We would appreciate your help in this regard; if you come across resources that you think Maynooth University colleagues and students might be interested in please forward them to us at alison.m.farrell@mu.ie
ChatGPT, Academic Integrity, and Teaching, Learning and Assessment
- a brief overview to prompt discussion'. Short Insight Document which provides an overview of ChatGPT including what it is, why we might be concerned, pedagogical opportunities, and what we might do to respond to this and similar technologies. Source: Maynooth University (Ireland).
‘Chat GPT and Education’. Slide deck which provides an overview of ChatGPT and education. It considers ‘What is ChatGPT? What do you need to know about ChatGPT? What can ChatGPT do? What can ChatGPT NOT do? (yet) What can Educators do?’ It also includes a list of additional resources. Source: Trust, T., University of Massachusetts Amherst (US).
Toolkit for the Ethical Use of Generative Artificial Intelligence in Learning & Teaching
Short guide for staff designed to help them to 'consider the ethical integration of GenAI into their learning and teaching practices'. Source: University College Cork.
'NTUTORR Masterclasses - Academic Integrity'. Two recordings of masterclasses given by Sarah Elaine Eaton and Kane Murdoch. Source: NTUTORR - MTU.
The Plagiarism Spectrum. Short guide. 'The Plagiarism Spectrum identifies 10 types of plagiarism based on findings from a worldwide survey of nearly 900 secondary and higher education instructors.' Source: Turnitin
Learning, Teaching and Leadership. Blog by Sarah Elain Eaton with research-informed commentary on plagiarism, academic integrity and ethics. Source: Sarah Elaine Eaton, University of Calgary, Canada.
‘Ten Facts About ChatGPT’. Short overview of ChatGPT explaining what it is, how it works, some of its limitations, and concerns educators might have around ChatGPT including those associated with academic misconduct. Source: Contact North|Contact Nord (Canada)
Four lessons from ChatGPT: Challenges and opportunities for educators. Blog post summarising ChatGPT in the news and discussing four lessons from ChatGPT to date. Source: Centre for Teaching and Learning, University of Oxford (UK).
Assessment and genAI. Short research informed insight on the topics of 'Enacting principles of good assessment design, in a world of genAI' and 'Adapting current assessment practices to account for genAI'. Source: CRADLE, Deakin University (Australia).
'101 creative ideas to use AI in education, A crowdsourced collection'. User friendly guide with short descriptions of 101 ways of using AI in education. Source: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. CC-BY-NC-SA 4.0.
The Use of AI-Detection Tools in the Assessment of Student Work. Short opinion piece on the use of detection tools to identify text writing by genAI including a one-page overview on the topic of 'Ethical Principles for the Detecting AI-Generated Text in Student Work'. Source: Sarah Elaine Eaton, University of Calgary (Canada).
Artificial intelligence tools and their responsible use in higher education learning and teaching’. Short position paper where the EUA’s the Learning and Teaching Steering Committee shares some key considerations regarding AI tools for European universities. Source: European University Association.
‘The rise of artificial intelligence software and potential risks for academic integrity: A QAA briefing paper for higher education providers’. Short paper which ‘[outlines] what [AI] software tools are and their potential implications for academic standards, as well as suggesting a selection of practices providers can adopt to support academic integrity’. Source: Quality Assurance Agency for Higher Education – QAA (UK).
‘Chat GPT and Artificial Intelligence Tools’. Short guide which outlines what ChatGPT is and can do, provides guidance around talking to students about AI and includes some suggestions around designing effective assignments. Source: Georgetown University (US).
‘Update Your Course Syllabus for ChatGPT’. Blog post which offers practical, advice written in an accessible manner around ‘easy to implement suggestions that will help [colleagues] prepare for the upcoming semester’ in light of ChatGPT. Source: Watkins, R., George Washington University (US).
‘Artificial Intelligence, Generated Text and Academic Integrity: Navigating the Ethics of AI in Academia’. Blog post which considers ‘the ethics behind the student use of ChatGPT and other similar systems. With wider world use of AI technology, should the use of AI be considered academic misconduct, or simply as a helpful tool for learning and assessment?’ Source: Lancaster, T. Imperial College London (UK).
‘Acknowledging the use of generative artificial intelligence’. Student guide of recommendations about how ‘to acknowledge the use of generative artificial intelligence in academic work’. Source: Monash University (Australia).
Using Artificial intelligence. Student guide including information on what AI is, AI’s reliability, and tips for using AI ethically and responsibly in university. Source: Monash University (Australia).
‘Perspectives on the use of ChatGPT for PGCert courses’. Blog post based on Padlet posts and professional conversations between international colleagues (including Staff and Educational Development Association (SEDA) colleagues) on the use of ChatGPT for PGCert courses. Source: SEDA (UK) and international colleagues.
Sarah’s Thoughts: Artificial Intelligence and Academic Integrity’. Visual of Sarah Eaton’s high level thoughts on artificial intelligence and academic integrity.
Teaching and Learning with Artificial Intelligence Apps Short guide on teaching and learning with AI apps organised under three headings of Engage, Explain and Explore. Source: Eaton and Anselmo, University of Calgary (Canada). Plagiarism Past, Present, Future. Implications for assessment Slide deck considering ChatGPT and plagiarism in the context of learning. The deck includes an overview of how transformer AI systems work, what they can’t do, how their use in an essay might be detected and what the future might hold. Source: Sharples, M., Institute of Educational Technology, The Open University (UK).
AI Text Generators. Sources to Stimulate Discussion among Teachers’. Comprehensive shared Google doc including links to range of articles on the topic of ChapGPT and the possible implications for higher education writing assignments, using text generators for pedagogical purposes, sample policy statements about text generators, audio and video resources. Source: curated by Anna Mills for the Writing Across the Curriculum (WAC) Clearinghouse, Colorado State University (US)
‘What to do about AI text generators? Next steps for educators.’ Recording of webinar hosted by NAIN and QQI with Anna Mills, College of Marin. The webinar works provides a background on AI text generators, explores academic integrity considerations and how to respond, and provides links to a range of resources on this topic. Also see https://www.annarmills.com Source: Anna Mills, QQI and NAIN.
‘Robot-generated submissions’. Blog post reflecting on ChatGPT and similar technology which includes possible ways for HE colleagues to respond to the existence of AI text generators. Source: Forsyth, R,. Lund University (Sweden).
‘Playing with ChatGPT: now I’m scared (a little)’. Blog post on the experience of experimenting with ChatGPT with examples from interaction with the technology. Source: Bates, T., Contact North | Contact Nord (Canada).
‘Ways to change the world with Chatbot GPT’. Podcast between Krishnan Guru-Murthy (presenter of ‘Ways to Change the World’) and ChatGPT where it explains what it is, how it works, its reliability or otherwise, fears about AI, ideas about the future of AI, bias in AI, wishes regarding how to change the world, the possibility of AI developing empathy. Source: Guru-Murthy and ChatGPT, ‘Ways to Change the World’ podcast, Channel 4 (UK).
European Network for Academic Integrity. Monthly webinars resume on 8 September 2023.
The following workshops will take place in March and April 2024
Exploring Pedagogical Possibilities with GenAI | Online workshop | Wednesday, March 20th, 12.00 - 13.00
Access Recording Here
GenAI – Current Status and Developments | Online workshop | Wednesday, March 27th, 12.00 – 13.00 | Register here
Sharing practice in T&L and GenAI Part 1: Open Mic! How I use GenAI in teaching, learning and assessment |in-person workshop | SE229 School of Education | Thursday, April 11th, 12.00 - 13.00 | Register here
Sharing practice in T&L and GenAI Part 2: Presentations from Strand 1 AI T&L Fellows 2023-24 | in-person workshop | SE229 School of Education | Friday, April 19th, 11.30 – 13.00 | Register here
GenAI, Writing and Assessment |in-person workshop| SE229 School of Education| Wednesday, April 24th, 11.00 – 13.00 | Register here
