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SUMMARY:[HYBRID] Postplagiarism Perspectives: Comparative Insights from K-12 and Postsecondary Research
DESCRIPTION:\n\nAs generative AI technologies reshape educational 
 landscapes\, academic integrity must be reconceptualized across both K–12 
 and postsecondary contexts. Drawing from two doctoral research studies\, 
 this presentation explores the complex interplay between technological 
 adoption\, ethical formation\, and institutional change.\n\nThe first study 
 examines K–12 administrators navigating pedagogical and ethical 
 uncertainties introduced by human-AI collaboration. Employing the 
 Technology Acceptance Model\, Innovation Diffusion Theory\, and the 4M 
 Framework\, this research explores how administrators balance AI 
 integration with pedagogical values during ‘AI arbitrage’\, the liminal 
 space where early adopting students outpace institutional 
 adaptation.\n\nThe second study explores how CPA-accredited accounting 
 programs embed ethical competencies through assessment\, particularly 
 regarding AI-enabled misconduct. Employing Rest's Four-Component Model of 
 Morality\, Biggs' Constructive Alignment\, and an Integrity–Assessment 
 Alignment Matrix\, this research examines professional ethics education 
 amid technological disruption.\n\nTogether\, anchored in Eaton's 
 postplagiarism concept\, these complementary theoretical lenses provide 
 comprehensive analytical approaches to understanding educational 
 transformation across the learning continuum.\n\nSpeakers: Naomi Paisley & 
 Myke Healy\n\nBios: \n\nNaomi Paisley is a Chartered Professional 
 Accountant (CPA) with over 20 years of experience in accounting\, audit\, 
 and taxation. She currently teaches at the Southern Alberta Institute of 
 Technology (SAIT)\, where she develops and delivers curriculum in financial 
 reporting\, assurance\, and Canadian tax. Naomi is also a co-author of 
 nationally adopted Canadian auditing and accounting textbooks and 
 collaborates on the integration of evolving standards\, DEI\, ESG\, and 
 Indigenous perspectives in accounting education. As a doctoral candidate in 
 the EdD program at the University of Calgary’s Werklund School of 
 Education\, her research explores how CPA-accredited undergraduate 
 accounting programs prepare students for ethical challenges in the 
 profession\, particularly considering AI-enabled misconduct. Her study uses 
 Rest’s Four-Component Model of Morality and Biggs’ Constructive 
 Alignment to analyze ethics education and assessment practices in 
 accounting programs. Naomi’s work supports the alignment of academic 
 integrity initiatives with the expectations of the accounting profession 
 and CPA Canada.\n\nMyke Healy is an educational leader with over 20 years 
 of experience in K-12 teaching and administration. He currently serves as 
 Assistant Head – Teaching & Learning at Trinity College School\, where he 
 leads academic strategy and faculty development. Myke holds an M.Ed. in 
 assessment and evaluation from Queen's University and annually facilitates 
 AI-focused modules at the Canadian Accredited Independent Schools (CAIS) 
 Leadership Institute. As a doctoral candidate in the EdD program at the 
 University of Calgary's Werklund School of Education\, his research 
 examines how K-12 administrators navigate generative AI and academic 
 integrity challenges during technological adoption. His study uses the 
 Technology Acceptance Model\, Innovation Diffusion Theory\, and the 4M 
 Framework to analyze AI integration and postplagiarism concepts in 
 secondary education. Myke presents nationally and internationally on AI in 
 education and serves on the Ontario College of Teachers' accreditation 
 roster\, the board of eLearning Consortium Canada\, and instructs 
 leadership and assessment courses at Queen's University.\n\n\n\n\n\nPlease 
 note that this session will be recorded.
LOCATION:Doucette Library EDC370
ORGANIZER;CN="Kim Groome":MAILTO:kim.groome@ucalgary.ca
CATEGORIES:AI Centre
CONTACT;CN="Kim Groome":MAILTO:kim.groome@ucalgary.ca
STATUS:CONFIRMED
UID:LibCal-3945792
URL:https://workrooms.ucalgary.ca/calendar/lcr-workshops/postplagiarism-perspectives
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