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Postplagiarism: transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology 抄袭后:人工智能和神经技术时代的跨学科伦理与诚信
Q1 Social Sciences Pub Date : 2023-10-12 DOI: 10.1007/s40979-023-00144-1
Sarah Elaine Eaton
Abstract In this article I explore the concept of postplagiarism, loosely defined as an era in human society and culture in which advanced technologies such as artificial intelligence and neurotechnology, including brain-computer interfaces (BCIs), become a normal part of life, including how we teach, learn, communicate, and interact on a daily basis. Ethics and integrity are intensely important in the postplagiarism era when technology cannot be decoupled from everyday life. I argue that it might be reasonable to assume that when commercialized neuro-educational technology is readily available in a form that is implantable/ingestible/embeddable and invisible then academic integrity arms race will be over, as detection will be an exercise in futility. In a postplagiarism era, humans are compelled to grapple with questions about ethics and integrity for a socially just world at a time when advanced technology cannot be unbundled from education or everyday life. I conclude with a call to action for transdisciplinary research to better understand ethical implications of advanced technologies in education, emphasizing that such research can be considered pre-emptive , rather than speculative . The ethical implications of ubiquitous artificial intelligence and neurotechnology (e.g., BCIs) in education are important at a global scale as we prepare today’s students for academic and lifelong success.
在本文中,我探讨了后抄袭的概念,它被粗略地定义为人类社会和文化的一个时代,在这个时代,人工智能和神经技术等先进技术,包括脑机接口(bci),成为生活的正常组成部分,包括我们日常的教学、学习、交流和互动。在技术无法与日常生活脱钩的后抄袭时代,道德和诚信尤为重要。我认为,当商业化的神经教育技术以一种可植入/可摄入/可嵌入和无形的形式随时可用时,学术诚信军备竞赛将结束,因为检测将是徒劳的。在后抄袭时代,在先进技术无法与教育或日常生活分离的情况下,人类被迫努力解决有关社会公正世界的道德和诚信问题。最后,我呼吁采取行动进行跨学科研究,以更好地理解先进技术在教育中的伦理影响,并强调这种研究可以被视为先发制人,而不是推测性的。无处不在的人工智能和神经技术(例如,脑机接口)在教育中的伦理意义在全球范围内都很重要,因为我们今天的学生正在为学业和终身成功做好准备。
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引用次数: 0
Welcome to the University of life, can I take your order? Investigating Life Experience Degree Offerings in Diploma mills 欢迎来到生活大学,您要点什么?调查文凭工厂提供的生活经验学位
Q1 Social Sciences Pub Date : 2023-10-01 DOI: 10.1007/s40979-023-00138-z
Jasper Roe, Mike Perkins
Abstract In this study, we posit a new category of products provided by diploma mills, which we term Life Experience Degree Offerings (LEDOs). LEDOs uniquely capitalise on the misuse of the principle of Accreditation of Prior Learning (APL) by granting higher education qualifications based on a resume or CV alone. Through a comparative analysis with contract cheating websites, we highlight the key features and persuasive strategies employed by 10 diploma mill websites which provide LEDOs to attract and convince potential clients. We then use corpus linguistics methods by analysing a large corpus of text quantitatively to explore the keywords these websites use to describe their products using a pre-packaged corpus analysis tool (Sketch Engine). Our findings indicate that on providers’ websites, the LEDOs are framed as a tool to achieve greater socioeconomic opportunities, and the quality and appearance of the physical diploma and accompanying documents play a key role in the LEDOs’ value proposition, while references to the acquisition of knowledge and process of learning are absent. Furthermore, LEDOs are typified by the promise of accreditation and verification services, which are the two most common keywords used in the description of LEDOs on diploma mills’ websites. Future research directions are suggested, including examining this phenomenon in non-Western cultural contexts, understanding the users and operators of LEDO websites, and assessing the prevalence of fraudulent credentials obtained from these sites.
在本研究中,我们假设文凭工厂提供的一种新的产品类别,我们称之为生活体验学位产品(LEDOs)。ledo独特地利用了对先前学习认证(APL)原则的滥用,仅根据简历或简历授予高等教育资格。通过与合同欺骗网站的比较分析,我们突出了10个提供ledo的文凭伪造网站吸引和说服潜在客户的主要特点和说服策略。然后,我们使用语料库语言学方法,通过使用预包装的语料库分析工具(Sketch Engine)定量分析大量文本语料库,探索这些网站用来描述其产品的关键词。我们的研究结果表明,在供应商的网站上,ledo被视为获得更大社会经济机会的工具,物理文凭和随附文件的质量和外观在ledo的价值主张中起着关键作用,而对知识获取和学习过程的提及则缺失。此外,ledo的典型特点是承诺提供认证和验证服务,这是文凭工厂网站上描述ledo时最常用的两个关键词。建议未来的研究方向,包括在非西方文化背景下研究这一现象,了解LEDO网站的用户和运营商,以及评估从这些网站获得的欺诈性证书的普遍程度。
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引用次数: 0
Epistemic decentering in education for responsibility: revisiting the theory and practice of educational integrity 责任教育的认知去中心化:教育诚信的理论与实践再认识
Q1 Social Sciences Pub Date : 2023-09-15 DOI: 10.1007/s40979-023-00134-3
Hélène Hagège
Abstract There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it.
摘要对于教育诚信和学术诚信的定义尚无共识,其与责任观念的哲学关系也很复杂。在这里,我们的目标是i)解开这三个概念。我们依靠伦理学的哲学框架,我们的方法涉及不同种类的推理和复杂思维的建模。我们将这一框架与三层认知维度相结合,以允许我们ii)对心理认知(第1层)、认识论(第2层)和现象学(第0层)的方式进行建模,在这些方式中,受试者与他们自己的规范和知识以及周围机构的规范和知识相互作用。最后,提出了实施教育诚信的具体教育手段。我们的理论发现引导我们i)将责任视为一个过程,该过程包括在一个人的内在世界和外在世界之间建立对话关系,这依赖于认知的去中心化。在此基础上,我们认为责任教育建立了一个新的、扩展的教育诚信定义。此外,ii)经验证据表明,该模型可以通过批判性和复杂思维、认知灵活性、情境相对主义和去中心化等心理指标来实现,这些技能都是可以在简化思维、教条主义、朴素认识论(和二元论)和认知融合中培养的。它指出了iii)一种教育方法的好处,在这种方法中,受试者被鼓励练习不同类型的冥想,并自由地打破制度规则。因此,促进教育诚信可能需要超越显而易见的选择的方法。在讨论了我们的结果的范围和局限性之后,我们提出了一个新的教育诚信研究议程,它可以奠定一个比学术诚信更广泛的研究领域,但与之相辅相成。
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引用次数: 1
Evaluating the efficacy of AI content detection tools in differentiating between human and AI-generated text 评估人工智能内容检测工具在区分人类文本和人工智能生成文本方面的功效
IF 4.6 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1007/s40979-023-00140-5
Ahmed M. Elkhatat, Khaled Elsaid, S. Almeer
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引用次数: 1
Evaluating empowerment towards responsible conduct of research in a small private online course 在小型私人在线课程中评估对负责任的研究行为的授权
IF 4.6 Q1 Social Sciences Pub Date : 2023-08-15 DOI: 10.1007/s40979-023-00139-y
Mariëtte vd Hoven, H. Mol, R.P.infoeu-repo Verhoeff
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引用次数: 0
Evaluating the authenticity of ChatGPT responses: a study on text-matching capabilities 评估ChatGPT回复的真实性:一项关于文本匹配能力的研究
IF 4.6 Q1 Social Sciences Pub Date : 2023-08-01 DOI: 10.1007/s40979-023-00137-0
Ahmed M. Elkhatat
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引用次数: 3
Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction 在快速过渡到远程教学期间,学生对同龄人学术不端行为的看法
IF 4.6 Q1 Social Sciences Pub Date : 2023-07-17 DOI: 10.1007/s40979-023-00136-1
B. Stoesz, Matthew S. Quesnel, Amy E. De Jaeger
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引用次数: 2
Causes and mitigation of academic dishonesty among healthcare students in a Nigerian university 尼日利亚一所大学医疗保健专业学生学术不诚实的原因及缓解措施
IF 4.6 Q1 Social Sciences Pub Date : 2023-07-03 DOI: 10.1007/s40979-023-00135-2
Edidiong Orok, Funmilayo I. Adeniyi, Tonfamoworio Williams, Oyebode Dosunmu, Favour Ikpe, C. Orakwe, O. Kukoyi
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引用次数: 0
Why students do not engage in contract cheating: a closer look 为什么学生不搞合同作弊:细看
IF 4.6 Q1 Social Sciences Pub Date : 2023-06-19 DOI: 10.1007/s40979-023-00132-5
K. Rundle, G. Curtis, Joseph Clare
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引用次数: 1
Artificial intelligence, text generation tools and ChatGPT – does digital watermarking offer a solution? 人工智能、文本生成工具和ChatGPT——数字水印能提供解决方案吗?
IF 4.6 Q1 Social Sciences Pub Date : 2023-06-05 DOI: 10.1007/s40979-023-00131-6
Thomas A. Lancaster
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引用次数: 5
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International Journal for Educational Integrity
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