| Abstrakt: |
The advent of generative AI has revolutionized higher education, presenting opportunities and challenges, both of which require educators to not only embrace artificial intelligence as a pedagogical tool but also to develop strategies and modify traditional assessment methods to mitigate AI-assisted plagiarism, thereby ensuring ongoing academic integrity. This paper evaluates the impact of ChatGPT on traditional methods of assessment in higher education and makes practical recommendations as to how to redesign coursework to mitigate AI-assisted plagiarism today. It argues that artificial intelligence is not an existential threat to higher education, but rather, ought to be understood as a tool to greatly enhance it. It suggests educators embrace AI to develop new pedagogical concepts, utilizing it to create assignments that reduce opportunities for AI-assisted plagiarism. Generative AI not only has the potential to support teaching and learning in the classroom but is also the very tool necessary to help redesign traditional forms of assessment in a post-ChatGPT context. As virtual education grows, ensuring academic integrity will become increasingly important. Educators must harness the advantages of AI by modifying assignments so that they are not only challenging for today’s digitally-versed students but are also difficult to plagiarize using AI tools. Overall, the paper advocates for embracing AI in higher education and adapting pedagogical practices to leverage its advantages while also utilizing it to safeguard overall academic integrity. It encourages educators to be at the forefront of AI experimentation and research to harness the potential of AI in transforming the learning environment. [ABSTRACT FROM AUTHOR] |
