Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. Μελέτη περίπτωσης 7: Δημιουργώντας ένα χαρτοφυλάκιο ανεπηρέαστο από το ChatGPT, με βάση τη διαμορφωτική αξιολόγηση. General information Pirozzi, M., Mariani, M., & Moriggi, S. (2023). Future proofing a ChatGPT-proof portfolio evidence-based formative assessment. LUISS Business School. The study focuses on developing a resilient assessment method in educational contexts that can withstand the challenges posed by AI tools like ChatGPT. This approach emphasises continuous assessment and the creation of individual portfolios to capture students' learning experiences in a comprehensive way. The primary purpose of the study was to test the hypothesis that traditional assessment methods such as quizzes and essays are becoming inadequate for capturing the creative and iterative learning processes in experiential and inquiry-based courses. The study aimed to implement and evaluate a portfolio-based formative assessment that reflects students' active participation, strategic thinking, and ability to ask quality questions. Description of case It explores how to design portfolio-based assessments that are resilient against misuse of AI tools like ChatGPT. It emphasises the need for authentic, personalised assessments that focus on evidence of student learning and critical thinking. The study presents strategies for maintaining academic integrity in an era of AI-generated content, ensuring that assessments reflect students' true abilities and effort. Lessons learned The study demonstrated that portfolio-based formative assessment can effectively capture the depth and breadth of students' learning experiences, particularly in creative and experiential courses. It highlighted the importance of integrating AI tools to enhance learning while maintaining the integrity of human cognitive skills. There was a focus on Higher-Order Skills, emphasising higher-order cognitive skills and meta-cognitive abilities is crucial in the age of AI, as it helps students develop critical thinking and discernment. Implications for practice The approach encourages educators to continue evolving their teaching methodologies to stay ahead of technological advancements, ensuring that learning outcomes remain robust and relevant. Μελέτη περίπτωσης 8: Παραγωγική ΤΝ και ακαδημαϊκή γραφή: Η χρήση του ChatGPT. General information Pereira, R., Reis, I. W., Ulbricht, V. R., & Santos, N. (2023). Generative Artificial Intelligence and Academic Writing: The Use of ChatGPT. Universidade Federal de Santa Catarina, Universidad Técnica Particular de Loja. https://www.researchgate.net/publication/378129238_GENERATIVE_ARTIFICIAL_INTELLI GENCE_AND_ACADEMIC_WRITING_THE_USE_OF_CHATGPT The purpose of this article is to analyse the relationship between academic writing and generative AI, considering the perceptions of potential users of language models like ChatGPT, in order to explore the benefits and challenges of its use in academic writing. Description of case The paper explores how generative AI, specifically ChatGPT, impacts academic writing. It analyses ChatGPT's potential as a tool for enhancing research, drafting, and editing processes in academic contexts. The paper also addresses ethical concerns, such as originality, plagiarism risks, and the evolving role of AI in education. It advocates for integrating AI responsibly, balancing its benefits with maintaining academic integrity and critical thinking skills. Lessons learned The study delved into how academics perceive the use of ChatGPT in their writing.
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