Examining Recommendations for Artificial Intelligence Use with Integrity from a Scholarship of Teaching and Learning Lens

Beatriz Antonieta Moya Figueroa; Sarah Elaine Eaton

doi:10.30827/relieve.v29i2.29295

Autores

Beatriz Antonieta Moya Figueroa University of Calgary, Canada https://orcid.org/0000-0003-4692-7867
Sarah Elaine Eaton University of Calgary, Canada https://orcid.org/0000-0003-0607-6287

DOI:

https://doi.org/10.30827/relieve.v29i2.29295

Palavras-chave:

Artificial Intelligence, Generative Artificial Intelligence (GenAI), Large Language Models, Academic Integrity, Scholarship of Teaching and Learning, Systems Approach

Resumo

Os novos desenvolvimentos no domínio da Inteligência Artificial (IA) permitiram o desenvolvimento da Inteligência Artificial Generativa (GenAI), capaz de criar texto semelhante ao que os humanos conseguem produzir. Consequentemente, as preocupações dos educadores no setor do ensino superior surgiram rapidamente. Muitas organizações e peritos abordaram estas preocupações através de recomendações. Neste documento conceptual, baseamo-nos no Modelo Integrado para a Integridade Académica através de uma Lente de Bolsa de Estudo de Ensino e Aprendizagem para examinar e estimular a discussão de doce documentos na utilização da GenAI com integridade. Identificámos recomendações adequadas aos níveis individual (micro), departamental/programa (meso), institucional (macro) e interinstitucional/nacional/internacional (mega) relativamente a dois elementos centrais do modelo: “aprendizagem profissional de elevado impacto para indivíduos e grupos” e “liderança e microculturas a nível local”. Faltaram sugestões em torno do elemento central “bolsas de estudo, investigação e inquérito” aos níveis micro e meso; do mesmo modo, as recomendações para o elemento central “espaços de aprendizagem, pedagogias e tecnologias” também estiveram ausentes aos níveis meso, macro e mega. Reconhecemos que estas recomendações se centram na aprendizagem, envolvem várias partes interessadas e vão além do comportamento dos estudantes, o que está de acordo com as atuais abordagens à integridade académica. Propomos também explorar formas de fornecer maior apoio às redes e aos líderes para criar as condições que conduzam à promoção do uso ético na GenAI.

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Biografia do Autor

Beatriz Antonieta Moya Figueroa, University of Calgary, Canada

Beatriz Moya is a Ph.D. candidate in the Werklund School of Education at the University of Calgary in the Educational Research program, specializing in Leadership. Her primary motivation as a student researcher is to contribute to the continuous transformation of higher education institutions’ cultures to pursue academic and research integrity and social justice. For this reason, Beatriz situates herself at the intersections of the Scholarship of Teaching and Learning (SoTL), Leadership, and Academic Integrity. In this space, Beatriz is currently involved in projects seeking to contribute to a ‘glocal’ scholarly dialogue concerning academic integrity as a teaching and learning imperative. For instance, Beatriz is exploring the situated meanings and experiential insights from academic integrity educational leaders, and is also a contributing author for a chapter on academic integrity policy in Latin America in the Handbook of Academic Integrity (2nd ed.). (email: beatriz.moya@ucalgary.ca)

Sarah Elaine Eaton, University of Calgary, Canada

Dr. Sarah Elaine Eaton, PhD, is an Associate Professor of Education at the University of Calgary, Canada. She served as the inaugural Educational Leader in Residence, Academic Integrity at Taylor Institute for Teaching and Learning, University of Calgary. Dr. Eaton’s research focuses on academic ethics in higher education. Her work can be found in the British Educational Research Journal, the Journal of Academic Ethics, and the Journal of Educational Thought and Interchange, among other places. She is the Editor-in-Chief of the International Journal for Educational Integrity (Springer Nature) and co-founder and co-editor of Canadian Perspectives on Academic Integrity. In 2020 she received the National Research and Scholarship award from the Canadian Society for the Study of Higher Education (CSSHE) for her contributions to research on academic integrity in Canadian higher education. In 2022, she received the outstanding research award from the European Network for Academic Integrity (ENAI). Her books include Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes, eds.), Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, eds.) and Ethics and Integrity in Teacher Education (Eaton & Khan, eds.). (email: seaton@ucalgary.ca)

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