Artificial Intelligence in Teaching & Learning

Looking to support student understanding of Academic Integrity? Have your students complete the Academic Integrity Course, take the quiz, and earn a digital badge!

The self-registration course takes 45 minutes to compete and is supported by librarians at integrity@camosun.ca -- no extra work for faculty! Course content includes:

• Gen-AI tools and academic integrity
• Indigenous academic integrity
• Culture and academic integrity
• Examples of misconduct

Registration instructions

While artificial intelligence tools may be relatively new, the practices that we can use to promote academic integrity are the same.

1. Awareness of academic integrity. Why is academic integrity important to you? Why should it be important to students? These are conversations worth having. You can also ask your students to complete the Camosun Library's Academic Integrity D2L Course.
2. Transparency in assessment. Communicate with students so they know how and why they are being assessed and why this is important for their learning. Provide marking rubrics in advance so that students can see and ask questions about how they are being evaluated.
3. Alignment in assessment. Ensure that assessments are aligned with the content and activities used in the course.
4. Feedback and learning support. Quality and timely feedback helps students learn what they need to succeed. You can also let students know about other supports available to them such as:
   • Library (e.g., research guides, citation guides, Ask a Librarian)
   • Writing Centre & Learning Skills (e.g., learning success guides, workshops, consultations)
   • Centre for Accessible Learning (academic accommodations and related services)

In her 2021 book Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity, Dr. Sarah Eaton, a leading researcher in the field of academic integrity, introduces the idea of a "postplagiarism world" characterized by six tenets which she describes here and which are illustrated in the graphic below.

Are we already in a post-plagiarism world? Maybe not, but the suggestion is provocative. The power dynamics and tools which traditionally have been used to discourage plagiarism and other forms of cheating (surveillance, invigilation, text-matching software) are either breaking down or being rendered useless in a technological arms race. What does that mean for us as educators? What does academic integrity look like in our disciplines in a world where students have powerful artificial intelligence tools sitting at their fingertips?

Artificial intelligence presents new challenges for our collective understanding of academic integrity. Is ChatGPT a "source"? Can it be cited like other resources? Or is it a tool? If we use it in a similar way to how we use search engines, spell check, or text prediction in an email, is that plagiarism? The answers to these questions may not be straightforward.

Graphic: Matt Miller, Ditch That Textbook, 2023

AI detection tools may seem like a logical response to concerns about illicit use of AI in student assignments. However, emerging research suggests AI detectors are generally unreliable and may actually do more harm than good.

Current detectors are clearly unreliable and easily gamed, which means we should be very cautious about using them as a solution to the AI cheating problem.

- James Zou, machine learning scholar at Stanford University

Do AI-detection tools work? In short, not really. Evidence that such tools actually work is scant. See, for example, Sadasivan et al., 2023. In April 2023, the University of British Columbia decided not to enable Turnitin's AI-detection feature. You can read about their reasons here. Other institutions have since chosen to remove this feature from their Turnitin license. At the same time, false accusations against students have the potential to cause serious harm. Eaton (May 6, 2023) recommends four ethical principles for detecting AI-generated text in student work:

1. Check institutional policies. Camosun does not currently have a policy governing AI-use. However, several other policies may be relevant. The Academic Integrity Policy covers many student behaviours which might include the use of artificial intelligence, e.g., fraud, misrepresentation, plagiarism, etc. In British Columbia, we are also bound by the Freedom of Information and Protection of Privacy Act. If you plan to use an AI-detection tool, it is imperative that you check whether or not it is legal to use and if so, what precautions need to be taken. Check the privacy policy of the tool to see what it says about its collection of personal information and intellectual property rights.
2. Check with your department. Are AI-detection tools recommended? Is there one that your colleagues are using?
3. Share in your syllabus. If you plan to use an AI-detection tool, make sure this is communicated in the course syllabus.
4. Talk to students. Be open and transparent with students about your concerns. If you are planning to use an AI-detection tool, let students know how they will be affected.

Before adopting any technological tool, it is worth first reviewing key considerations for adopting new educational technology. You can also ask to setup a consultation with an eLearning Instructional Designer.