Time, emotions and moral judgements: how university students position GenAI within their study
The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....
Where does human thinking end and AI begin? An AI authorship protocol aims to show the difference
Students – and all manner of professionals – are tempted to outsource their thinking to AI, which threatens to undermine learning and credibility. A philosophy professor offers a solution.
AI-text-detectors can be evaded using simple tricks in academic writing, as repeatedly shown by folks like Dr Mike Perkins and Dr Mark A.
AI-text-detectors can be evaded using simple tricks in academic writing, as repeatedly shown by folks like Dr Mike Perkins and Dr Mark A. Bassett. Advice for how to do this is abundant on YouTube, in videos aimed at students, viewed millions of times. Some videos are about how to ‘cheat’, but others have more positive titles like ‘how to study with AI’.
Is there any point trying to stop students using AI to write essays? Or even any value to using asynchronous written essays as summative assessments?
New paper from the great Tomas Foltynek and some bloke called Phil Newton
https://rdcu.be/eKCko
So, what do the data tell us? Many, but not all, students use AI, and it’s getting more common. Students are ambivalent about AI and get mixed messages from professors and institutions. Students think institutions should incorporate AI more, but they are wary of having it replace teaching. And AI use can facilitate learning but also seriously harm learning if it’s not carefully and intentionally implemented. We need to keep these conclusions in mind, and keep an eye on what further research will tell us, as AI continues its relentless march into our classrooms.”
A scoping review on how generative artificial intelligence transforms assessment in higher education - International Journal of Educational Technology in Higher Education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.
