Our Students’ Humanity Is Worth Protecting: An Argument for GenAI Refusal
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....
Critical Thinking with AI Mode #31: Chocolate Memory
We reason about a a study showing chocolate improves memory.
S.E.C.U.R.E. GenAI Use Framework for Staff
Guiding university staff in making informed decisions about using GenAI software.
The Moral Hazards Of AI Are Closer Than You Realize
We're walking on a knife edge
Blocking AI agents from completing work in LMSes
The Hallucinating Machines We Can't Live Without
An Algorithm Brought You To This Anti-Algorithm Essay
University students feel ‘anxious, confused and distrustful’ about AI in the classroom and among their peers
Whether students and faculty are actively using AI or not, it is having significant interpersonal, emotional effects on learning and trust in the classroom.
“AI Models Don’t Understand, They Just Predict” – improving learning
How Students felt about AI - The Broken Copier
Students shared how they felt about AI usage—for students and adults alike
Partly Cloudy with a Chance of Chatbots – Agile Learning
Guides
Centre for Research in Assessment and Digital Learning
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.
OpenAI’s Sora Is Plagued by Sexist, Racist, and Ableist Biases
WIRED tested the popular AI video generator from OpenAI and found that it amplifies sexist stereotypes and ableist tropes, perpetuating the same biases already present in AI image tools.
Saying No to Generative AI – Cate Denial
Google Researchers Publish Paper About How AI Is Ruining the Internet
Google researchers have come out with a new paper that warns that generative AI is ruining vast swaths of the internet with fake content.
To Best Serve Students, Schools Shouldn’t Try to Block Generative AI, or Use Faulty AI Detection Tools
Generative AI gained widespread attention earlier this year, but one group has had to reckon with it more quickly than most: educators. Teachers and school administrators have struggled with two big questions: should the use of generative AI be banned? And should a school implement new tools to detect when students have used generative AI? EFF believes the answer to both of these questions is no.