This post began when I saw a piece about the cleverness of some methods of cheating<\/a>. I think such articles (yes, there is more than one<\/a> of that sort of thing) more than just amuse while providing a cautionary tale for educators. They illustrate that often the students who are most impressive in their dishonest ingenuity are not \u201cstupid\u201d in any sense of the word. They are clever and smart but\u00a0scared<\/em>. They know that their success in the future, and their ability to maintain their scholarships and get their degree, depends on the classic style of all-or-nothing exam that tests your ability to remember information that in the future you\u2019ll generally Google. And so, while I am appalled by academic dishonesty, I also take the responsibility on myself to find exams and other kinds of assignments that test more important things, on which I can let students have access to any resources they like and thus cheating (apart from plagiarism) is eliminated, and the focus is on whether they can find reliable sources of information, understand them as well as things they have read and studied over the semester, and apply them to a specific question in a manner that demonstrates comprehension.<\/p>\n Here are some links related to academic dishonesty, deeper learning, gamification, and other intertwined matters\u2026<\/p>\n NPR focused on students cheating their way through college<\/a><\/p>\n https:\/\/www.thetechedvocate.org\/how-to-prevent-high-tech-cheating\/<\/p>\n https:\/\/ehrmanblog.org\/very-funny\/<\/p>\n https:\/\/www.thetechedvocate.org\/3-ways-that-ai-brings-out-the-worst-in-education\/<\/p>\n Inside Higher Ed<\/em> had an article about how students can use a popular learning tool to cheat<\/a>, as well as pieces on student character in university applications<\/a> and grade hacking<\/a>.<\/p>\n Hey Preacher, Is That Sermon Really Yours?<\/a><\/p><\/blockquote>\n