arferion adborth?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<div id=\"assessment-design\"><\/div>\n<h2><strong>GenAI a Dylunio Asesiadau<\/strong><\/h2>\n<p>Mae gan GenAI oblygiadau sylweddol ar gyfer asesu, yn enwedig yng nghyd-destunau gwaith cwrs agored. Yn hytrach na cheisio gwneud asesiadau &#8220;diogel rhag AI&#8221;, dylai&#8217;r pwyslais fod ar alinio \u00e2 deilliannau dysgu, dilysrwydd ac eglurder.<\/p>\n<p>Er mwyn dylunio asesiadau yn effeithiol, rhaid gofyn:<\/p>\n<div style=\"display: flex;gap: 20px;align-items: stretch;flex-wrap: wrap;margin: 25px 0\">\n<p><!-- Card 1 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1;font-size: 1.25rem\">Beth sydd angen cael ei dystio?<\/h3>\n<p>Pa wybodaeth, sgiliau neu farn y mae myfyrwyr i fod i&#8217;w dangos?<\/p>\n<\/div>\n<p><!-- Card 2 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f7fbf6;border-left: 5px solid #2f7d20;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #2f7d20;font-size: 1.25rem\">Sut y caiff dysgu ei ddangos?<\/h3>\n<p>Sut bydd myfyrwyr yn dangos hyn mewn ffordd sy&#8217;n adlewyrchu arferion disgyblaethol?<\/p>\n<\/div>\n<p><!-- Card 3 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f9f6fb;border-left: 5px solid #6b5478;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #6b5478;font-size: 1.25rem\">Pa r\u00f4l y gallai GenAI ei chwarae?<\/h3>\n<p>Sut gallai GenAI gefnogi dysgu mewn ffyrdd ystyrlon, a sut gallai ei danseilio?<\/p>\n<\/div>\n<\/div>\n<h3><strong>Dewislen Cynllunio Asesiadau: Ystyriaethau GenAI yn \u00f4l math o asesiad<\/strong><\/h3>\n<p>Mae penderfyniadau ynghylch defnyddio GenAI yn fwyaf effeithiol pan ystyrir y rhain yn gydlynol ar lefel rhaglen, yn hytrach nag yn annibynnol ar gyfer pob modiwl neu asesiad. Dylai staff ddechrau drwy adolygu&#8217;r deilliannau dysgu i\u2019w hasesu, cyn ystyried pa ddulliau asesu sydd orau er mwyn galluogi myfyrwyr i ddangos tystiolaeth o&#8217;r deilliannau hynny, gan gynnwys sut caiff risgiau o gamymddwyn neu ddefnyddio AI anfoesegol eu rheoli. Mae&#8217;r <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/crynodeb-o-ddulliau-asesu\/\">Compendiwm Asesu<\/a> yn cynnwys enghreifftiau o ddulliau asesu cyffredin a ddefnyddir yng Nghaerdydd a gall helpu staff i nodi dulliau a nodweddion dylunio addas.<\/p>\n<p>Ar gyfer pob asesiad, anogir staff i ystyried:<\/p>\n<ul>\n<li>Pa ddeilliannau dysgu, dealltwriaeth, sgiliau neu farn y bwriedir i&#8217;r asesiad roi tystiolaeth ohonyn nhw;<\/li>\n<li>Pa ddulliau asesu neu nodweddion dylunio sy&#8217;n galluogi&#8217;r ffyrdd gorau o asesu\u2019r deilliannau hynny;<\/li>\n<li>Pa risgiau i ddilysrwydd, uniondeb neu gydraddoldeb sydd angen eu hystyried, gan gynnwys defnydd anfoesegol neu heb ei ddatgan o GenAI;<\/li>\n<li>Sut y bydd disgwyliadau ynghylch defnyddio GenAI, cydnabyddiaeth a thystiolaeth o ddysgu yn cael eu cyfathrebu i fyfyrwyr;<\/li>\n<li>Os yw GenAI ar gael neu\u2019n cael ei ganiat\u00e1u, sut y bydd yr asesiad yn rhoi tystiolaeth o ddysgu y tu hwnt i&#8217;r allbwn terfynol caboledig.<\/li>\n<\/ul>\n<p>Os yn bosibl, dylid trafod disgwyliadau ynghylch defnyddio GenAI a\u2019u halinio ar lefel y rhaglen. Mae hyn yn helpu myfyrwyr i ddeall sut mae gwahanol asesiadau yn datblygu sgiliau cyflenwol a pham y gall disgwyliadau amrywio ar draws modiwlau, yn hytrach na dod ar draws rheolau sy&#8217;n anghyson yn \u00f4l pob golwg.<\/p>\n<p>&nbsp;<\/p>\n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">Pa ganlyniadau dysgu yn eich modiwl sydd angen i fyfyrwyr ddangos gwybodaeth, sgiliau neu farn annibynnol, a sut mae\u2019r tystiolaeth honno\u2019n cael ei chynhyrchu ar hyn o bryd?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<div id=\"supporting-students\"><\/div>\n<h2><strong>Cefnogi Myfyrwyr wrth Ddefnyddio GenAI<\/strong><\/h2>\n<p>Mae myfyrwyr yn debygol o ddefnyddio offer GenAI p\u2019un a ydyn nhw\u2019n cael eu trafod yn benodol ai peidio. Mae canllawiau clir a chyson yn cefnogi uniondeb academaidd, cynhwysiant yn ogystal \u00e2 datblygu galluedd digidol.<\/p>\n<h3><strong>Pwyntiau siarad i staff<\/strong><\/h3>\n<p>Wrth drafod GenAI gyda myfyrwyr, ystyriwch:<\/p>\n<ul>\n<li>esbonio a yw asesiad mewn cyd-destun diogel neu agored, a pham;<\/li>\n<li>bod yn glir ynghylch pa ffyrdd o ddefnyddio GenAI sy&#8217;n addas\/a argymhellir\/a awgrymir ar gyfer y dasg.<\/li>\n<li>amlygu pwysigrwydd gwerthuso beirniadol o allbwn AI;<\/li>\n<li>atgyfnerthu y dylai GenAI gefnogi, nid disodli, dulliau dysgu a meddwl.<\/li>\n<\/ul>\n<p>Lle bo&#8217;n briodol, dylid adlewyrchu disgwyliadau mewn:<\/p>\n<ul>\n<li>briffiau asesu;<\/li>\n<li>meini prawf marcio;<\/li>\n<li>enghreifftiau sydd wedi&#8217;u rhoi ar waith;<\/li>\n<li>gweithgareddau addysgu a dysgu.<\/li>\n<\/ul>\n<p>Yn y rhan fwyaf o achosion, dylid annog myfyrwyr i gyfeirio at ffynonellau gwreiddiol yn hytrach na&#8217;r offeryn AI ei hun. Dylai disgwyliadau ynghylch cydnabyddiaeth fod yn gymesur a chyd-fynd \u00e2 phwrpas yr asesiad.<\/p>\n<p>Mae <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/students\/study\/skills-for-success\/digital-skills\/using-artificial-intelligence\">canllawiau i fyfyrwyr ar ddefnyddio GenAI<\/a> ar gael ar fewnrwyd Prifysgol Caerdydd a dylid cyfeirio at y rhain yn gyson.<\/p>\n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">A yw myfyrwyr yn debygol o ddeall pa ffurfiau o ddefnyddio GenAI sy'n briodol ar gyfer eich asesiadau, ac ym mha le y gallai eglurhad pellach fod yn ddefnyddiol?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<div id=\"support\"><\/div>\n<h2><strong>Nodiadau Atgoffa Cyflym a Rhagor o Gefnogaeth<\/strong><\/h2>\n<h3><strong>Pwyntiau allweddol i\u2019w cadw mewn cof<\/strong><\/h3>\n<div style=\"background: #f7fbf6;border-left: 5px solid #2f7d20;padding: 22px;border-radius: 4px;margin: 25px 0\">\n<ul style=\"padding-left: 0;margin: 0;line-height: 1.7\">\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Peidiwch \u00e2 defnyddio iaith negyddol neu s\u00f4n am gosbi wrth drafod AI; mae ofn yn lleihau tryloywder.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Byddwch yn glir gyda myfyrwyr ynghylch disgwyliadau a rhesymeg.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Dyluniwch asesiadau sy\u2019n seiliedig ar ddeilliannau dysgu, nid osgoi offer.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Ceisiwch eu hannog i ddefnyddio AI mewn modd beirniadol yn hytrach na\u2019i wahardd.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 0\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Edrychwch eto ar ddulliau a\u2019u mireinio dros amser yn seiliedig ar brofiadau myfyrwyr a datblygiadau technolegol pellach.<\/li>\n<\/ul>\n<\/div>\n<p>Os nad ydych yn si\u0175r sut mae GenAI yn croesi \u00e2&#8217;ch asesiad neu gyd-destun addysgu, gall Academy Dysgu ac Addysgu (LTAademy@cardiff.ac.uk) eich cynorthwyo gyda sgyrsiau ar lefel rhaglen, dylunio asesiadau, a chyngor addysg ddigidol.<\/p>\n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Tasg Adleisio<\/h3>                <div style=\"color: #000000;font-size: 14px;line-height: 20px\">Pa un newid allech chi ei wneud i'ch arfer addysgu neu asesu eleni a fyddai'n gwella tryloywder o ran GenAI?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<h2><strong>Ble nesaf?<\/strong><\/h2>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cymuned Dysgu a Addysgu GenAI Caerdydd<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-cy-1\"><p>Anogir staff i archwilio a chyfrannu enghreifftiau o arfer da i <a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Baddlet Cymuned Dysgu a Dysgu GenAI Caerdydd<\/a>.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Canllaw Prifysgol Caerdydd<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-cy-2\"><ul>\n<li><a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/artificial-intelligence-ai-in-education\/current-guidance-on-artificial-intelligence\">Canllawiau AI sefydliadol Prifysgol Caerdydd<\/a>.<\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/assessment-compendium\/\">Crynodeb o Ddulliau Asesu<\/a>.<\/li>\n<\/ul>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyrsiau Argymelledig<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-cy-3\"><ul>\n<li>Cwrs FutureLearn: <a href=\"https:\/\/www.futurelearn.com\/courses\/ai-in-education\">Kings College London, AI in Education<\/a>.<\/li>\n<\/ul>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-cy-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfeirnodau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-cy-4\"><p>Baidoo-Anu, D. ac Owusu Ansah, L. (2023) \u2018Education in the era of generative AI\u2019, <em>Education and Information Technologies<\/em>.<\/p>\n<p>Kasneci, E. et al. (2023) \u2018ChatGPT for good? On opportunities and challenges of LLMs for education', Nature Machine Intelligence.<\/p>\n<p>Mollick, E. (2024) Co-Intelligence: Living and Working with AI.<\/p>\n<p>Perkins, M., Roe, J. a MacVaugh, J. (2024) \u2018Generative AI and assessment validity in higher education\u2019.<\/p>\n<p>QAA (2023) Cynnal ansawdd a safonau yn oes ChatGPT: Cyngor QAA ar y cyfleoedd a\u2019r heriau a gyflwynir gan Ddealltwriaeth Artiffisial Cynhyrchiol, <a href=\"https:\/\/www.qaa.ac.uk\/docs\/qaa\/members\/maintaining-quality-and-standards-in-the-chatgpt-era.pdf?sfvrsn=2408aa81_10\">Maintaining quality and standards in the ChatGPT era: QAA advice on the opportunities and challenges posed by Generative Artificial Intelligence<\/a><\/p>\n<p>Sullivan, M. et al. (2023) \u2018ChatGPT in higher education: Considerations for assessment\u2019, Asesu a Gwerthuso ym maes Addysg Uwch.<\/p>\n<\/div> <\/div><\/div>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\">\u2191 Yn \u00f4l i&#8217;r top <\/a><\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"Diben y dudalen hon: Canllaw ysgafn a phrydlon i staff Prifysgol Caerdydd ar sut y gellir mynd i'r afael \u00e2 GenAI mewn dysgu, addysgu a gwerthuso \u2013 yn enwedig wrth [&hellip;]","protected":false},"author":9706,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-10293","page","type-page","status-publish","hentry"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10293","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/9706"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=10293"}],"version-history":[{"count":17,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10293\/revisions"}],"predecessor-version":[{"id":10341,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10293\/revisions\/10341"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=10293"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=10293"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=10293"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}