The Conversation_AI and Student Coding Pic

Artificial Intelligence Is Getting Better at Writing, and Universities Should Worry About Plagiarism

The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance—and also in student cheating. Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve. Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly, particularly with the development of what’s known as the language generator GPT-3. With this, companies such as Google, Microsoft and NVIDIA can now produce “human-like” text. AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism. As scholars with an interest in academic integrity and the intersections of work, society and educators’ labor, we believe that educators and parents should be, at the very least, paying close attention to these significant developments. The use of technology in academic writing is already widespread. For example, many universities already use text-based plagiarism detectors like Turnitin, while students might use Grammarly, a cloud-based writing assistant. Examples of writing support include automatic text generation, extraction, prediction, mining, form-filling, paraphrasing, translation and transcription. Advancements in AI technology have led to new tools, products and services being offered to writers to improve content and efficiency. As these improve, soon entire articles or essays might be generated and written entirely by artificial intelligence. In schools, the implications of such developments will undoubtedly shape the future of learning, writing and teaching… Complete Article HERE

Israelis Should Be Taught Arabic in Schools

There’s no expression that better demonstrates the new peaks Arab-Israeli relations have hit in recent years than a “picture is worth a thousand words.” Just in the past month, Israeli officials and military forces were photographed alongside Arab counterparts. A major change was also seen in the diplomatic sphere, which might not have received the same amount of visual coverage, but was publicly announced, a change in and of itself. In Israel’s Declaration of Independence, the country’s founding fathers wrote: “We extend our hand to all neighboring states and their peoples in an offer of peace and good neighborliness, and appeal to them to establish bonds of cooperation and mutual help with the sovereign Jewish people settled in its own land. The State of Israel is prepared to do its share in a common effort for the advancement of the entire Middle East.” Since then, the attitude has changed in many countries, but overt cooperation—as we’ve witnessed recently—has not often been seen. The direction is right, but we’re not there yet. In the Arab street, some say that the peace with Israel is peace among governments, but not among the peoples. An Israeli citizen, for example, cannot walk freely and feel safe in the streets of Cairo or Amman. This mostly has to do with the popular view of the Israeli-Palestinian conflict. But Israelis can do more to assimilate into the region. The most basic step to change this is to start teaching Arabic at a younger age and to include spoken Arabic as part of our schools’ curricula. It is said that the entire Arabic teaching system in Israel is aimed at training young men and women ahead of possible service in the IDF’s Intelligence Corps. In this age of peace, it is time to change the direction. This is the right time for us, the people, to show that Israel is more than just an exporter of military technology. We have a lot to give, and a key step is learning the language of the region, which will help all of us communicate in the new language of peace.  Complete Editorial HERE