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Paper+O: In allen Grenzen ist auch etwas Positives

Corbin, Thomas; Dawson, Phillip; Nicola-Richmond, Kelli; Partridge, Helen

‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment Artikel

In: Assessment & Evaluation in Higher Education, S. 1–13, 2025.

Abstract | Links | BibTeX

@article{Corbin2025,

title = {‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment},

author = {Thomas Corbin and Phillip Dawson and Kelli Nicola-Richmond and Helen Partridge},

url = {https://doi.org/10.1080/02602938.2025.2456207},

doi = {10.1080/02602938.2025.2456207},

year = {2025},

date = {2025-01-24},

journal = {Assessment & Evaluation in Higher Education},

pages = {1–13},

abstract = {As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.

Schließen

• https://doi.org/10.1080/02602938.2025.2456207
• doi:10.1080/02602938.2025.2456207

Schließen

Paper+A: Der morphologische Mitmachkasten

Brandenburger, Bonny

A multidimensional and analytical perspective on Open Educational Practices in the 21st century Artikel

In: Frontiers in Education, Bd. 7, 2022.

Abstract | Links | BibTeX

@article{Brandenburger2022,

title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},

author = {Bonny Brandenburger},

editor = {Ana Luísa Rodrigues},

url = {https://doi.org/10.3389/feduc.2022.990675},

doi = {10.3389/feduc.2022.990675},

year = {2022},

date = {2022-09-26},

journal = {Frontiers in Education},

volume = {7},

abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.

Schließen

• https://doi.org/10.3389/feduc.2022.990675
• doi:10.3389/feduc.2022.990675

Schließen

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