2024 Australasian Academic Integrity Network Forum

Friday, 6 September, 2024

This free online event provides a forum for sharing knowledge, best practice and key questions in the challenging and fast-paced field of academic integrity.

The 2024 Forum will consist of keynote speakers, panels, roundtable discussions, digital posters, and case studies/workshops on good practice. Click on the link below to download a summary of the program for the Forum; once registered you will be sent the full program with abstracts about a week before the Forum. The attached summary of the program is accurate as at 20 August, and shows all Forum sessions, including details of the digital posters that will be available from Monday, 2 September for you to view and add comments and questions.

Download a summary of the program for the Forum.

All keynote speakers, panels and roundtable discussions at the 2024 Forum will be recorded and these recordings will be made available to those who had registered.

The 2024 Forum is proudly co-hosted by Curtin University and Deakin University.

Key themes

The key themes for the 2024 Forum have shaped the roundtable discussions, digital posters, workshops and case studies.

1. Curriculum and assessment design to support academic integrity

Supporting AI fluency
Programmatic design to support academic integrity
Learning design to meet the needs of current students in the context of available tools, and needs of future work
Best practice – exemplars of secured assessment
Academic integrity resources for students and staff
Other academic integrity research

2. Practical solutions for managing integrity breaches

Methods for detecting and managing misconduct
Case management systems and efficiencies/workload
Managing inappropriate use of Gen-AI
File sharing and real time assessment help (e.g. Chegg, take down requests)
Case studies

3. Academic integrity in the age of Gen-AI and contract cheating

Pros: ethical and beneficial uses of Gen-AI:
- Case studies
- Pedagogical considerations for Gen-AI
Cons: Academic Integrity pitfalls with the use of Gen-AI and ways to flip it
Debate: The pros and cons of using Gen-AI content detectors
The changing landscape of contract cheating
- Contract cheating in the Gen-AI environment

4. Inclusion, equity, and academic integrity support for students

Current student perspectives on the student experience
- Digital literacy – what do students think they need to know?
- Reframing student sense of responsibility (students as partners)
- Indigenous perspectives on academic integrity
- International student perspectives on academic integrity
Equitable access to Gen-AI tools and skills
- AI ethics/bias/discrimination
- Learner diversity
Ideas for Improvement
- Onboarding/orientation
- Collaboration across different levels of education

2024 Key speakers

Dr Rebecca Awdry

Dr Rebecca Awdry Rebecca is a leader and researcher in the field of academic integrity, with experience in the UK and Australia. Her research focusses on the factors that lead students to engage in dishonest practices, particularly assignment outsourcing, as well as the impact that things such as exam security can have on the integrity of student exams. Rebecca is an Honorary Fellow with CRADLE at Deakin. She is currently working as a private consultant supporting institutions in their endeavours to strengthen academic integrity.

Professor Cecilia K. Y. Chan

Professor Cecilia K. Y. Chan Professor Cecilia Chan, a Professor in the Faculty of Education at the University of Hong Kong (HKU), has a dual-discipline background: engineering and education, particularly higher education. Her combined expertise in these fields has enabled her to lead and conduct research on topics such as assessment and feedback, experiential learning, and technology-enhanced learning, with a particular focus on artificial intelligence in education and the development and assessment of 21st-century skills (holistic competencies). Prof. Chan serves as the President of the Asian Society for Engineering Education and is an associate editor for both the Journal of Engineering Education and Studies in Educational Evaluation. Her book Generative AI in Higher Education: The ChatGPT Effect, commissioned by Routledge, was published in March 2024 and is the first of its kind in exploring the intersection of Generative AI and Higher Education. Prof. Chan has been invited as keynote to share her work by many organisations worldwide including UNESCO, QS Summit, Harvard, Oxford, UCL, Sydney University. In addition, her work is being adopted by software companies and organisations particularly on the accreditation of holistic competencies and AI Literacy. More information can be found in the Teaching and Learning Enhancement and Research Group (TLERG) website: http://tlerg.talic.hku.hk/ .

Professor Phill Dawson

Professor Phill Dawson Professor Phillip (Phill) Dawson is the Co-Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Phill is most known for his research on feedback, cheating and artificial intelligence in assessment.
In his cheating and artificial intelligence research, Phill is currently collaborating with Deakin colleagues on a major project into how to design assessment that is valid and appropriate for a time of artificial intelligence. This project builds on work funded by the Australian higher education regulator TEQSA, which he was one of the leads of.
Phill is a regular contributor to public debate on higher education. His work has been featured on ABC TV, The Australian, The Age, Times Higher Education, the BBC, VICE, Vox, and the Financial Times, and discussed in the Australian parliament. In his spare time, Phill performs comedy, including in the academia-themed improv show The Peer Revue, which he also produces.

Professor Cath Ellis

Professor Cath Ellis is an independent education consultant. Previously she has undertaken education and educational leadership roles for the Universities of Wollongong, Huddersfield, New South Wales and Sydney.
While her background is in Australian and Postcolonial Literature, her main research is in academic integrity with a particular interest in contract cheating.
In 2019, the Times Higher Education named her as one of their people of the year for her work in this area.
She is a Principal Fellow of the Higher Education Academy (PFHEA) and in 2010 was awarded a National Teaching Fellowship of the Higher Education Academy.

Dr. Helen Gniel

Dr. Helen Gniel Helen is the Director of the Higher Education Integrity Unit at the Tertiary Education Quality and Standards Agency (TEQSA) and co-Chair of the Global Academic Integrity Network.
Dr Gniel joined TEQSA to establish the Higher Education Integrity Unit in January of 2021, following a 20 year career in Australia’s higher education sector as a scientist, academic, and quality assurance professional.
Prior to commencing as the inaugural director of the Higher Education Integrity Unit, Dr Gniel served as Senior Advisor, Quality and Standards at Monash University, and as an academic at the Australian National University.

Associate Professor Jason Lodge

Associate Professor Jason Lodge Jason is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts and Social Sciences at the University of Queensland and Director of the Learning, Instruction and Technology Lab in the School of Education. Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the TEQSA. The resulting resource, Assessment Reform for the Age of Artificial Intelligence, is being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work, in partnership with the Australian Centre for Student Equity and Success (ACSES), has been on developing a national framework for AI in higher education, a translation of the Australian Framework for Generative Artificial Intelligence in Schools.

Derek Newton

Derek Newton has spent twenty years in government and politics and is a media and PR strategist. He is a popular publisher and writer on education including the popular newsletter on academic integrity, “The Cheat Sheet.”
Derek is a recognised panellist, event moderator, and keynote speaker on assessment and integrity and has been named one of ten education influencers to follow in 2024. Derek has published in The Atlantic, Washington Post, NBC News, Money Magazine, and others and is a contributor at Forbes. Derek is also the founder of AdStorm (www.myadstorm.com) and AdTech, and Publisher of the EdTech Chronicle.

Associate Professor Jason Stephens

Associate Professor Jason Stephens Jason M. Stephens is an Associate Professor in the School of Learning, Development, and Professional Practice at The University of Auckland. In addition to teaching courses on human learning and motivation at the university, Jason serves as an Academic Integrity Advisor for the Faculty of Education and Social Work, a member of the University Discipline Committee, and the Principal Investigator of the Research on Academic Integrity in New Zealand (RAINZ) Project. He is also the Vice President of Research and Outreach for the International Center for Academic Integrity, a member of the Executive Board for the Association for Moral Education, and serves on the Editorial Boards for the Journal of Moral Education and the International Journal for Educational Integrity. His primary research interests include human motivation, ethical functioning, cheating behaviour, and the promotion of academic integrity. He is a co-author of two books on schooling and moral development (Educating Citizens and Creating a Culture of Academic Integrity) as well as numerous journal articles and other publications related to motivation, morality, and misconduct among secondary and post-secondary students.

Register for the Forum

Registration is open to academic and professional staff working in the higher education sector in Australia and New Zealand.

You must use your institutional email address to register; requests that come from personal email addresses will not be accepted.

2024 Forum hosts

The 2024 AAIN Academic Integrity Forum is hosted by Curtin University and Deakin University.
The AAIN thanks them for their significant contribution to the event.

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Balancing Innovation and Integrity: embedding the ethical use gen-AI in course design

2023-posters

Digital Posters AAIN 2023 Conference

Balancing Innovation and Integrity: embedding the ethical use gen-AI in course design

Kat Alchin
Learning Designer, The University of Adelaide

Richard McInnes, Georgia Forrest, Aaron Honson, Mark Carandang, Rosemarie Fonseka, Danielle Lemieux, Ajay Kulkarni.
Learning Enhancement and Innovation team, The University of Adelaide.

Background: Institutions have defined principles for gen-AI use through the lens of student academic integrity. Yet, there is a lack of clarity around ethical and best practice use for course design and development. The rapid growth of freely available gen-AI tools necessitates ethical and best-practice guidelines.
Aim: To develop a set of best-practice guidelines to ensure responsible use of gen-AI tools and establish consistent standards across the institution.
What was done and why: Third-space professionals applied ethical best-practice principles to use cases for gen-AI in course design and development. The guidelines were flexible, practical, not temporal–they need to apply to any current and future tools. They identified practical processes where or how gen-AI use might be appropriate in course development workflows.
Recommendations and Findings: A set of overarching principles were developed for gen-AI use in course design and development. Alongside the principles, a practical guide was developed for staff to understand how to best apply these principles within their own contexts. This guide enables staff to identify when and where work could be enhanced or made more efficient through the use of gen-AI, in line with best practice principles. These guidelines also help identify what gaps in policy or practice may exist so they can be addressed.

Discussion starters:

In your department or institution, how are staff supported to identify appropriate ways in which to implement, or in some cases, not to implement gen-AI into their course design and development workflows?
In your department or institution, do you feel that staff have clear pathways for knowledge sharing around the best practice use of gen-AI?
In your department or institution, do you feel that staff have clear pathways for reporting misuse of gen-AI within course design and development?

Watch this AAIN Poster presentation, and engage with the authors and other attendees: you can post comments and questions on the Padlet that is provided for each poster. And on the day of the Forum, you will be able to continue the discussion with a live session with the authors.

Go to the Padlet now to leave comments or questions ahead of the forum.

View other posters from the AAIN 2023 conference

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Acknowledgement to Country

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A Unique Collegiate University Model for support and accountability in Academic Integrity

2023-posters

Digital Posters AAIN 2023 Conference

A Unique Collegiate University Model for support and accountability in Academic Integrity

Dr Carolyn Alsen
Learning and Teaching Manager, University of Divinity

In the collegiate system of the University of Divinity, models of strategic governance and organisational are being implemented by Academic Board to create simplicity, transparency, a student focus and assurance of justice for staff, students and candidates alike. The models use hub and spoke metaphors, for the University entities to work both objectively and interdependently to share responsibility for the workload, and to create a community of practice. The poster will firstly explain the unique collegiate model at the University, then describe the operation of an Academic Integrity Hub which creates an independent, consistent, confidential and yet collegial approach to the support of students and candidates. Finally, the goal of the Hub is described as providing educational advice, advice on investigation of incidents, and monitoring trends in the institution and in the sector in academic integrity for Academic Board.