Browsing by Author "Wiens, Jason"

Now showing 1 - 9 of 9
  • Thumbnail Image
    ItemOpen Access
    Artificial intelligence and academic integrity: The ethics of teaching and learning with algorithmic writing technologies
    (2023-01-25) Eaton, Sarah Elaine; Brennan, Robert; Wiens, Jason; McDermott, Brenda
    The higher education landscape is changing rapidly, with artificial intelligence tools being increasingly available to students, as well as the general public. In this session, we present basic information about artificial intelligence and algorithmic writing technologies such as GPT-3 and other tools. We will contemplate the broader impact of artificial intelligence on teaching, learning, assessment, and academic integrity. Debating whether the use of artificial might or might not constitute academic misconduct is an overly reductionist and polarizing approach to the debate. Our value proposition is that artificial intelligence is already here and as educators we have a responsibility to ensure we are taking an ethical approach about how it can be used for teaching, learning, and assessment. We discuss how artificial intelligence tools can be used to support ethical and equitable approaches to student success. Keywords: artificial intelligence, academic integrity, academic misconduct, plagiarism, GPT-3, ChatGPT, large language models (LLM), algorithmic writing, transdisciplinary, transdisciplinarity Cite this presentation as: Eaton, S. E., Brennan, R., Wiens, J., & McDermott, B. (2023, January 25). Artificial intelligence and academic integrity: The ethics of teaching and learning with algorithmic writing technologies Invited talk for the Webinar Series organized by the Faculty Merit Committee (FMC) Learning Development Team, Bournemouth University, UK.
  • Thumbnail Image
    ItemOpen Access
    Dumpster Diving and the Ideal in the Settler-Colonial Imaginary: Heritage Images and their Potential Futures
    (2021-09-09) Thomas, Andrew Kacey; Hogan, Mél; Wiens, Jason; Pierson, Ryan
    Access and contextualization were problems when archives could only be accessed by scholars, or open to the public in a physical location, but they are now compounded by the affordances of digital access in a unique way. While making archival legacy images available online seems to enable greater understanding of our settler-colonial history, it also allows for popular perceptions and settler-preferences to shape our interaction with these photographs in image searches. This thesis explores the concept of the settler-colonial imaginary, or a perception of the future and narratives of society, in order to understand the way internet search algorithms reproduce and shape settler perceptions of Indigenous futurity through photographs. This is done by conducting three case study analyses of representative moments captured in settler-media photography and examining the continuing effect the framing of these symbols has on settler perceptions of history. By contextualizing the use of symbols of Indigenous difference in the perpetuation of the settler-imaginary, this thesis argues that the default organization of images created by search algorithms reifies racist perceptions of indigeneity which has continuing effects on the production of settler potential futures. In conclusion, I offer reparative interventions in the form of utopian projections to suggest actions that could be done to address this issue at this time.
  • Thumbnail Image
    ItemOpen Access
    Incorporating Archival Practices into the Undergraduate Classroom
    (2015-05-12) Wiens, Jason
    My poster takes as a case study a new senior undergraduate course I designed in conjunction with members of the Taylor Family Digital Library. This course asks students to examine archival sources alongside published literary texts, and to engage in a digitization project of selections from the archival fonds of various Canadian authors. The general goal of the course – entitled “Reading in the Canadian Archive” and currently underway in winter semester – is to bring to the classroom an awareness of the material conditions under which literature is produced. This course asks undergraduate students to not only integrate archival records in literary analysis but to contribute to the archive by institutional digitization projects based on their course readings. “Reading in the Canadian Archive” asks students to imagine “how to pursue scholarship into a future that will be organized in a digital horizon and how to integrate our paper inheritance in that new framework” (McGann 185). As the course offers a brief intervention into the practice of archiving itself, students come to recognize that such archival practices “are constantly evolving, ever mutating as they reflect changes in the nature of records, record-creating organizations, record-keeping systems, record uses, and the wider cultural, legal, technological, social, and philosophical trends in society” (Cook 29). My poster considers how close analysis of archival records might lead to increased undergraduate engagement with literary texts.
  • No Thumbnail Available
    ItemOpen Access
    Louise Ho and the Third Space: Identity Formation in Postcolonial Hong Kong English Literature
    (2020-07-06) Lau, Isabella; Joseph, Clara; Wiens, Jason
    This project intends to explore the issue of identity formation in postcolonial Hong Kong with a focus on Homi Bhabha’s theory of the third space and Edward Said’s theory of the intellectual as exile, in conjunction with the poems “Flags and Flowers,” and “Migratory” by Louise Ho. By analysing these poems, this project considers an important instance of how citizens of postcolonial Hong Kong attempt to reclaim their identity in the face of opposing powers – Britain and China. The study will engage with Bhabha’s and Said’s theories to explore the ways in which Louise Ho utilizes related concepts to construct a local identity for Hong Kong. The idea that Hong Kong is a place of exiles populated by people who live “at the edge of things and between places” is a common theme of literary texts in the handover period. Due to this common belief of Hong Kong as a place of exile, hence vulnerable to the colonial and native sovereign’s project of identity reconstruction, most texts in the handover period all demonstrate concerns and anxieties over Hong Kong’s cultural and linguistic autonomy, as well as the fear of a “homogenizing renationalization”. From such a perspective, Hong Kong presents an identity crisis that is often overlooked by postcolonial scholars: the struggle between identifying oneself with the former colonizer and the present sovereign within the native culture itself. While the idea that Hong Kong is a city of exiles constitutes one of the major themes of Louise Ho’s poems, Ho, however, suggests that it is exactly this very being of “difference,” that marks the local distinctive identity of Hong Kong. Foregrounding these common themes as the basis of Ho’s poems, this study argues that by showing the liminality of Hong Kong’s cultural identification – Not quite British, not quite Chinese – Louise Ho proposes the concept of the third space as a possible means for the formation of Hong Kong’s own local identity. To prove my thesis, I shall first begin with a literary review of Hong Kong literature from the handover period. Then, I will draw upon relevant discussions of Edward Said’s discourse of intellectual exile, in conjunction with one of the selected poems “Migratory”; I will then discuss Homi Bhabha’s theory of the third space and its intersection with the poem “Flags and Flowers”; Lastly, I will provide a close analysis of Ho’s poems with particular focus on the ways in which the poems call attention to the fluidity and multiplicity of identity in Post-Handover Hong Kong, as well as the ways in which Ho foregrounds the theoretical approaches of intellectual exile and the third space as possible means for reclaiming and reconstructing Hong Kong’s cultural identity.
  • Thumbnail Image
    ItemOpen Access
    Much Ado About a Design Process
    (2023-07) Raschke, Jared; Viczko, April; Viczko, April; Reid, John; Balkwill, Peter; Wiens, Jason
    The intention of this artist’s statement is to showcase proficiency in scenic and lighting design for the theatre. The following paper outlines the design process through early conception, research, full realisation of the set and lighting designs for William Shakespeare’s Much Ado About Nothing, directed by Cali Sproule and presented in the University Theatre at the University of Calgary from Nov 25th – Dec 5th, 2022.
  • Thumbnail Image
    ItemOpen Access
    Questions of Trace: Presence, Politics, and Virtual Necromancy in Canadian Literary Archives
    (2019-08-01) Bolay, Jordan; Van Herk, Aritha; Wiens, Jason; Kertzer, Jonathan
    Questions of Trace: Presence, Politics, and Virtual Necromancy in Canadian Literary Archives excavates the documents, both archival and published, of politically-inclined works by Guy Vanderhaeghe, Katherine Govier, and Robert Kroetsch to examine depictions of progressivism and agrarian socialism in 20th-century western Canada. The fonds serve as case studies to theorise archival presence, absence, and trace. I conclude by unpacking the politics inherent to the archive and the practice of academic collection. Specifically, I examine how digitisation radicalises the archive’s spatiality and alters the relationship between author, text, reader, and archive to serve a necromantic function: it raises the author as an uncanny simulation, a revenant coming back to the text, the selection, the present. Drawing on the works of Jacques Derrida and others, I show how this evocation deconstructs the archive’s own nature, becoming a mystical enunciation that haunts the ecology of the digital environment. Poems and flash fictions introduce each of the thesis’ chapters, adopting the style and/or subject matter of the primary texts to reflect the themes that will be discussed and to engage with the discourses that will be employed in the critical writing that follows. My project employs a creative, conceptual, practice-based, and meta-cognitive approach to research that re-collects authors’ texts and characters, but also interpretations thereof, blurring the boundaries between genres of academic writing.
  • Thumbnail Image
    ItemOpen Access
    Stallworthy of the Mounted: A Textual Analysis of the Royal Canadian Mounted Police’s Arctic Presence, 1923-1935
    (2020-08) Heumann, Michelle; Colpitts, George; Routledge, Karen; Wiens, Jason; Marshall, David B.
    On the surface, this thesis explores a few incidents in the life of an individual Mountie, Harry Stallworthy. However, in depth it examines how Stallworthy’s work intersected with Canadian sovereignty and colonialism in a period of Canadian history when representations of Canadian icons (the North and the Mountie) were of great importance. It also develops a framework that could be used to analyze texts found in many archival fonds. This thesis investigates the way RCMP officer Harry Stallworthy wrote differently for different audiences about the experiences he had while supporting the Canadian government’s attempts to establish control over the Arctic in the 1920s and 30s.
  • Thumbnail Image
    ItemOpen Access
    The Kootenay school of writing: history, community, poetics
    (2001) Wiens, Jason; Rudy, Susan
  • Thumbnail Image
    ItemOpen Access
    Understanding the Impact of Artificial Intelligence on Higher Education
    (2023-06-08) Eaton, Sarah Elaine; Dawson, Phillip; McDermott, Brenda; Brennan, Robert; Wiens, Jason; Moya, Beatriz; Dahal, Bibek; Milne, Nick; Miller, Allyson; Mindzak, Michael; Kumar, Rahul; Hamilton, Melanie
    This one-day public conference included transdisciplinary research presentations on various topics related to artificial intelligence in higher education including, but not limited to, pedagogy, assessment, ethics, artificial intelligence, ChatGPT, large language models, bias, equity, diversity, inclusion Sponsors include: Social Sciences and Humanities Research Council (SSHRC) (Grant #: 611-2022-0398) Social Sciences and Humanities Research Council of Canada (SSHRC) University of Calgary International Research Partnership Workshop Grant University of Calgary Teaching and Learning Grant Werklund School of Education, University of Calgary Deakin University Brock University Toronto Metropolitan University University of Saskatchewan