Academic and social controls are the other way to limit plagiarism through teaching students how and why not to plagiarise, as opposed to physically or technologically preventing them from doing so. 

Read p.3 of this article (you can read the rest if you like, but you do not need to). This is the one-page section that begins with the heading "Teacher Autonomy-Supportive Practices". 

Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating

https://selfdeterminationtheory.org/wp-content/uploads/2022/03/2021_BureauGareauEtAl_Investigating.pdf 

In your workbook, make some notes; what are strategies in your subject that can help support student autonomy? 

Look at the collaboration policy for this MIT computer course. You may need to click on the link for "Collaboration Policy" if you get redirected to the front page. It is about halfway down the page. 

http://web.mit.edu/16.070/www/indexr.html 

This policy, although old, uses elements of autonomy supportive teaching and disciplinary literacy: 

• The reasoning behind the requests is explained

• The procedures are clearly and precisely defined, including when it it/isn't appropriate to work together  

• The skills are linked to the specifics of the discipline and workplace 

• The skill of collaboration is clearly and precisely defined in terms of the course, and the discipline of computer programing. 

Now look at the AI Acknowledgement guide for Monash University: https://www.monash.edu/student-academic-success/build-digital-capabilities/create-online/acknowledging-the-use-of-generative-artificial-intelligence 

This policy makes use of autonomy supportive teaching: 

• The guide acknowledges that this is an emergent technology 

• The guide specifies when and how AI can be used, and the exceptions to general rules. 

• The guide shows examples so that students can model from them 

This is a slideshow written for a Year 12 Literature Class. It goes through how literary criticism is written and structured, with a focus on how the criticism is written as its primary goal. It is an example of how a teacher might use disciplinary literacy. 

• Refine or critique text or code generated by AI: the assessment is marked on the critique or refinement, and the reflection 

• Generate an essay scaffold using AI, but write the essay in controlled conditions 

• Demonstrate the use of successful prompt strings to construct AI materials and then reflect on this 

• Generate story ideas, art ideas, choreography, or dialogue that is then embellished 

• Write originally, get the AI to critique it, and then make changes based on the AI’s feedback 

• MathGPT is a group training a chatbot using the OpenAI model and a specific mathematics textbook to create an adaptive learning program for students. It’s likely more like this is on the way. 

What are some tasks you might be able to undertake in your discipline with the use of AI? 

Consider: 

• Tasks for when only teachers can access it (e.g. ChatGPT's over 18 stipulation restricts current student use) 

• Tasks for when both teachers and students can access it 

It is fine to use AI to generate ideas.

Please note that your school and sector may have rules associated with the use of AI -- check them prior to use with students.  "Getting around" school bans on tools by asking students to use AI on personal devices is inadvisable.