2023-08-16 Sherbrooke — Martine Peters, chercheuse et professeure en science de l'éducation Directrice du Partenariat universitaire sur la prévention du plagiat

Rédaction intelligente et intègre : Développer des compétences adaptées au XXIe siècle

Références de la présentation faite au Séminaire de Sherbrooke

Martine Peters, Université du Québec en Outaouais

Diapositives 10-11: Plagiat ou pas?

Bailey, J. (2023). Is Plagiarism a Feature of Artificial Intelligence? Plagiarism Today. https://www.plagiarismtoday.com/2023/03/23/is-plagiarism-a-feature-of-ai/
Shashwat (2023). Is ChatGPT Plagiarism? No. Here’s Why We Think So. Nerds Chalk. https://nerdschalk.com/is-chatgpt-plagiarism/

Diapositive 12: L’ère de la rédaction préhistorique!

Diapositive 14 : Prompt ChatGPT pour enseignants

Diapositive 15 : Intelligence artificielle Consensus

Diapositive 16 : Optic AI or Not

Diapositive 17 : Quillbot

Diapositive 18 : Chat with any PDF

Diapositive 19 : Pour se protéger contre les allegations de plagiat

Dias, T. (2023). These Word & Google Docs Settings May Protect You From ChatGPT Plagiarism Allegations. Slash Gear, 21 mai, 2023. https://www.slashgear.com/1290480/microsoft-word-google-docs-setting-chatgpt-plagiarism/

Diapositives 20 : Nouvelle façon d’écrire ❤️

Eaton, S.E. (2023). 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence. Learning, Teaching and Leadership. https://drsaraheaton.wordpress.com/2023/02/25/6-tenets-of-postplagiarism-writing-in-the-age-of-artificial-intelligence/

Diapositive 21: Lecture pour vos étudiants

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 22: Comment se servir intelligemment de ChatGPT

Diapositive 25 : 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 28 : Redéfinir l’évaluation

Diapositive 29-30: Modèle d’évaluation

Modèle sur l’évaluation de Peters, Smith et Angelov (2023). http://w4.uqo.ca/mpeters/ateliers-workshops/

Diapositive 31 et 34 : Taxonomie de Bloom

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.
Profinnovant (s.d.). Taxonomie de Bloom révisée : verbes d’action. Section pédagogie. https://www.profinnovant.com/taxonomie-de-bloom-revisee-verbes-daction/

Diapositives 32-33 : Originalité versus créativité ❤️

Johnson-Eilola, J. et Selber, S. A. (2007). Plagiarism, originality, assemblage. Computers and Composition, 24(4), 375-403.

Diapositives 35-36-37 : 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.
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 38: L’évaluation authentique

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 39: Caractéristique d’une évaluation authentique

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 40 : Des consignes claires

Cullen, C. (2020). Syllabi Designed with Integrity In Mind. Sur le site web https://www.academicintegrity.org/integrity/syllabi-designed-with-integrity-in-mind/
Harris, Robert (2015). Antiplagiarism Strategies for Research Papers. Virtual Salt. http://www.virtualsalt.com/antiplag.htm ❤️
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

Diapositive 41: Rules for Tools ❤️

Spannagel, C. (2023). Rules for Tools. Pädagogische Hochschule Heidelberg. https://csp.uber.space/phhd/rulesfortools.pdf

Diapositive 42 : 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.
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.
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