Exportar Publicação

Silva, N., J., Dos-Santos, M. & Bello, M. (2025). From disruption to innovation: Integrating active learning in Al- resilient assessment design. In Renata Paola Dameri (Ed.), Proceedings of the 6th International Conference on AI Research (ICAIR 2025) (pp. 71?78). Academic Conferences and Publishing International. https://doi.org/10.34190/icair.5.1.4274

N. Jesus-Silva et al.,  "From disruption to innovation: Integrating active learning in Al- resilient assessment design", in Proc. of the 6th Int. Conf. on AI Research (ICAIR 2025) , Renata Paola Dameri, Ed., Itália, Academic Conferences and Publishing International, 2025, vol. 1, pp. 71-78

@inproceedings{jesus-silva2025_1789607055659,
	author = "Silva, N., J. and Dos-Santos, M. and Bello, M.",
	title = "From disruption to innovation: Integrating active learning in Al- resilient assessment design",
	booktitle = "Proceedings of the 6th International Conference on AI Research (ICAIR 2025) ",
	year = "2025",
	editor = "Renata Paola Dameri",
	volume = "1",
	number = "",
	series = "",
	doi = "10.34190/icair.5.1.4274",
	pages = "71-78",
	publisher = "Academic Conferences and Publishing International",
	address = "Itália",
	organization = "",
	url = "https://papers.academic-conferences.org/index.php/icair/article/view/4274"
}

TY  - CPAPER
TI  - From disruption to innovation: Integrating active learning in Al- resilient assessment design
T2  - Proceedings of the 6th International Conference on AI Research (ICAIR 2025) 
VL  - 1
AU  - Silva, N., J.
AU  - Dos-Santos, M.
AU  - Bello, M.
PY  - 2025
SP  - 71-78
SN  - 2633-3058
DO  - 10.34190/icair.5.1.4274
CY  - Itália
UR  - https://papers.academic-conferences.org/index.php/icair/article/view/4274
AB  - Artificial Intelligence (AI) and generative learning technologies are transforming the landscape of higher education. With tools capable of producing essays/reports, solving complex problems, and simulating critical thought, traditional assessment practices are becoming increasingly vulnerable. The rapid, widespread, and easy accessibility of generative AI raises concerns about academic dishonesty, plagiarism, and the erosion of original thought. This disruption calls for a reimagining of assessment models that are not only robust in the face of AI but also pedagogically sound. Active Learning Strategies (ALS) offer a pathway forward. Rooted in constructivist and experiential learning theories, ALS emphasizes student participation, collaboration, and real-world application. By shifting from passive learning methods to active learning engagement, these strategies promote higher-order thinking and personal investment in learning, qualities that AI cannot easily replicate. This paper aims to analyze how ALS can underpin AI-resilient assessment design, drawing insights from a scoping literature review, an applied case study from the UNESCO-ESCS Chair in Portugal and results from inquiries to students.
ER  -