دراسة التوصيات المتعلقة باستخدام الذكاء الاصطناعي بنزاهة من منظور التعليم والتعلم

Anson, C. M. (2022). AI-based text generation and the social construction of “fraudulent authorship”: A revisitation. Composition Studies, 50(1), 37-46.

Australian Academic Integrity Network (AAIN). (2023). AAIN generative artificial intelligence guidelines. https://www.teqsa.gov.au/sites/default/files/2023-04/aain-generative-ai-guidelines.pdf

Bearman, M., & Luckin, R. (2020). Preparing university assessment for a world with AI: Tasks for human intelligence. In M. Bearman, P. Dawson, R. Ajjawi, J. Tai & D. Boud (Eds.), Re-imagining university assessment in a digital world (pp. 49-63). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-030-41956-1

Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. Jossey-Bass.

Bertram Gallant, T. (2016). Systems approach to going forward. In T. Bretag (Ed.), Handbook of academic integrity (1st ed., pp. 975–977). Springer. https://doi.org/10.1007/978-981-287-098-8

Brake, J. (2022). Education in the world of ChatGPT. The Absent-Minded Professor https://joshbrake.substack.com/p/education-in-the-world-of-chatgpt?utm_source=direct&utm_campaign=post&utm_medium=web

Bretag, T. (2013). Short-cut students: Fostering academic integrity in students. In Transparency International, Global Corruption Report: Education. https://doi.org/10.4324/9780203109816

Bretag, T. (2016). Defining academic integrity: International perspectives - Introduction. In T. Bretag (Ed.), Handbook of academic integrity (1st ed., pp. 3–6). Springer. https://doi.org/10.1007/978-981-287-098-8

Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5-15. https://doi.org/10.2307/1174755.

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. https://files.eric.ed.gov/fulltext/ED326149.pdf

Canadian Center for Cybersecurity. (2023). Generative artificial intelligence (AI) - ITSAP.00.041. Government of Canada. https://www.cyber.gc.ca/en/guidance/generative-artificial-intelligence-ai-itsap00041

Delisio, L. A., & Butaky, C. A. (2019). UDL and assistive technology: Utilizing technology beyond mere accessibility. In W. W. Murawski & K. L. Scott (Eds.), What really works with Universal Design for Learning (pp. 157-172). Corwin.

Dignum, V. (2021). The role and challenges of education for responsible AI. London Review of Education, 19(1), 1-11. https://doi.org/10.14324/LRE.19.1.01

Eaton, S. E. (2020a). Understanding academic integrity from a teaching and learning perspective: Engaging with the 4M framework. http://hdl.handle.net/1880/112435

Eaton, S. E. (2020b). Academic integrity: A systems approach to address contract cheating / Integridad Académica: Un enfoque de sistemas para enfrentar la compraventa de trabajo académico [Conference Paper]. Eighth Congress on Academic Integrity, Monterrey, Mexico [online]. https://prism.ucalgary.ca/handle/1880/112560

Eaton, S. E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. ABC-CLIO. https://doi.org/10.5040/9798400697142

Eaton, S.E. (2023a). A comprehensive academic integrity (CAI) framework: An overview. University of Calgary. https://prism.ucalgary.ca/handle/1880/116060

Eaton, S. E. (2023b, September 28). Del plagio al posplagio: escribiendo el futuro de la integridad académica en la era de la inteligencia artificial [Conference presentation]. Décimo Primer Congreso de Integridad Académica, Monterrey, México.

Eaton, S. E. (2023c). Six tenets of postplagiarism. Learning, Teaching and Leadership. https://drsaraheaton.wordpress.com/2023/02/25/6-tenets-of-postplagiarism-writing-in-the-age-of-artificial-intelligence/

Eke, D.O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13. https://doi.org/10.1016/j.jrt.2023.100060.

Emenike, M. E. & Emenike, B. U. (2023). Was this title generated by ChatGPT? Considerations for artificial intelligence text-generation software programs for chemists and chemistry educators. Journal of Chemical Education, 100(4). https://doi.org/10.1021/acs.jchemed.3c00063

European Commission. (2022). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121–125. https://doi.org/10.20343/teachlearninqu.1.1.121

Foltýnek, T., Bjelobaba, S., Glendinning, I, Khan, Z.R., Santos, R. Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Academic Integrity, 19(12). https://doi.org/10.1007/s40979-023-00133-4

Fyfe, P. (2022). How to cheat on your final paper: Assigning AI for student writing. AI & Society. https://link.springer.com/article/10.1007/s00146-022-01397-z

Hannah, S. T., & Lester, P. B. (2009). A multilevel approach to building and leading learning organizations. Leadership Quarterly, 20(1), 34–48. https://doi.org/10.1016/j.leaqua.2008.11.003

Hemsley, B., Power, E., & Given, F. (January 18, 2023). Will AI tech like ChatGPT improve inclusion for people with communication disability. The Conversation. https://theconversation.com/will-ai-tech-like-chatgpt-improve-inclusion-for-people-with-communication-disability-196481

Hubball, H., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.5206/cjsotl-rcacea.2010.1.2

Hubball, H., Pearson, M. L., & Clarke, A. (2013). SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends. Teaching and Learning Inquiry, 1(1), 41–57. https://doi.org/10.2979/teachlearninqu.1.1.41

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). Why the scholarship of teaching and learning matters today. In P. Hutchings, M. T. Huber, & A., Ciccone (Eds.), The scholarship of teaching and learning reconsidered: Institutional integration and impact (pp. 1–23). Jossey-Bass.

ICAI (2021). The Fundamental Values of Academic Integrity. https://academicintegrity.org/resources/fundamental-values

Illia, L., Colleoni, E., & Zyglidopoulos, S. (2022). Ethical implications of text generation in the age of artificial intelligence. Business Ethics, the Environment & Responsibility, 32(1), 201-210. https://doi.org/10.1111/beer.12479.

Kenny, N., Watson, G. P. L., & Desmarais, S. (2016). Building sustained action: Supporting an institutional practice of SoTL at the University of Guelph. New Directions for Teaching and Learning, 146, 87–94. https://doi.org/10.1002/tl.20191

Kenny, N., Popovic, C., McSweeney, J., Knorr, K., Hoessler, C., Hall, S., Fujita, N., & El Khoury, E. (2017). Drawing on the principles of SoTL to illuminate a path forward for the scholarship of educational development. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.10

Kenny, N., & Eaton, S. E. (2022). Academic integrity through a SoTL lens and 4M framework: An institutional self-study. In S.E Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge. Springer. https://link.springer.com/book/10.1007/978-3-030-83255-1

Khan, Z. R. (2023). Artificial intelligence content generators in education for schools and universities: A good practice guide, European Network for Academic Integrity Working Group Centre for Academic Integrity in the UAE. University of Wollongong in Dubai. https://academicintegrity-uae.com/category/faculty- resources/

Kreber, C. (2002). Controversy and consensus on the scholarship of teaching. Studies in Higher Education, 27(2), 151–167. https://doi.org/10.1080/03075070220119995

Kreber, C. (2013). The transformative potential of the scholarship of teaching. Teaching and Learning Inquiry, 1(1), 5–18. https://doi.org/10.20343/teachlearninqu.1.1.5

Kumar, R., Mindzak, M., Eaton, S. E., & Morrison, R. (May 17, 2022). AI & AI: Exploring the contemporary intersections of artificial intelligence and academic integrity [Conference Session]. Canadian Society for the Study of Higher Education Annual Conference [Online]. http://hdl.handle.net/1880/114647

Kumar, R., Eaton, S. E., Mindzak, M. & Morrison, R. (2023). Academic integrity and artificial intelligence: An overview. In S. E. Eaton (Ed.), Handbook of academic integrity (2nd edition). Springer. https://doi.org/10.1007/978-981-287-079-7_153-1

Lancaster, T. (2023). Artificial intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution?” International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00131-6

Lesage, J., Brennan, R., Eaton, S. E., Moya, B., McDermott, B., Wiens, J., & Herrero, K. (2023). Exploring natural language processing in mechanical engineering education: Implications for academic integrity. International Journal of Mechanical Engineering Education. https://doi.org/10.1177/03064190231166665

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2). https://doi.org/10.1016/j.ijme.2023.100790

Martensson, K., & Roxa, T. (2016). Leadership at a local level – Enhancing educational development. Educational Management Administration and Leadership, 44(2), 247–262. https://doi.org/10.1177/1741143214549977

Miller-Young, J., & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching and Learning Inquiry, 3(2), 37–53. https://doi.org/10.20343/teachlearninqu.3.2.37

Miller-Young, J., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., Ward, V., Wideman, M., & Chick, N. (2017). Leading Up in the Scholarship of Teaching and Learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.4

Mills, A. (2023). What to do about AI text generators. https://docs.google.com/presentation/d/1P5nSOm1g3CvsoPEga4fSnzjMiLtGg7Bf/mobilepresent?slide=id.p2

Mindzak, M. (2020, February 17). What happens when a machine can write as well as an academic? University Affairs. https://www.universityaffairs.ca/opinion/in-my-opinion/what-happens-when-a-machine-can-write-as-well-as-an-academic/

Munoko, I., Brown-Liburd, H. L., & Vasarhely, M. (2020). The ethical implications of using artificial intelligence in auditing. Journal of Business Ethics, (167), 209-234. https://doi.org/10.1007/s10551-019-04407-1

National Academic Integrity Network (NAIN). (2023). Generative artificial intelligence: Guidelines for educators. https://www.qqi.ie/sites/default/files/2023-09/NAIN%20Generative%20AI%20Guidelines%20for%20Educators%202023.pdf

O’Brien, M. (2008). Navigating the SoTL landscape: A compass, map and some tools for getting started. International Journal for the Scholarship of Teaching and Learning, 2(2), Article 15. https://doi.org/10.20429/ijsotl.2008.020215

Ouyang, F., Zhen, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies (27), 7893-7925. https://doi.org/10.1007/s10639-022-10925-9

Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing 40(2), 269-275. https://doi.org/10.1016/j.ijresmar.2023.03.001

Perkins, M. (2023). Academic integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07

Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.), Enhancing quality in higher education international perspectives (1st ed., pp. 278-298). Routledge.

Roe, J., Renandya, W., Jacobs, G. (2023). A review of AI-Powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1). https://doi.org/10.59588/2961-3094.1035

Roxå, T., & Mårtensson, K. (2012). How effects from teacher-training of academic teachers propagate into the meso level and beyond. In E. Simon & G. Pleschová (Eds.), Teacher development in higher education: Existing programs, program impact, and future trends. Routledge. https://doi.org/10.4324/9780203096826

Roxå, T., & Mårtensson, K. (2015). Microcultures and informal learning: a heuristic guiding analysis of conditions for informal learning in local higher education workplaces. International Journal for Academic Development, 20(2), 193–205. https://doi.org/10.1080/1360144X.2015.1029929

Sabzalieva, E., & Valentini, A. (2023). ChatGPT and Artificial Intelligence in higher education: Quick start guide. UNESCO. https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf

Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32, 1119-1126. https://doi.org/10.1007/s40593-022-00300-7

Simmons, N. (2016). Synthesizing SoTL institutional initiatives toward national Impact. New Directions for Teaching and Learning, 146, 95–102. https://doi.org/10.1002/tl.20192

Simmons, N., & Poole, G. (2016). The history of SoTL in Canada: Answering calls for action. New Directions for Teaching and Learning, 146, 13–22. https://doi.org/10.1002/tl.20182

Simmons, N., & Taylor, K. L. (2019). Leadership for the scholarship of teaching and learning: Understanding bridges and gaps in practice. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995

Stanford University (n.d.) What is AI? / Basic Questions. http://jmc.stanford.edu/artificial- intelligence/what-is-ai/index.html.

Tauginiené, L., Gaižauskaité, I., Glendinning, I., Kravjar, J., Ojsteršek, M., Ribeiro, L., Odiņeca, T., Marino, F., Cosentino, M., Sivasubramaniam, S., Foltýnek, T. Glossary for Academic Integrity. https://www.academicintegrity.eu/wp/wp-content/uploads/2023/02/EN-Glossary_revised_final_24.02.23.pdf

Taylor, K. L., Kenny, N. A., Perrault, E., Mueller, R. A., Taylor, K. L., Kenny, N. A., Perrault, E., & Mueller, R. A. (2021). Building integrated networks to develop teaching and learning: The critical role of hubs. International Journal for Academic Development, 1–13. https://doi.org/10.1080/1360144X.2021.1899931

Tertiary Education Quality and Standards Agency (TEQSA). (2017). Good practice note: Addressing contract cheating to safeguard academic integrity (Issue October). https://www.teqsa.gov.au/latest-news/publications/good-practice-note-addressing-contract-cheating-safeguard-academic

Trigwell, K. (2021). Scholarship of teaching and learning. In L. H. & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (2nd ed., pp. 286–303). Routledge. https://doi.org/10.4324/9781003008330-17

UNESCO. (2021). The ethics of artificial intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000381137

UNESCO (2023). Harnessing the era of artificial intelligence in higher education. https://unesdoc.unesco.org/ark:/48223/pf0000386670

Verwood, R., & Poole, G. (2016). The role of small significant networks and leadership in the institutional embedding of SoTL. New Directions for Teaching and Learning, 146, 79–86. https://doi.org/10.1002/tl

Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S., Foltýnek, T., Guerrero-Dib, J., Popoola, O., Šigut, P., & Waddington, L. (2023). Testing the detection tools for AI-generated text. Computation and Language. https://arxiv.org/abs/2306.15666

Whitford, E. (2022, December 9). A computer can now write your college essay – Maybe better than you can. Forbes. https://www.forbes.com/sites/emmawhitford/2022/12/09/a-computer-can-now-write-your-college-essay---maybe-better-than-you-can/?sh=4f078e2add39

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0

Zohny, H., McMillan, J., & King, M. (2023). Ethics of generative AI. J Med Ethics, (49), 79–80. https://doi.org/10.1136/jme-2023-108909