Sept. 17, 2025
UCalgary AI Centre Announces Postplagiarism Speaker Series
The Centre for Artificial Intelligence Ethics, Literacy and Integrity (CAIELI) will host a speaker series exploring how AI is transforming education, academic integrity, and the future of learning.
The 2025-2026 Postplagiarism Speaker Series brings together leading researchers and educators from around the world to examine how we can navigate the integration of AI tools in educational settings while maintaining ethical standards and fostering authentic learning.
What is Postplagiarism?
Postplagiarism refers to our current era where AI has become part of everyday life, fundamentally changing how we teach, learn, and create. Rather than viewing AI as a threat to academic integrity, the postplagiarism framework offers practical approaches for embracing AI as a collaborative tool while preserving the values of authentic learning and ethical scholarship.
Series topics include include foundational concepts of postplagiarism, assessment redesign, policy development, and innovative teaching approaches that prepare students for an AI-integrated world.
Who Should Attend:
- Faculty and instructors across all disciplines
- Educational administrators and policymakers
- Graduate students in education
- Academic integrity professionals
- Anyone interested in the future of education and AI
The series showcases the groundbreaking postplagiarism framework developed at the University of Calgary, which has gained international recognition and been translated into multiple languages. Participants will gain cutting-edge knowledge about navigating the challenges and opportunities of generative AI in education.
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Sept 17 | 12pm
Dr. Sarah Elaine Eaton, University of Calgary
Postplagiarism Fundamentals: Integrity and Ethics in the Age of GenAI
Learn about the award-winning postplagiarism framework that has been translated into half a dozen languages and has received worldwide attention.
Dr. Eaton is a Werklund Research Professor at the University of Calgary. She researches academic integirty and ethics in edcuational contexts. Her work on postplagiarism marks her most important contribution to research, pedadogy and advocacy.
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Oct 1 | 12pm
Dr. Rahul Kumar, Brock University
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Smart or Shallow? Postplagiarism, Trust, and the Future of Learning with GenAI
Should AI be trusted as a complementary tool that enhances learning, or as a competitive tool that undermines it? This talk explores how cognitive and affective trust explain the differences among student, educator, and employer perspectives on AI’s role in education. Kumar argues that academic integrity now requires deliberate pedagogical practices that guide learners to use AI in ways that enhance, rather than diminish, human intelligence.
Dr. Kumar is an Assistant Professor, Department of Educational Studies, Brock University. In his research he focuses on the disruptive force of GenAI on education. Its effect on academic integrity and how to cope with it. Though most of his work has focused on higher education, he has also undertaken research projects on how secondary school teachers are dealing with GenAI in their classrooms and schools.
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Oct 15 | 12pm
Dr. Mike Perkins, British University Vietnam
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In a world where AI-generated content is becoming indistinguishable from human work, the AI Assessment Scale provides a five-level framework that acknowledges this new reality whilst maintaining academic authenticity. This talk will demonstrate how institutions can move from an adversarial ‘catch and punish’ mentality to a collaborative approach that recognises both learning integrity and technological advancement.
Dr. Perkins heads the Centre for Research & Innovation at British University Vietnam, Hanoi. He is an Associate Professor and leads GenAI policy integration and trains Vietnamese educators and policymakers on this topic. Mike is one of the authors of the AI Assessment Scale, which has been adopted across more than 250 schools and universities worldwide, and translated into 20+ languages. His research focuses on GenAI’s impact on education, and has explored various areas within this field. This has included AI text detectors, attitudes to AI technologies, and the ethical integration of AI in assessments through the AI Assessment Scale. His work bridges technology, education, and academic integrity.
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Nov 19 | 12pm
Dr. Soroush Sabbaghan, University of Calgary
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Designing for Integrity: Learning and Assessment in the Postplagiarism Era
Rather than treating plagiarism as a violation to be detected and punished, integrity becomes something to be intentionally cultivated through the design of both learning and assessment. Aligning learning activities with authentic, meaningful assessment can reduce plagiarism incentives while preparing students for ethical participation in a world where human and AI contributions are intertwined. Participants will be encouraged to rethink not just how we assess, but why—and to envision integrity as a shared, evolving value in the age of AI.
Dr. Sabbaghan is an Associate Professor and the Educational Leader in Residence in Generative AI at the University of Calgary’s Taylor Institute for Teaching and Learning. His work centres on human-centred design and the creation of human–AI collaborative environments, exploring the ethical, theoretical, and pedagogical implications of generative AI across K–12 and higher education. Drawing on research, teaching, and international collaborations, he examines how AI is reshaping notions of authorship, originality, and scholarly practice. Soroush is the editor of Navigating Generative AI in Higher Education: Ethical, Theoretical and Practical Perspectives, a collection that invites educators to critically engage with AI while maintaining care, dignity, and agency as core values. In his work, he encourages institutions to move beyond compliance-based approaches toward fostering creativity, responsibility, and adaptability in a hybrid human–AI world—principles that are at the heart of the postplagiarism era.
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Jan 14, 2026 | 12pm
Fuat Ramazanov, Acsenda School of Management
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Teaching Postplagiarism Tenets Through AI-Enhanced Creative Problem-Solving Model
This presentation bridges the gap related to creative processes framework application by applying the Creative Problem Solving (CPS) model, enhanced with narrow AI tools such as chatbots, to explore how postplagiarism can be taught and understood in diverse creative contexts. By mapping the stages of CPS to postplagiarism’s key tenets, the session reveals nuanced connections between the two frameworks and offers what may be one of the earliest structured models for explaining current human–AI co-creation practices.
Fuat Ramazanov is the Program Director at Acsenda School of Management and a doctoral student at the University of Calgary. His doctoral research examines undergraduate students’ perceptions of the interplay between human and AI creativity throughout the creative process. A strong advocate for teaching for creativity, Fuat promotes approaches that cultivate creative thinking skills in students. His interests include innovative approaches to teaching, pedagogy in the age of AI, and the theory and application of postplagiarism framework.
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Jan 28, 2026 | 12pm
Dr. Beatriz Moya, Pontificia Universidad Católica de Chile
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From Policy to Practice: A Postplagiarism Readiness Framework for AI Integration in Higher Education
This workshop introduces a readiness framework based on the six tenets of postplagiarism to critically assess institutional policies guiding faculty in using generative artificial intelligence. The session will combine conceptual grounding with practical analysis, offering participants strategies to strengthen policy and practice alignment in the age of AI.
Dr. Moya is an assistant professor at the Institute of Applied Ethics and the Pontificia Universidad Católica de Chile in Santiago, Chile. In her research she focuses on the intersection of academic integrity, educational leadership, and the Scholarship of Teaching and Learning (SoTL).
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Feb 11, 2026 | 12pm
Bibek Dahal, University of Calgary
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A Transformative Model for Learning Academic Integrity in the Postplagiarism Era
This presentation considers two of the postplagiarism tenets: enhanced human creativity and the disappearance of language barriers. As we recognize students’ diversity, these two postplagiarism-tenets provide a framework for fostering creative communication and accessible educational environments while minimizing potential obstacles within a transformative model for learning academic integrity.
Bibek Dahal is a PhD Candidate in higher education leadership, policy, and governance at the Werklund School of Education. His doctoral study investigates a transformative model for learning academic integrity in international higher education.
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Feb 25, 2026 | 12pm
Dr. Sunaina Sharma, Brock University
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Designing Authentic Assessment in the Postplagiarism GenAI Era: Making Judgment Visible
Aimed at educators, this workshop presents the 3Cs framework (construct, collaborate, create), developed in secondary classrooms and adapted for teacher education. Sharma will introduce amplified intelligence as a lens and centre capability-agnostic design so tasks remain valid as GenAI tools evolve
Dr. Sunaina Sharma, is an Assistant Professor in the Department of Educational Studies at Brock University, Ontario, Canada, specializing in secondary education and curriculum development
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Mar 4, 2026 | 12pm
Dr. Ruth Baker-Gardner, University of the West Indies, Jamaica
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Designing Authentic Assessment in the Postplagiarism GenAI Era: Making Judgment Visible
This presentation focuses on the support, education for integrity, teaching and learning, and assessment (SETA) framework. It identifies the various elements that are necessary in educating students for academic integrity within the GenAI-enabled environment. The discussion includes data gathered from students and librarians who participated in a 20 hour training for the development of academic integrity from across the Caribbean.
Dr. Baker-Gardner is author of Academic Integrity in the Caribbean which was awarded the Principal’s Research Award for outstanding Publication in the Book Category. She is a lecturer in librarianship at the University of the West Indies, Mona Campus in Jamaica.
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Mar 18, 2026 | 12pm
Naomi Paisley and Myke Healy
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Designing Authentic Assessment in the Postplagiarism GenAI Era: Making Judgment Visible
Drawing from two doctoral research studies, this presentation explores the complex interplay between technological adoption, ethical formation, and institutional change.
Naomi 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.
Myke 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.