Kapak Resmi

Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI).

The OpenAI's ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial intelligence (AI)-powered chatbot has caused alarm for practitioners seeking to detect authenticity of stud...

Detaylı Bibliyografya
Institutions:	Central Queensland University University of Tasmania Monash University
Asıl Yazarlar:	Crawford, Joseph, Cowling, Michael, Allen, Kelly-Ann
Baskı/Yayın Bilgisi:	Journal of University Teaching & Learning Practice v.20 n.3 https://doi.org/10.53761/1.20.3.02 2023
Konular:	Artificial intelligence Student assessment Plagiarism Integrity Academic conduct Educational leadership Student characteristics Higher education ChatGPT Large language model OpenAI Australia
Online Erişim:	https://doi.org/10.53761/1.20.3.02

Benzer Materyaller

Humanising Peer Review with Artificial Intelligence : Paradox or Panacea?
Yazar:: Crawford, Joseph, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Prompting higher education towards AI-augmented teaching and learning practice.
Yazar:: Eager, Bronwyn, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

Higher education's Generative Artificial Intelligence paradox: The meaning of Chatbot mania.
Yazar:: Rudolph, Jürgen, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Artificial Intelligence use in feedback: A qualitative analysis.
Yazar:: Pang, Toh Yen, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Governance of artificial intelligence and data in Australasian higher education : A snapshot of policy and practice.
Yazar:: Selvaratnam, Ratna, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines.
Yazar:: Kelly, Andrew, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

The Artificial Intelligence Assessment Scale (AIAS): A Framework for ethical integration of Generative AI in educational assessment.
Yazar:: Perkins, Mike, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Learning with Generative Artificial Intelligence within a network of co-regulation.
Yazar:: Lodge, Jason, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

From 'perplexities of plagiarism' to 'building cultures of integrity' : A reflection on fifteen years of academic integrity research, 2003-2018.
Yazar:: Bretag, Tracey
Baskı/Yayın Bilgisi: (2019)

Investigating the efficacy of culturally specific academic literacy and academic honesty resources for Chinese students : final project report.
Yazar:: Whitelaw, Paul A., ve diğerleri
Baskı/Yayın Bilgisi: (2010)

Working from the Centre : Supporting Unit and Course Coordinators to Implement Academic Integrity Policies, Resources and Scholarship : Final Report.
Yazar:: Henderson, Fiona, ve diğerleri
Baskı/Yayın Bilgisi: (2014)

Academic Integrity in Australia : Understanding and Changing Culture and Practice : Final Report.
Yazar:: Nayak, Abhaya C., ve diğerleri
Baskı/Yayın Bilgisi: (2015)

Plagiarism and related issues in assessments not involving text : final report.
Yazar:: Simon
Baskı/Yayın Bilgisi: (2015)

Supporting Academic Integrity.
Yazar:: Office for Learning and Teaching
Baskı/Yayın Bilgisi: (2015)

Academic Integrity Standards : Aligning Policy and Practice in Australian Universities : Final Report.
Yazar:: Bretag, Tracey, ve diğerleri
Baskı/Yayın Bilgisi: (2013)

UA Academic Integrity Best Practice Principles.
Yazar::
Baskı/Yayın Bilgisi: (2017)

Contract cheating and assessment design : exploring the connection : final report.
Yazar:: Bretag, Tracey, ve diğerleri
Baskı/Yayın Bilgisi: (2019)

Embedding and Extending Exemplary Academic Integrity Policy and Support Frameworks Across the Higher Education Sector : Final Report.
Yazar:: Bretag, Tracey, ve diğerleri
Baskı/Yayın Bilgisi: (2014)

Web 2.0 Authoring Tools in Higher Education : New Directions for Assessment and Academic Integrity : Final Report.
Yazar:: Waycott, Jenny, ve diğerleri
Baskı/Yayın Bilgisi: (2011)

Impact evaluation of key themes funded by the Office for Learning and Teaching 2012-2016.
Yazar:: Hicks, Margaret
Baskı/Yayın Bilgisi: (2016)

Students, Universities and Open Education : Final Report.
Yazar:: Wills, Sandra
Baskı/Yayın Bilgisi: (2016)

Developing Australian Academics' Capacity : Supporting the Adoption of Open Educational Practices in Curriculum Design : Final Report.
Yazar:: Bossu, Carina
Baskı/Yayın Bilgisi: (2016)

A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
Yazar:: Fraser, Kym, ve diğerleri
Baskı/Yayın Bilgisi: (2019)

Supporting OER engagement at Australian universities : an overview of the intellectual property rights, copyright and policy considerations for OER.
Yazar:: Scott, Bernice
Baskı/Yayın Bilgisi: (2013)

Open education licensing : effective open licensing policy and practice for Australian universities : final report.
Yazar:: Wright, Robin, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Exploring Intercultural Competency in Engineering : Final Report.
Yazar:: Goldfinch, Thomas
Baskı/Yayın Bilgisi: (2013)

Teaching Large Classes project 2001 : final report.
Yazar:: Chalmers, Denise
Baskı/Yayın Bilgisi: (2003)

Open for learning : Using Open Data Tools and Techniques to Support Student Learning.
Yazar:: Selwyn, Neil, ve diğerleri
Baskı/Yayın Bilgisi: (2015)

Adoption, use and management of open educational resources to enhance teaching and learning in Australia : final report.
Yazar:: Bossu, Carina, ve diğerleri
Baskı/Yayın Bilgisi: (2014)

Making connections : Future-proofing the generalist Bachelor of Arts Program : final report.
Yazar:: Gannaway, Deanne
Baskı/Yayın Bilgisi: (2020)

Feasibility protocol for OER and OEP : a decision making tool for higher education.
Yazar:: Bossu, Carina, ve diğerleri
Baskı/Yayın Bilgisi: (2014)

A Creativity Skills MOOC for Australian Coursework Master's Students : Final Report.
Yazar:: Fraser, Kym, ve diğerleri
Baskı/Yayın Bilgisi: (2016)

Final Report : IS-IT Learning? Online Interdisciplinary Scenario-Inquiry Tasks for Active Learning in Large, First Year STEM Courses.
Yazar:: Gahan, Lawrence, ve diğerleri
Baskı/Yayın Bilgisi: (2011)

Handbook of Scenario Resources for Inquiry Learning in STEM : IS-IT Learning? Online Interdisciplinary Scenario-Inquiry Tasks for Active Learning in Large, First Year STEM Courses.
Yazar:: Gahan, Lawrence, ve diğerleri
Baskı/Yayın Bilgisi: (2011)

"Shining a Light" on Mature-Aged Students In, and From, Regional and Remote Australia.
Yazar:: Crawford, Nicole, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

A New Enabling Technology for Learning and Teaching Quantitative Skills.
Yazar:: Adams, Peter, ve diğerleri
Baskı/Yayın Bilgisi: (2008)

Higher Education Standards in a Disaggregated Learning Environment : Final Report.
Yazar:: Ewan, Christine
Baskı/Yayın Bilgisi: (2016)

OnTask : Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts : final report.
Yazar:: Pardo, Abelardo
Baskı/Yayın Bilgisi: (2020)

Radical Transformation : Re-imagining Engineering Education through Flipping the Classroom in a Global Learning Partnership : Final Report.
Yazar:: Reidsema, Carl, ve diğerleri
Baskı/Yayın Bilgisi: (2017)

Bridging the Gap : Teaching Adaptations Across the Disciplines and Sharing Content for Curriculum Renewal (The Adapt Project) : Final Report.
Yazar:: Wilson, Felix, ve diğerleri
Baskı/Yayın Bilgisi: (2013)