academic articles

There is a deep disorder in the discourse of generative artificial intelligence (AI). When AI seems to make things up or distort reality — adding extra fingers

Generative AI (GenAI) has gained attention as a new feedback source in education because it can generate human-like text. However, its use in feedback lacks a strong pedagogical framework, which is...

Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance, and flexible education. It is published by International Council for Open and Distance Education - ICDE Web of Science (ESCI) Impact Factor for 2023 is 0,9; ranked 457 out of 759 in Education and Educational Sciences in Q3. Facts and Figures: 2024 article acceptance rate is 33%, rejection rate is 67% (13% desk rejections - 54% rejections after review). While the number of days for acceptance is 44, the number of days for rejection is 16.

The purpose of this article is to explore theoretical and practical considerations for decolonizing academic integrity. I explore values associated with academic integrity, including both Western a...

In this article I explore the concept of postplagiarism, loosely defined as an era in human society and culture in which advanced technologies such as artificial intelligence and neurotechnology, including brain-computer interfaces (BCIs), become a normal part of life, including how we teach, learn, communicate, and interact on a daily basis. Ethics and integrity are intensely important in the postplagiarism era when technology cannot be decoupled from everyday life. I argue that it might be reasonable to assume that when commercialized neuro-educational technology is readily available in a form that is implantable/ingestible/embeddable and invisible then academic integrity arms race will be over, as detection will be an exercise in futility.In a postplagiarism era, humans are compelled to grapple with questions about ethics and integrity for a socially just world at a time when advanced technology cannot be unbundled from education or everyday life. I conclude with a call to action for transdisciplinary research to better understand ethical implications of advanced technologies in education, emphasizing that such research can be considered pre-emptive, rather than speculative. The ethical implications of ubiquitous artificial intelligence and neurotechnology (e.g., BCIs) in education are important at a global scale as we prepare today’s students for academic and lifelong success.

The topics of equity, diversity, inclusion, decolonization, and Indigenization have been neglected in academic and research integrity. In this article, I offer examples of how these issues are being addressed and argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities. I point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language. I conclude with concrete recommendations for action.

This study explores how discussing metaphors for AI can help build awareness of the frames that shape our understanding of AI systems, particularly large language models (LLMs) like ChatGPT. Given the pressing need to teach "critical AI literacy", discussion of metaphor provides an opportunity for inquiry and dialogue with space for nuance, playfulness, and critique. Using a collaborative autoethnographic methodology, we analyzed metaphors from a range of sources, and reflected on them individually according to seven questions, then met and discussed our interpretations. We then analyzed how our reflections contributed to the three kinds of literacies delineated in Selber's multiliteracies framework: functional, critical, and rhetorical. These allowed us to analyze questions of ethics, equity, and accessibility in relation to AI. We explored each metaphor along the dimension of whether or not it was promoting anthropomorphizing, and to what extent such metaphors imply that AI is sentient. Our findings highlight the role of metaphor reflection in fostering a nuanced understanding of AI, suggesting that our collaborative autoethnographic approach as well as the heuristic model of plotting AI metaphors on dimensions of anthropomorphism and multiliteracies, might be useful for educators and researchers in the pursuit of advancing critical AI literacy.

The emergence of ChatGPT and its ability to imitate student work has precipitated a crisis in education. Responses range from practical efforts to detect or prevent ChatGPT use to existential reflection about learning and assessment. However, the

Advances in large language model (LLM) technology enable chatbots to generate and analyze content for our work. Generative chatbots do this work by ‘predicting’

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change. We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.