Entry 13: A 2025 Podcast on AI Cheating Strategies

Date: June 19, 2025

Quotation: “Personalized assignments reduce opportunities for cheating.”
Reference:
Whitby, T. (2025, January 6). It’s 2025, What Are the Most Practical and Effective Solutions We’ve Developed to Manage AI Cheating? [Audio podcast]. BAM Radio Network. edweek.orgbamradionetwork.com

Why I Included This:
I listened to this podcast while reflecting on the challenges raised in our course around AI and academic honesty. The line about personalization reducing cheating stayed with me. It’s simple, but it holds weight. The more we tailor assessments to students’ voices, experiences, and contexts, the harder it is for them to outsource that work or feel the need to.

This idea made me think differently about how I’ve designed some of my past assessments. I’ve always aimed for fairness and clarity, but I now see how easy it is to fall into patterns that feel impersonal or overly generic. Assignments that ask for the same response from everyone invite generic solutions. In the age of AI, that can mean automated ones.

This insight builds on what I explored in Entry 6 about engagement and Entry 12’s reflections on equity. It also ties into our Module 4 discussions about assessment design. One peer pointed out that students engage more when they feel their experiences are part of the task. That line has stayed with me.

Going forward, I want to design tasks that are not just harder to copy, but more worth doing. Assessments that ask students to apply concepts to their own experiences, to reflect on what the learning means to them, or to create something unique. This is not just about preventing cheating. It’s about creating space where students can see themselves in the work.

If personalization is one way to protect integrity, it’s also a way to protect purpose. That’s what I want to carry with me.