AI

Preparing students for the future means thinking deeply about the questions new technologies raise.

The Results Part 2: Selecting an Instructional Strategy

I’ve been talking about this for about a year on Twitter. That I am not as concerned about students “plagiarizing” by using AI, I’m more concerned that text-based AI (just l…

Collecting up my recent writings on a complex topic.

Don’t Think You Can Create Your Own Chatbot? You Can! WHAT IS A CHATBOT? A chatbot is a software application designed to simulate conversation with human users, often via text or voice interactions, to provide information, assistance, or entertainment based on programmed responses or artificial...

Adam Sparks is a Nebraska-based educator that taught English and Social Studies for 7 years before recently finishing his master's in Learning Design and

Jason Lodge discusses assessment reform for the age of artificial intelligence on episode 528 of the Teaching in Higher Ed podcast

The AI Assessment Scale has already been adapted in many different contexts, both K-12 and higher education, and it’s been incredibly positive to see the impact that it has had in education a…

We polled several higher ed students to find out how they are experimenting with generative AI tools like ChatGPT for learning. Discover what they think about the benefits, challenges, and diverse ways AI is reshaping the classroom.

AI literacy is essential for navigating the rapidly evolving landscape of generative AI (GenAI). We have framed our approach around three fundamental areas—Terms, Tools, and Tasks— to create a comprehensive approach to understanding and applying GenAI effectively. This competency requires you to develop an understanding of GenAI processes and outputs, recognising the capabilities and limitations […]

In January 2023, I wrote a post titled Practical Strategies for ChatGPT in Education. At the time, ChatGPT had just been released, and educators were grappling with its implications. The post outli…

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.

Large Language Models like ChatGPT are praised as potential saviours or threats to education. While they promise personalised learning and assistance, their limitations are evident. Without a deep …

If your assignment allows use of AI and you choose to use it, describe how you interacted with it, and include it in your list of citations.

One of the most powerful tools we have in curbing AI misuse and shaping its ethical adoption is also one we struggle with employing. Talking with students is harder now than it was before the pandemic. Talking with one another is likewise strained with increasing political tension. And, yet, the power of a persuasive conversation can be a far more powerful tool than any AI detector. Indeed, many of us forget as we’ve aged just how formative some of the earliest discussions we’ve had with teachers shaping how we learn. I’m willing to wager that a conversation has more power in shaping the trajectory of AI adoption among certain groups than any tech marketing.

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.

Former SNHU President Paul LeBlanc and others discuss why institutions must embrace AI to reestablish the relevance of higher education.

The professors call their approach “restrained generative AI,” and they’ve already built a prototype software tool that is being piloted in 10 courses at the university this semester.

The AI avatars—which can look like students’ professors—are intended to answer course questions 24-7.

An experiment, demo & prompt for you to try