How will teaching, learning and assessment look in a future world where the use of artificial intelligence is the norm, and where does academic integrity come in to the discussion? These slides, delivered as a keynote presentation, consider the issues and share plenty of examples.

1. The Generative Artificial
Intelligence Revolution and
the Future of Academic
Integrity
Dr Thomas Lancaster
Imperial College London
Keynote Presentation for
The University of Sunderland Annual Learning & Teaching Conference
1 November 2023
#SunLTCon

2. Whose work is it
anyway?
Building a culture of
academic integrity

3. Dr Thomas Lancaster
Real and machine generated images

4. Dr Thomas Lancaster
Real and machine generated images
Computer Scientist and Senior Tutor
Academic integrity practitioner and speaker
Researcher, often with students as partners
http://www.thomaslancaster.co.uk
X (formerly Twitter): @DrLancaster

5. Dr Thomas Lancaster
Real and machine generated images
Computer Scientist and Senior Tutor
Academic integrity practitioner and speaker
Researcher, often with students as partners
http://www.thomaslancaster.co.uk
X (formerly Twitter): @DrLancaster
Cheating methods
Technical solutions
Prevention
Data collection
Contract cheating

6. Contract Cheating
Someone other than a student
completing expected work

7. (Misuse of) Artificial Intelligence
Something other than a student
completing expected work

8. Someone other than [role]
completing expected work
Something other than [role]
completing expected work

11. Working ethically
Not taking an unfair
advantage
Preparing for the
future
Engaging the
whole
educational
community

12. https://www.qaa.ac.uk/do
cs/qaa/about-
us/academic-integrity-
charter.pdf

13. Dr Irene
Glendinning
Academic
integrity is
not just
for
students

14. Generative
Artificial
Intelligence

15. 70% of
Gen Z are
already
using
generative
AI
(from Salesforce August 2023
survey of 4,041 adults from
US, UK, Australia and India)
https://www.salesforce.com/news/press-releases/2023/09/07/ai-usage-research/

16. Generative Artificial Intelligence
• Trained on massive quantities of
data
• Mimics structure and patterns
• Accessed (at a consumer level)
through systems such as ChatGPT
• Not intelligent (in the way that a
human is considered intelligent)
• Can get things wrong

20. Smith, J. A., & Johnson, R. B. (1980). Comparative Safety
Perceptions of Human and Robotic Taxi Operators: A
Methodological Exploration. Journal of Transportation and
Technological Studies, 28(4), 234-247.
Comparative Safety Perceptions of Human and Robotic Taxi Operators:
A Methodological Exploration
This study examines public perceptions of safety concerning taxi operations
conducted by robots in comparison to human operators. Participants (N=240)
were surveyed about their comfort and safety perceptions when being driven by
either a human or a robotic taxi driver in a hypothetical urban environment.
Results suggest a significant preference for robotic operators, with 72% of
participants indicating they would feel safer with a robot. Factors influencing this
preference included perceived consistency, reduced risk of human error, and
potential for objective decision-making by robotic systems. Implications for future
urban transportation and technological advancements are discussed.

21. Smith, J. A., & Johnson, R. B. (1980). Comparative Safety
Perceptions of Human and Robotic Taxi Operators: A
Methodological Exploration. Journal of Transportation and
Technological Studies, 28(4), 234-247.
Comparative Safety Perceptions of Human and Robotic Taxi Operators:
A Methodological Exploration
This study examines public perceptions of safety concerning taxi operations
conducted by robots in comparison to human operators. Participants (N=240)
were surveyed about their comfort and safety perceptions when being driven by
either a human or a robotic taxi driver in a hypothetical urban environment.
Results suggest a significant preference for robotic operators, with 72% of
participants indicating they would feel safer with a robot. Factors influencing this
preference included perceived consistency, reduced risk of human error, and
potential for objective decision-making by robotic systems. Implications for future
urban transportation and technological advancements are discussed.

22. Write the title, abstract and full APA format reference for a 1980 paper. The paper
should provide methodological evidence that humans would feel safer being driven in a
taxi by a robot than by another human.
Now produce some news coverage of this paper from the time it was released. The
news coverage should be written in the style of an appropriate media outlet and should
include quotes as needed. First of all, write some short coverage from the New York
Post.
Now provide coverage from the UK newspaper The London Evening Standard. You can
include quotes from members of the public which might be positive or negative towards
the story.
Now provide coverage from the New Scientist magazine.
Now provide a critical editorial in a suitable media outlet.
Now provide a response in a law journal.

24. Imagine all of these sources have been given to a current student.
Provide bullet point reasons why the student should be suspicious of
this information.
1. Anachronism
2. Consistent Citation
3. Lack of Corroboration
4. Language and Tone
5. Source Reputation
6. Broad Generalizations:
7. Modern Concepts
8. Editorial Bias
9. Homogeneity of Opinion
10.Potential Inconsistencies
7. Modern Concepts:
• Terms and ideas that might not have been in common
parlance or conceptualized in 1980, such as data
privacy concerns related to advanced AI, are
mentioned.

25. Devise a lesson plan using these materials which will help students
to develop the same understanding we have here and to appreciate
the value of verifying research and of avoiding fake news.
Lesson Plan: Evaluating and Verifying Research Sources - A Journey Through Fake
News
Objective: By the end of the lesson, students will be able to critically evaluate
news sources, understand the importance of verifying research, and recognize the
pitfalls of fake news.
Duration: 90 minutes
Introduction (10 minutes)
Presentation of Materials (15 minutes)
Group Activity: Spotting Inconsistencies (20 minutes)
Class Discussion: Evaluating Validity (15 minutes)
Activity: Real World Application (20 minutes)
Wrap Up: Importance of Verification (5 minutes)
Homework Assignment

26. Responding
To AI

27. The use of AI is
not a problem
The misuse of AI
may be a problem

28. We don’t always know what AI can do
We don’t always know what students can
do
We haven’t always had time to adapt

29. Students don’t know what they can do
Students don’t know what they are
allowed to do

30. Some
Things I
Can Do

31. Write prompts
Come up with ideas
Direct an AI
chatbot
Create PowerPoint
slides
Evaluate the
quality of output
Process
data
Generate stylistically
matching images
Produce source code
Create lecture
summaries
Provide feedback for
students
Plus, a whole lot more…
Generate sample
research data

32. https://twitter.com/DrLancaster/status
/1688015428142960642
Actually, it’s ChatGPT going off
and doing its own analysis of
Lancaster, T., Dent, B. (2022). Academic Ghost
Writing and Commercial Contract Cheating
Provision on a Freelancing Website. In:
Bjelobaba, S., Foltýnek, T., Glendinning, I.,
Krásničan, V., Dlabolová, D.H. (eds) Academic
Integrity: Broadening Practices, Technologies,
and the Role of Students. Ethics and Integrity in
Educational Contexts, vol 4. Springer, Cham.
https://doi.org/10.1007/978-3-031-16976-2_17

33. In what
circumstances
could I publish
this research
study?

34. Should we
teach students
how to do
this?

35. The
Future…

36. Future
employees will
need to use AI
(as it relates to
their trade or
discipline)

37. We are there to help students to
succeed

38. We are there to help students to
succeed
Working
ethically with AI
Evaluating the
information
quality
Demonstrating
core
competencies
Learning from
discipline
experts
Knowing where
to seek support

39. What learning
outcomes are
being assessed?

40. FAIR AI Use in Assessment
Foundational
Can work
without AI and
can
demonstrate
core skills
Appreciative
Able to
evaluate the
quality of
information
produced
Illuminative
Uses AI to
learn, suggest
ideas, clarify,
and improve
Replaceable
Directs AI to
complete
assessments,
and can
evaluate the
output

41. Let’s work
alongside and
inspire our
students as
our valued
partners

42. For Human Assistance…
Email thomas@thomaslancaster.co.uk
Website http://thomaslancaster.co.uk
Blog http://thomaslancaster.co.uk/blog
LinkedIn https://uk.linkedin.com/in/thomaslancaster
X @DrLancaster