2024-01-16 Cégep de la Gaspésie — Martine Peters, chercheuse et professeure en science de l'éducation Directrice du Partenariat universitaire sur la prévention du plagiat

Repenser l’évaluation à l’ère de l’intelligence artificielle:

l’accent sur l’intégrité académique.

IA¹ et IA²

Par Martine Peters, Université du Québec en Outaouais

Atelier offert Au Cégep de la Gaspésie (Canada)

(16 janvier 2024)

martine.peters@uqo.ca

20240113_Feuille_note_participantsDownload

Références

Diapositive 6 : Démonstration de ChatGPT pour l’apprentissage

Pimido (2023). https://www.pimido.com/

Diapositive 9 : Trois informations sur l’IA²

Mollick, E. (2023). The Best Available Human Standard. https://www.oneusefulthing.org/p/the-best-available-human-standard?utm_source=post-email-title&publication_id=1180644&post_id=137285312&utm_campaign=email-post-title&isFreemail=true&r=2fm3lf&utm_medium=email

Diapositive 9 : Intelligence artificielle

Marr, B. (2019, November 11). 13 Mind-Blowing Things Artificial Intelligence Can Already Do Today. https://www.forbes.com/sites/bernardmarr/2019/11/11/13-mind-blowing-things-artificial-intelligence-can-already-do-today/?sh=2cbcddac6502

Diapositive 12 : Faiblesse de l’IA

Mollick, E. (2023). One Useful Thing. https://www.oneusefulthing.org/
Mollick, E. (2023). https://substack.com/@oneusefulthing

Diapositive 16 : Définition du plagiat

(2023). Is ChatGPT Plagiarism? No. Here’s Why We Think So. Nerd Chalk https://nerdschalk.com/is-chatgpt-plagiarism

Diapositive 19: Parlons-en de la détection…

Clay, G. (2023). The Depth of the AI Plagiarism Problem. AutomatED: Teaching Better with Tech. https://automated.beehiiv.com/p/depth-ai-plagiarism-problem

Diapositive 27 : Nouvelle façon d’écrire ❤️

Eaton, S. E. (2023). 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence. Learning, Teaching and Leadership: A blog for educators, researchers and other thinkers by Sarah Elaine Eaton, Ph.D. https://drsaraheaton.wordpress.com/2023/02/25/6-tenets-of-postplagiarism-writing-in-the-age-of-artificial-intelligence/

Diapositive 30 : Pour être transparent…

Peters, M. (2023). Acronymes et icônes pour un usage transparent de l’IA / Acronyms and icons for a transparent use of AI. http://w4.uqo.ca/mpeters/ateliers-workshops/

Diapositives 33 : L’ère de la rédaction préhistorique (2021)!

Peters, M. (2021). Demande de subvention de partenariat soumise au CRSH. http://w4.uqo.ca/mpeters/ateliers-workshops/

Diapositives 34 : L’ère de la rédaction intègre avec IA² (2023)!

Peters, M. (2023). L’ère de la rédaction intègre avec l’intelligence artificielle, modèle 2023 : http://w4.uqo.ca/mpeters/ateliers-workshops/

Diapositive 35: L’ère de la rédaction intègre avec IA² (2023)!

Cursus (2023). Exemples de prompts ChatGPT pour créer des exercices interactifs en un rien de temps (+vidéo). https://cursus.edu/fr/27692/exemples-de-prompts-chatgpt-pour-creer-des-exercices-interactifs-en-un-rien-de-temps-video?fbclid=IwAR2xEUc4DXdLrUsfrxFOKCBb-LfO9vIambCw_x_OCmmv6Tn77DBN6-bTGBI

Diapositive 36 : Les six chapeaux appliqués à l’IA² ❤️

Mind Tools Content Team. (2023). Six Thinking Hats ®. https://www.mindtools.com/ajlpp1e/six-thinking-hats
Jin, T. (2023). Leveraging the strengths of LLMs for creativity and thinking. Medium. https://uxdesign.cc/leverage-the-strengths-of-llms-for-creativity-thinking-58137a8da8b9

Diapositive 37 : Chat GPT Cheat Sheet

Schwarz, C. (2023). https://www.facebook.com/photo.php?fbid=10219009538984455&id=1684067571&set=gm.1330962817844170

Diapositive 38 : Comment formuler des requêtes ?

École Branchée. (2023). L’art du « Prompt » : Guide 101 pour les personnes enseignantes. https://ecolebranchee.com/lart-du-prompt-guide-101-pour-les-personnes-enseignantes/

Diapositive 39 : L’ère de la rédaction intègre avec IA² (2023)!

Consensus (2023). https://consensus.app/search/ ❤️

Diapositives 40-41 : L’ère de la rédaction intègre avec IA² (2023)!

Research Rabbit. (2023). https://www.researchrabbit.ai/
https://researchrabbitapp.com/home

Diapositives 42-44 : Pour développer l’esprit critique…

Optic AI or Not (2023). https://aiornot.optic.xyz
CQ-ÉMI. (2023). Les formations du CQÉMI et de son réseau partenaire. https://www.cqemi.org/fr/formations ❤️
Agence Science-Presse. (2023). Nos ateliers de formations. ($$) https://www.sciencepresse.qc.ca/nos-ateliers-formation

Diapositives 45-47 : L’ère de la rédaction intègre avec IA² (2023)!

Quillbot (2023). https://quillbot.com/?utm_medium=paid_search&utm_source=google&utm_campaign=paraphrase_premium&campaign_type=performance_max&gclid=CjwKCAjw1MajBhAcEiwAagW9MamBcz5rm-eBdl1DAGny2g7OfYPjJEhzfp4kiQRLMloCBwZvnURuwRoCLKoQAvD_BwE
Chat with any PDF (2023). https://www.chatpdf.com/
Dias, T. (2023). These Word & Google Docs Settings May Protect You From ChatGPT Plagiarism Allegations. Slash Gear. https://www.slashgear.com/1290480/microsoft-word-google-docs-setting-chatgpt-plagiarism/

Diapositive 49 : Template Classroom AI Use

Miller, M. (2023). Template Classroom AI Use: What’s Cheating? What’s OK? https://ditchthattextbook.com/ai-cheating/

Diapositive 50 : Acceptable ou pas?

Duguay, S. (2023). C’est le temps de repenser les notions de « Plagiat » et de « Triche ». Traduction de l’original « It’s Time to Rethink “Plagiarism” and “Cheating” de Matt Miller (DitchThatTextbook.com) https://ditchthattextbook.com/ai/#tve-jump-18606008967
Collaboration spéciale (2023). L’IA à l’école : qu’est-ce qui est de la triche, qu’est-ce qui est correct? École Branchée. https://ecolebranchee.com/ia-en-classe-qu-est-ce-qui-est-de-la-triche-qu-est-ce-qui-est-correct/?mc_cid=b80d5f0984&mc_eid=012c4053c0

Diapositive 51 : Lecture pour vos étudiants ou pour vous ❤️

Hew, N. (2023). How to use ChatGPT in your assignments without getting accused of plagiarism. Study International. https://www.studyinternational.com/news/chatgpt-and-plagiarism/

Diapositive 53 : Pour les étudiants

Long, L. (2023). Acknowledging and Citing Generative AI in Academic Work. Idaho Open Press, Write What Matters. https://idaho.pressbooks.pub/write/chapter/citing-generative-ai-in-academic-work/?fbclid=IwAR1tgfgk0B1RPzlnHeLck3UgWX-VaHGlzf3LPNjLgqF7zggilvN5rSJhOU0

Diapositive 55 : Période de deuil

Crisci, J. (2023). An important note for anyone doing AI PD for teachers. [LinkedIn]. https://www.linkedin.com/posts/jerrycrisci_an-important-note-for-anyone-doing-ai-pd-activity-7128070990684717056-V47e?utm_source=share&utm_medium=member_desktop

Diapositive 56 : Redéfinir l’évaluation

Lodge, Howard and Broadbent (2023). Assessment redesigne for generative AI: A taxonomy of options and their viability. LinkedIn. https://www.linkedin.com/pulse/assessment-redesign-generative-ai-taxonomy-options-viability-lodge/?fbclid=IwAR2IGAAocNIMWoj9AIyBWQLiEIaJP12-9UQCaLQrH7wGp6ugTcfvUGCuE7Y

Diapositive 58 : Classe inversée

Roy, N. (2014). La classe inversée : une pédagogie renversante? Le Tableau, 2014, Volume 3, No. 1. Direction du soutien à l’enseignement et des bibliothèques (DSEB) en collaboration avec le Groupe d’intervention et d’innovation pédagogique (GRIIP). https://pedagogie.uquebec.ca/le-tableau/la-classe-inversee-une-pedagogie-renversante
Version PDF en ligne : https://pedagogie.uquebec.ca/sites/default/files/documents/numeros-tableau/letableau-v3-n1_2014b_1.pdf

Diapositive 60 : Atelier individuel sur la paraphrase

Rahul Bhagat, Eduard Hovy; What Is a Paraphrase? Computational Linguistics 2013; 39 (3): 463–472. doi: https://doi.org/10.1162/COLI_a_00166

Diapositive 66 : Tâches impossibles pour les IA2 (en ce moment 11-2023)

Mialon, G., Fourrier, C., Swift, C., Wolf, T., LeCun, Y. & Scialom, T. (2023). GAIA: a Benchmark for General AI Assistants. https://arxiv.org/pdf/2311.12983.pdf

Diapositives 68-73 : Les cinq choix de Leon Furze

Furze, L. (2023, October 04). Rethinking Assessment for Generative AI: Beyon the Essay. LeonFurze.com. https://leonfurze.com/2023/10/04/rethinking-assessment-for-generative-ai-beyond-the-essay/?fbclid=IwAR2AovmNzhN94MJlxPSkffge-Hh58PALY-q2wcedRu5uJZnSLO20JPytGTQ
Furze, L. (2023). AI Assessment Where Does your Assessment Sit on the Scale? https://leonfurze.com/wp-content/uploads/2023/04/scalePDF.pdf

Diapositive 74 : Activité de génération totale

Johnston, J. (2023). AI Assignment Flip – 10 Examples. from https://www.linkedin.com/pulse/ai-assignment-flip-10-examples-jason-johnston/.

Diapositives 75-76 : Modèle d’évaluation proposée

Peters, M., Smith, J. et Angelov, D. (2023). Planification d’une tâche évaluative qui favorise la créativité et l’intégrité académique. http://w4.uqo.ca/mpeters/ateliers-workshops

Diapositives 77-79 : Taxonomie de Bloom révisée / Objectifs et IA²

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Prof Innovant. (2023). Taxonomie de Bloom révisée : verbes d’action. https://www.profinnovant.com/taxonomie-de-bloom-revisee-verbes-daction/
Oregon State University. (2023). Advancing Meaningful Learning in the Age of AI: Bloom’s Taxonomy Revisited. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/meaningful-learning/?fbclid=IwAR3nzsEV0-BTPXTRdgAW6EqcbyL3pWx-LmNfH88fVjew-hZLEMe3-z5Wn1Y
Stasse, S. (2023). Bloom revisité à la sauce IA. Cadre https://www.cadre21.org/pedagogie/bloom-revisite-a-la-sauce-ia/?fbclid=IwAR1YeXLZLby3u3OWeVArzQUYp2UKWlTgXzLJE9j94PZOYBvdKV6FDoSPhDE

Diapositives 80-81 : Compétences fondamentales ou non…

Sidorkin, A. S. (2023, December 20). AI Pedagogy, the Introduction. AI-EDU. https://aiczar.blogspot.com/2023/12/ai-pedagogy-introduction.html?fbclid=IwAR2xNsIp8_dtp8vUHTPc7XAOcEaRj3gWW69R3L2fBNeoqrtreWft50v7UcE

Diapositive 83 : Taxonomie de Bloom révisée / Objectifs et IA²

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Diapositive 84 : Le délestage cognitif

Risko EF, Gilbert SJ. (2016). Cognitive offloading. Trends in Cognitive Sciences. 20(9):676–688. doi: 10.1016/j.tics.2016.07.002.

Diapositive 85 : Le délestage cognitif, l’évaluation et l’IA

Dawson, P. (2020). Cognitive Offloading and Assessment. In: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds) Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-41956-1_4 ❤️

Diapositive 86-87 : L’évaluation authentique❤️

Furze, L. (2023, October 04). Rethinking Assessment for Generative AI: Beyon the Essay. com. https://leonfurze.com/2023/10/04/rethinking-assessment-for-generative-ai-beyond-the-essay/?fbclid=IwAR2AovmNzhN94MJlxPSkffge-Hh58PALY-q2wcedRu5uJZnSLO20JPytGTQ
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2).
Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175-185.
Wadaani, M. R. (2015). Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students.Creative Education, 6,669-679.
Wiggins, G. (2011). A true test: toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81–93.

Diapositive 88 : Caractéristiques d’une activité d’évaluation authentique intègre

Spiller, D. (2014). Assessment matters: Academic Integrity. The University of Waikato. https://www.waikato.ac.nz/__data/assets/pdf_file/0006/352869/Assessment-Matters_-Group-Work-Assessment.pdf
Fahim, S. (n.d.). Assessments – Prevention Strategies to Combat Plagiarism [PowerPoint presentation]. The British University in Egypt. https://www.bue.edu.eg/powerpoints-academic-honesty/

Diapositive 91-92 : Le débat ❤️

Bauschard, S. (2023, November 05). Debating in the World of AI. Stefan Bauschard. Education Disrupted: Teaching and Learning in An AI World. https://stefanbauschard.substack.com/p/debating-in-the-world-of-ai?utm_source=post-email-title&publication_id=1673728&post_id=138620336&utm_campaign=email-post-title&isFreemail=true&r=2fm3lf&utm_medium=email

Diapositive 94 : Seth’s Ideas on the Manual… ou les consignes

Godin, S. (2023). Thoughts on the Manual. Seth’s Blog. https://seths.blog/2023/09/thoughts-on-the-manual/

Diapositive 95-96 : Consignes

Smith, C. D., Worsfold, K., Davies, L., Fisher, R. et McPhail, R. (2013). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38(1), 44-60. doi: 10.1080/02602938.2011.598636
Harris, Robert (2015). Antiplagiarism Strategies for Research Papers. Virtual Salt. http://www.virtualsalt.com/antiplag.htm ❤️
Cullen, C. (2020). Syllabi Designed with Integrity In Mind. Sur le site web https://www.academicintegrity.org/integrity/syllabi-designed-with-integrity-in-mind/

Diapositive 97 : Consignes pour l’intégrité

Hough, D. (2023). Examples of Using AI to Support Student Learning & Assessment in Life Sciences. https://sway.cloud.microsoft/iNhP49DMrhOep2Uc
Adaptation of Hough, D. (2023). Student Guidance for the Responsible Use of AI”. University of Glasgow. Edited by Rachel Heyes. #ALTc blog, October 10. https://altc.alt.ac.uk/blog/2023/10/student-guidance-for-the-responsible-use-of-ai/#gref
Dumin, L. (2024). Annotated PDFs Assignment Information. https://ucok-my.sharepoint.com/:w:/g/personal/ldumin_uco_edu/EUqI8bd0451PuBfymuea1DYBuamYV-rl4vx7k4hFr6_Qmg?rtime=pxeeQfkV3Eg

Diapositive 95-96 : Consignes

Spannagel, C. (2023). Rules for Tools. Pädagogische Hochschule Heidelberg. https://csp.uber.space/phhd/rulesfortools.pdf ❤️
Dawson, P. (2023). Defending Assessment Security in a Digital World. Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia. https://tlu.cit.ie/contentFiles/files/Cheating%2C_assessment_design_and_assessment_security.pdf

Diapositive 105 : Critères d’évaluation

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education–a systematic literature review. Thinking Skills and Creativity, 8, 80–91.
Shin et al. (2012) White M, Kern ML. Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing. 2018;8(1):1-17. DOI: 10.5502/ijw.v8i1.588
De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C. L., Schoonman, W., & Born, M. P. (2016). Effective self-regulatory processes in higher education: research findings and future directions. a systematic review. Studies in Higher Education, 41(1), 139–158.

Diapositives 107-108 : Critères pour l’écriture avec IA²