Writing to Learn, Communicate, and Engage: AI-Content Generators, Detectors, and Assumptions About Writing Across the Curriculum

Alternative Title

Writing to Learn, Communicate, and Engage: Artificial Intelligence (AI)-Content Generators, Detectors, and Assumptions About Writing Across the Curriculum

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2023 : Orlando, Fla.)

Location

Key West C

Start Date

25-9-2023 12:00 PM

End Date

25-9-2023 12:30 PM

Publisher

University of Central Florida Libraries

Keywords:

AI writing technologies; Content detection; Higher education; Writing pedagogy; Plagiarism detection

Subjects

Academic writing--Computer-assisted instruction; Artificial intelligence--Computer-assisted instruction; Writing--Technological innovations; Academic writing--Study and teaching (Higher); Communication in learning and scholarship--Technological innovations

Description

Across higher education, faculty may take varying positions on students’ use of AI writing technologies in their classes, labs, and research projects. Positions may vary significantly depending on the goals of particular assignments, courses, or disciplines. Regardless of their positions, faculty may turn to AI content detectors to determine the extent to which a student has used AI-developed content. In this session, we will review the current state of AI content detectors, identifying the ways that they detect certain linguistic patterns, structural features, and/or repeated words and presenting preliminary summaries of the research about whose writing might be advantaged or disadvantaged by such detectors. We will invite participants to explore similarities and differences of these AI-detection tools to commonly implemented plagiarism detectors and highlight the implications of such detectors for students, faculty, and learning environments, ultimately highlighting our assumptions about what it means to write.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Administrators, Faculty

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Sep 25th, 12:00 PM Sep 25th, 12:30 PM

Writing to Learn, Communicate, and Engage: AI-Content Generators, Detectors, and Assumptions About Writing Across the Curriculum

Key West C

Across higher education, faculty may take varying positions on students’ use of AI writing technologies in their classes, labs, and research projects. Positions may vary significantly depending on the goals of particular assignments, courses, or disciplines. Regardless of their positions, faculty may turn to AI content detectors to determine the extent to which a student has used AI-developed content. In this session, we will review the current state of AI content detectors, identifying the ways that they detect certain linguistic patterns, structural features, and/or repeated words and presenting preliminary summaries of the research about whose writing might be advantaged or disadvantaged by such detectors. We will invite participants to explore similarities and differences of these AI-detection tools to commonly implemented plagiarism detectors and highlight the implications of such detectors for students, faculty, and learning environments, ultimately highlighting our assumptions about what it means to write.

Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.