Affiliation:
1. Metropolitan State University of Denver, USA
2. University of Michigan, Flint, USA
Abstract
Generative artificial intelligence (GAI) has recently emerged as a potential threat to educational integrity. In particular, ChatGPT can be used to invent assignment submissions, thus raising the specter of plagiarism and cheating. This chapter takes on these challenges through a series of thought experiments aimed not at banning ChatGPT but seeking its pedagogical integration. These experiments are contextualized within academic debate where the authors have spent a significant part of their professional careers. Debate spans the gulf between many disciplines, takes place both within and beyond the classroom, and has been a site for pedagogical innovation throughout its history. It is thus an excellent space to address the challenges of GAI. The authors ultimately argue ChatGPT is neither a panacea nor a death knell for educational integrity. Rather, it is an opportunity to (re)design education for artificial invention and, thus, address the problems and concerns it has recently raised.
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