Category: academic integrity

  • How Students Can Use AI Without Violating Academic Integrity – Sovorel

    How Students Can Use AI Without Violating Academic Integrity – Sovorel

    For all of us in academia that are now working on properly developing AI Literacy within ourselves so as to then be able to develop AI Literacy within our students, we must ask ourselves how have we directly developed students to properly use AI in an ethical matter without violating academic integrity. We must ensure that we are taking all the necessary steps to set students up for success in multiple ways: Freshman orientation, school assemblies, posters, class discussions/activities, etc. all to help students understands that there are different ways of using AI and that its use is appropriate at times and not appropriate at other times.

    The associated Infographic has been designed to directly help students in understanding how to use AI in a proper manner and specifically in a way that will not violate academic integrity. For a full and detailed explanation of this infographic, please check out the associated video:

    AI Literacy is a necessity now. Students are already using AI. We in academia must ensure that they know not only how to use AI, but to use it effectively and ethically. Please use this infographic, please share this infographic with as many students and academics as possible so that we can help as many students as possible.

    What are your thoughts? What would you add to help students even more?

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  • desperately in need of redefinition in the age of generative AI. – Sijen

    desperately in need of redefinition in the age of generative AI. – Sijen

    The vernacular definition of plagiarism is often “passing off someone else’s work as your own” or more fully, in the University of Oxford maternal guidance, “Presenting work or ideas from another source as your own, with or without consent of the original author, by incorporating it into your work without full acknowledgement.” This later definition works better in the current climate in which generative AI assistants are being rolled out across many word-processing tools. When a student can start a prompt and have the system, rather than another individual, write paragraphs, there is an urgent need to redefine academic integrity.

    If they are not your own thoughts committed to text, where did they come from? Any thoughts that are not your own need to be attributed. Generative AI applications are already being used in the way that previous generations have made use of Wikipedia, as a source of initial ‘research’, clarification, definitions, and for the more diligent perhaps for sources. In the early days of Wikipedia I saw digitally illiterate students copy and paste wholesale blocks of text from the website straight into their submissions, often with removing hyperlinks! The character of wikipedia as a source has evolved. We need to engage in an open conversation with students, and between ourselves, about the nature of the purpose of any writing task assigned to a student. We need to quickly move students beyond the unreferenced Chatbots into structured and referenced generative AI tools and deploy what we have learnt about Wikipedia. Students need to differentiate between their own thoughts and triangulate everything else before citing and referencing it.

    Image: Midjourney 12/06/23


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