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Student Authorship: Clarifying the Boundaries of �Generative Ai Use ��

Kim Henrie, Programs for Newcomers, Mohawk College

Tutela, Tuesday, January 14th, 2025

kimberley.henrie@mohawkcollege.ca

@1Teaches_2Learn

www.linkedin.com/in/kimhenrie/

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Land Acknowledgement

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I respectfully acknowledge that Mohawk College is situated on the traditional territory of the Haudenosaunee and Anishnaabeg nations, within the lands protected by the ‘Dish with One Spoon’ wampum agreement, directly adjacent to Haldimand Treaty territory. This land is currently home to many Ohkwehonwe peoples from across Turtle Island who have stewarded this land for generations. I am grateful to work on this land, and I’m personally committed as an educator to learn more and address inaccurate and inadequate curriculum and create a more inclusive classroom environment which honours the past, present, & future contributions of Indigenous peoples. We are all treaty people.

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Session Outcomes

In this session, participants will learn about:

    • strategies for promoting academic integrity, appropriate use of generative Ai, & fostering more authentic authorship in writing
    • strategies currently in use in a LINC 7/8 class designed to prepare students for college entry
    • the efficacy of these strategies in terms of encouraging academic integrity and authentic student voices

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LINC College Preparation

  • a 14-week blended class delivered in two parts: Listening-Speaking & Reading-Writing
  • students may take one or both parts
  • CLB 7 target meets entry English requirement for most College programs

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In this class, students:

  • develop their critical reading & thinking
  • learn academic research & academic writing skills
  • practice academic presentation skills
  • develop group work skills
  • learn note-taking, study & time management skills
  • practice test/exam-taking skills
  • use an online LMS (Canvas)

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https://www.mohawkcollege.ca/community-partnerships-learning/new-to-canada/free-english-classes-language-instruction-for/free-0

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Student Voice & the Spectre of Ai

Before ChatGPT…

  • academic integrity was an integral part of our course
  • Turnitin was in use (although the Ai detector was not)
  • encouraged students to explore and develop personal voice/style

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First response…

  • at first, I waited for students to mention it
  • we experimented with it together in class. We discussed the advantages, limitations, possibilities…
  • I began to think about how to define limits/expectations (descriptive scales/badges)

Better response…

  • revised badges
  • reflection questions
  • analogy
  • continuous activities/discussions (Chatbot)
  • support from the Academic Integrity office

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Chat GPT & Academic Integrity �(Facing History & Ourselves, 2023)

Some background information about what generative Ai is, how it works, discussion questions related to the relative ethics, and scenarios to debate discuss

Is it ethical to use ChatGPT?

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If you use Chat GPT, is…

  • the result your own work?
  • do you need to cite it?
  • it considered an unauthorized aid?

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Consider these 3 approaches to Chat GPT…

  1. Chat GPT should be banned, and students who use it should be penalized
  2. Students should be allowed to use Chat GPT for specific purposes but not whole assignments
  3. Students should be allowed to use Chat GPT whenever they want as long as they disclose it and verify the content

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Our thoughts about Chat GPT (Actively Learn, 2024)

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Descriptive Scales (Perkins et al., 2024; �Davis, 2024)

Great, but…

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How relevant to LINC classes?

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    • only original content can be assessed

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Possible uses: brainstorming/editing?

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My focus is on individual voice/style over formulaic structures

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https://www.canva.com/design/DAGRa_3KHrw/UFxkmuXSqKSJYpC-6rK7wA/edit

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Assignment Badges (English Australia, 2023)

  • Azpilcueta shared the idea of badges attached to each assignment to make the use of Ai clearly defined
  • tweaked to specify permission to use spelling/grammar check in MS Word & Turnitin

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Reflection Questions (English Australia, 2023)

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  1. What is one piece of feedback received that you will use for future assignments? Why?
  2. What is one piece of feedback received that you will not use for future assignments? Why?
  3. What is one piece of feedback received that you would like more explanation or help with for future assignments?

Donnelly & Phelan introduced the idea of reflection questions which encouraged students to interact with provided feedback & incorporate it into future work

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Alternate version:

What is some that you've learned this semester and can now do well that you feel really proud of?

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Analogy (Davis, 2024; Curtis, 2024)�

Davis (2024)

  • shared the idea of analogy as a device for explaining academic integrity
  • also talked about how Ai can impact student voice, and ultimately, take on the role of co-author

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Curtis (2024)

  • presented the idea of student profiles, discussed the ‘cheat curious’ as the largest group & the place where targeted efforts could be most effective

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IMAGINE I BRING YOU CAKE…

Which one is ‘mine’? # 1? #2

Why?

What if I told you #1 came from a box and not scratch?

from scratch

from cake mix

store-bought

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ARE YOU THE AUTHOR?

Your own work 100 % created by you

Your own work with a little help from the dictionary, MS Word Spelling/Grammar check/Turnitin

Any work written by, generated by,

edited by, borrowed or bought from: classmate/

friend/family member/

stranger/Chat GPT/etc.…

Yes, you’re the author!

You’ve had a little help, but this can be ok if you have permission/ acknowledge your help

You’re not the author

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My Chatbot

  • My students struggle with creating claims/counter arguments & determining the strength/weakness
  • Students can ask it up to 15 questions at a time, and then, will need to wait 1 hour to ask it again
  • I allow them to use ClaimBot, if they wish, to brainstorm topics/arguments for the planning stage of their argumentative essay

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https://poe.com/ClaimBot

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ClaimBot Feedback �from Cohort 1/2

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Did you have any difficulties/Was there anything you

didn’t like about using it?

Cohort 1

Cohort 2

I don't think have difficulties about the uses of it but I felt is short for evidences that's mean I don't have clear about the resources the Bots uses for built a claim.

It's been easy to use chat bot, I just to introduce my prompt and the chat bot do part of the work easily. That allow me to run fast and explore other ideas.

I really liked use Claimbot because helped me to know more about the another side of my claim, I had not noticed that the counterclaim was so strong

Personally it was quite easy for me to use it. I'd like the way it gave you the argument and counter-argument and let you decide which one is more stronger.

No, it is very friendly and provides a lot of information that help us think and develop a good claim.

I'm ok with that. I haven't had any problem using the chat bot

No, it was useful, but I got it differently which was not what it should be. As you gave feedback too, I thought it the same as comparison essay.

It was easy to use because before using we received clear guidance. Claim Bot provided information is not reliable.

What I do not like is to get use to used, I did it once to understand how it works.

Using it was good and easy.

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Reflections so far…

It was important for me to consider how/if Ai was useful/relevant to the learning tasks in/beyond the classroom

Badges made it clear to the students what the expectations were & aided in conversations of inappropriate use

Reflection questions needed to be modelled & coached. Ultimately, very effective, but not as simple to implement

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Analogy use was REALLY effective, particularly when combined with actual cake

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Overall, fewer incidents requiring conversations or referrals

Connecting with the Academic Integrity office supported teaching, provided guided questions for discussions with students, & remediation when necessary

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https://taylorinstitute.ucalgary.ca/resources/how-to-lead-discovery-interview-contract-cheating

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Thank-you!

Questions?

kimberley.henrie@mohawkcollege.ca

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References

Actively Learn Staff (2024, May 9). Claim, evidence, reasoning: Should schools use AI chatbots? Adapted text from Kathryn Hulick. https://www.activelylearn.com/.

Curtis, G. (2024, Feb. 9). Promote, prevent, and prosecute: Tailoring academic integrity for distinct student psychological profiles, Bournemouth Speaker Series on Academic Integrity. Promote, prevent, and prosecute: Academic integrity for student profiles. (panopto.eu).

Davis, M. (2024, Mar. 13). Ethical & inclusive approaches to student use of artificial intelligence, Bournemouth Speaker Series on Academic Integrity. Ethical and inclusive approaches to student use of Artificial Intelligence (panopto.eu).

English Australia (2023, Oct. 25). Enhancing ethical AI engagement: Detecting tools & policies for English language colleges.(6) Enhancing ethical AI enagement - YouTube.

Facing History & Ourselves (2023). The ethics of generative AI in the classroom.

https://www.facinghistory.org/resource-library/ethics-generative-ai-classroom.

Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024, April 19). The artificial intelligence assessment scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching & Learning Practice, Vol. 20, No. 6. DOI: https://doi.org/10.53761/pzd17z29.

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