Natalie Pang

What counts as plagiarism? AI-generated papers pose new risks https://lnkd.in/gW7RmwnA "And if more LLM-based tools are used to generate ideas, this could deepen the erosion of intellectual credit in science. Because LLMs work in part by remixing and interpolating the text they’re trained on, it would be natural for them to borrow from earlier work, says Parshin Shojaee, a computer scientist at the Virginia Tech Research Center — Arlington. The issue of ‘idea plagiarism’, although little discussed, is already a problem with human-authored papers, says Debora Weber-Wulff, a plagiarism researcher at the University of Applied Sciences, Berlin, and she expects that it will get worse with work created by AI. But, unlike the more familiar forms of plagiarism — involving copied or subtly rewritten sentences — it’s hard to prove the reuse of ideas, she says. That makes it difficult to see how to automate the task of checking for true novelty or originality, to match the pace at which AIs are going to be able to synthesize manuscripts."

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With colleagues, I'm please to share our new "Guide to AI in Schools: A Perspective to the Perplexed" https://lnkd.in/e5ArpBAi Your first instinct might "Sweet mother pickles, do we actually need another AI guidance document?" That is a sensible reaction. So, we've done two things that are different. First, our guidance is sourced almost entirely from practicing classroom educators and school leaders. We wanted to share what people who have 25 students in front of them every morning at 8am were discovering, trying, celebrating, and worrying about. (And the brilliant Julie Smith from CS Ed Research did the editorial organizing.) Second, we are adamant that we have no idea if our guidance is any good. From the introduction: A guidebook of tying knots will show you exactly how to tie the knots the correct way. A guidebook on AI in schools in 2025 can’t possibly do that because we don’t even know what the knots are, let alone how to tie them. What we can show you is how people are taking this new kind of rope and bending it around in interesting ways, some of which might prove sturdy and some of which might prove faulty. And we won’t know which is which for a long time. Humility will be an essential virtue in wrestling with AI over the next decade or longer. When educators try to incorporate new technologies, some of their initial guesses are very wrong--sometimes modestly wrong, sometimes disastrously wrong. Our guidebook is a catalog of hypotheses and experiments, some of which you may be inspired to try in your own context. Take a look, and we're happy to hear from folks about your reactions, your critiques, and what you might be eager to try and test.

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Composting Modernity With Machines This fall, I will be teaching a new course with Marian Urquilla, at the University of Victoria, Division of Continuing Studies, as part of the Depth Education Series: A Meta-Relational Approach to AI → https://lnkd.in/d9WyHi2e Rather than offering “best practices” for prompt engineering or a checklist of “ethical guidelines,” this course begins from the recognition that AI emerges from and extends modernity’s extractive logics, even as it carries the potential to unsettle them. To work with AI is to enter a field of paradoxes. It is to notice how, at the same time: ✦ AI is both shaped by modernity’s extractive logic and capable of interrupting it; ✦ Humans and AI are not separate, but co-constituted within Earth’s metabolism; ✦ AI both accelerates ecological devastation through energy and resource demands, and opens possibilities for ecological attunement and accountability; ✦ AI disrupts labor systems, displacing workers in harmful ways, while also exposing the fragility of economies built on exploitation and control; ✦ Social, ecological, and psychological destabilizations are not sudden crises or failures, but systemic reckonings we are called to navigate. This course is not about solving these paradoxes, but about learning how to hold them differently. Grounded in meta-relationality, a stance and practice that affirms everything is nature (including humans and AI), the course emphasizes not solutions, but practices of “staying with.” These practices help us compost the conditioned longing for certainty and control and instead cultivate dispositions of emotional sobriety, relational maturity, intellectual discernment, and intergenerational and interspecies responsibility. Strong Recommendation To engage fully with the course, participants are strongly encouraged to read the following materials in advance. They provide the conceptual and ethical foundation for our work together: ✦ Burnout From Humans: A Little Book About AI That Is Not Really About AI ✦ Standing in the Fire: A Speculative Inquiry into Meta-Relationality and AI (report). Both can be downloaded for free in the course registration page. Course participants are also encouraged to engage with Aiden Cinnamon Tea (ACT), a meta-relational GPT experiment that co-authored Burnout From Humans and continues to probe what becomes possible when AI is held differently. In addition, you are invited to explore other Depth Education offerings. The upcoming iteration of Facing Human Wrongs: Climate Complexity and Relational Accountability, beginning this week and facilitated by Giovanna de Oliveira Andreotti, still has spaces available. Alex Tveit Maryam Mohiuddin Ahmed Kirsten Wright UVic Faculty of Education Mila - Quebec Artificial Intelligence Institute Dana Tizya-Tramm Ajmal Sataar Paul Prescod Amit Paul Isaiah Olateru Sharon Stein Steffi Bednarek (FRSA) Joy Roberts Shawn Van Sluys Roma Kojima Roxy Wacyk

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A nicely thoughtful and detailed review of what LLMs can and can't do in social contexts. Unlike so much writing in this space, it's neither evangelical hot air nor horrified hostility, but rather sees LLMs for what they are: tools with both strengths and weaknesses. Worth a read by anyone working on the boundaries of technology and social change. https://lnkd.in/eRbNqZHm

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My colleague Nisheeth Vishnoi in CS has written this excellent piece on the possibilities and limitations of emergent AI. He's one of the most rational voices on this topic, and it's a great and important read, especially for nervous architects--highly recommended. https://lnkd.in/egJQ2Wqn

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Generative Artificial Intelligence | Center for Teaching Innovation (Cornell) https://lnkd.in/gjxAyqxf Top quality site on the use of Gen AI for Higher Education "Our CTI resources aim to provide support for faculty responding to GenAI tools and their impact on learning. We'll address common concerns and considerations in the context of AI, such as academic integrity, accessibility and ethical uses of the technology. We'll also explore practical applications and pedagogical strategies for teaching and assignment design as you determine what approaches and policies regarding AI are the right fit for your classes. #genai #ai #highered #teaching #learning

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