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In this chapter, the author examines the phenomenon of deepfake learning in higher education, where students use generative AI (GenAI) tools to complete assignments without engaging in the process of learning. The author explores how GenAI can undermine established generative learning strategies and discusses the challenges of maintaining authentic assessment in asynchronous learning environments. The chapter includes several recommendations for adapting to the new reality of teaching and learning in an age of GenAI, including redesigning assignments for higher-order thinking, developing AI literacy curricula, implementing transparent pedagogy, and thoughtfully integrating GenAI into coursework. Rather than banning these tools, the author advocates for leveraging them while preserving educational integrity and meaningful learning experiences.

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Deepfake Learning: Assessing Learning in the Generative AI Era

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  • 发表日期：

    2025年

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  • Charles B. Hodges

摘要

In this chapter, the author examines the phenomenon of deepfake learning in higher education, where students use generative AI (GenAI) tools to complete assignments without engaging in the process of learning. The author explores how GenAI can undermine established generative learning strategies and discusses the challenges of maintaining authentic assessment in asynchronous learning environments. The chapter includes several recommendations for adapting to the new reality of teaching and learning in an age of GenAI, including redesigning assignments for higher-order thinking, developing AI literacy curricula, implementing transparent pedagogy, and thoughtfully integrating GenAI into coursework. Rather than banning these tools, the author advocates for leveraging them while preserving educational integrity and meaningful learning experiences.