07085nam a2200685 i 4500 on1527201130 EBZ 20260708095708.0 m d cr cn nnnunuuu 250708s2025 sz a o 000 0 eng d 9783031925344 (electronic bk.) 3031925343 (electronic bk.) 9783031925337 3031925335 10.1007/978-3-031-92534-4 doi EBZ eng EBZ MAIN LB1028.43 JNV bicssc EDU000000 bisacsh JNV thema 371.33/4 23/eng/20250708 Artificial Intelligence, Pedagogy and Academic Integrity / Alyson E. King, editor. Cham : Springer, [2025] ©2025 1 online resource (xiii, 168 pages) : illustrations (chiefly color). text txt rdacontent computer c rdamedia online resource cr rdacarrier PDF/UA-1 onix Table of contents navigation onix Index navigation onix Single logical reading order onix Short alternative textual descriptions onix Use of color is not sole means of conveying information onix Use of high contrast between text and background color onix Next / Previous structural navigation onix All non-decorative content supports reading without sight onix textual sapdv EBSCOhost Advances in artificial intelligence in education, 3004-9911 ; volume 1 Introduction -- Part I: The Technology of Generative Artificial Intelligence -- 1. How Large Language Models Work Or: How I Learned to Stop Worrying and Love ChatGPT Patrick Juola -- 2. The Future of Text-Matching Software: From Detecting Artificial Intelligence to Preventing Plagiarism Catherine E. Déri -- 3. ‘Releasing Something Dangerous into the Wild’: A Media Ecological Perspective on the GenAI - Academic Integrity Nexus Felix Odartey-Wellington and Sarah MacRae -- Part II: Pedagogy, GenAI, and Academic Integrity -- 4. University instructors’ reactions and adjustments to artificial intelligence, one year after the release of ChatGPT Martine Peters and Catherine E. Déri -- 5. Teaching writing in the time of ChatGPT: Rethinking what counts as learning Alyson King and Pariss Garramone -- 6. Surveillance and Guidance: an Academic Integrity Crossway for Humans Using Generative AI Gabriel Dumouchel and Martine Peters -- 7. Questions for GenAI: integrity during the preparation and assessment of educational tasks Artem Artyukhov and Oleksandr Khyzhniak -- Part III: Academic Integrity Policies -- 8. Developing Academic Integrity-Compliant Regulations and Policies on the Use of Generative AI in Higher Education: Insights from the United Kingdom Dimitar Angelov -- 9. Frozen in Time: Croatian Policies on Academic Integrity and GenAI in Higher Education Pegi Pavletić. This book addresses the implications of artificial intelligence for teaching, learning and academic integrity in higher education. It explores policies about the use of Generative Artificial Intelligence (GenAI), describes how to teach writing in the era of GenAI, and how instructors can design courses and assessments that prevent plagiarism while building the necessary skills for critical thinking and writing. Together, the chapters include research results, case studies, teaching methodologies, course design ideas, analysis of power and gatekeeping, and best practices related to GAI from a diverse range of researchers from English and French Canada, the United States, England, Ukraine and Croatia. The authors approach the advent and rapid spread of GenAI in higher education by examining its use from different perspectives with a particular focus on its impact on academic integrity. Taking a communication studies approach, consideration is given to the role GenAI might play disrupting power structures in universities to improve access for students who are non-traditional or English Language Learners. The book also explores how reimagining teaching methodologies can help to mitigate academic integrity violations due to misuse of GenAI and to teach students to use GenAI with integrity as a research and brainstorming tool. Students need to learn how to assess the reliability of GenAI’s output as the develop the skills for research and writing. Methods of teaching writing and research skills using GenAI are explored in an effort to ensure that critical thinking skills are developed successfully. Most instructors who use writing-intensive assessments believe that essential critical thinking skills are developed via the writing process; often, ideas become concrete as one writes about them. Teaching with GenAI can provide opportunities for instructors to guide their students into a deeper analysis and critique of their research. . Accessibility summary: This PDF has been created in accordance with the PDF/UA-1 standard to enhance accessibility, including screen reader support, described non-text content (images, graphs), bookmarks for easy navigation, keyboard-friendly links and forms and searchable, selectable text. We recognize the importance of accessibility, and we welcome queries about accessibility for any of our products. If you have a question or an access need, please get in touch with us at accessibilitysupport@springernature.com. Please note that a more accessible version of this eBook is available as ePub. No reading system accessibility options actively disabled Publisher contact for further accessibility information: accessibilitysupport@springernature.com EBSCOhost "EBSCO evaluates our products based on the Web Content Accessibility Guidelines (WCAG) and the related Section 508 and EN 301 549 regulations in the US and EU. Most EBSCO products are substantially conformant with WCAG 2.2 level AA." Source: https://connect.ebsco.com/s/article/EBSCO-VPATs?language=en_US. Last accessed April 22, 2025. Online resource; title from PDF title page (SpringerLink, viewed July 8, 2025). Added to collection customer.56279.3 Artificial intelligence Educational applications. Generative programming (Computer science) Education, Higher Technological innovations. Electronic books. King, Alyson E., editor. Original 3031925335 9783031925337 Print version: King, Alyson E. Artificial Intelligence, Pedagogy and Academic Integrity Cham : Springer,c2025 9783031925337 Advances in artificial intelligence in education ; volume 1. 3004-9911 CLICK HERE to access ebook https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=4263587 ddc EBOOK 2732 2732