Since 2022, we have witnessed firsthand just how rapidly generative AI has woven itself into academic, professional, and creative spaces (Bozkurt, 2024). Tools like ChatGPT, Microsoft Copilot, Gemini, and Grammarly are routinely being used for brainstorming, editing, organizing information, and producing written and digital content. As I continue developing this blog and shaping my online presence, I feel it’s important to reflect on how I plan to engage and not engage with these tools, and the role they will play in my academic work.

In alignment with the Royal Roads University Academic Integrity policy (2024), I will not be using AI to generate my blog posts or assignments, nor will I use AI to replace my own thoughts, analysis, or interpretation of course materials. For me, higher education is meant to strengthen critical thinking, communication, and the ability to form independent perspectives. If I allow AI to replace these processes entirely, the value of my learning, writing, and reflection becomes diminished. For this reason, I want the core ideas, arguments, and conclusions in my academic work and blog posts to remain my own.

At the same time, I recognize that generative AI can serve as a useful support tool when used responsibly. I currently see value in using AI for the following (if permitted to do so):

  • Brainstorming – generating initial ideas and exploring possible directions
  • Organizing ideas – outlining early thoughts to establish structure
  • Checking for clarity and flow – improve readability while preserving my overall voice
  • Refining tone – adjusting formality (e.g., formal vs. informal) to suit the context

Academic writing can sometimes become overly complex or repetitive. AI tools can highlight unclear wording or structural issues in a draft, functioning much like peer review or editing software. However, it’s important to recognize their limitations. AI generated content may sound confident but can still be inaccurate, oversimplified, or biased, depending on the data used to train the system (Bozkurt et al., 2023; Bozkurt, 2024). Because of this, critically evaluating information, rather than accepting generated responses at face value, remains essential, even when using AI as a support tool.

One component of the LRNT 521 course is the development of a digital identity. As I continue to build my digital identity through this blog and through engagement with platforms like LinkedIn, I aim to cultivate a digital presence that reflects both professionalism and authenticity. In a digital environment increasingly shaped by AI generated content, authenticity has become even more valuable (Bozkurt et al., 2023; Bozkurt, 2024). In a world that at times feels saturated with what some describe as “AI slop”, I genuinely believe that readers, employers, and educators place greater emphasis on transparency, originality, and genuine engagement.

My perspective on AI will likely continue to evolve as I progress through the MALAT program. At this stage, I see generative AI as a tool that can support learning when used ethically and intentionally, but not as a substitute for original thought or academic responsibility. One of my goals during this course is to better understand where those boundaries should exist and how students, educators, and professionals can adapt to digital environments where AI is becoming increasingly common (Bozkurt et al., 2023).

As I continue throughout the MALAT program, I hope to use my blog not only to document my academic interests and professional growth, but also to capture my evolving understanding of technology, communication, and digital identity.

Statement on the use of AI tools:

For the purpose of this post, I experimented with AI tools in a limited support role. Microsoft Copilot was used exclusively to refine wording, enhance clarity, and assist with minor editorial adjustments. All ideas, arguments, interpretations, and conclusions presented in this post are entirely my own.

References:

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53–130. https://doi.org/10.5281/zenodo.7636568

Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, (1), 1–10. https://openpraxis.org/articles/10.55982/openpraxis.16.1.654

Royal Roads University. (2024, April, 29). Academic Integrity & Misconduct [Policy document]. https://www.royalroads.ca/sites/default/files/2024-07/AcademicIntegrity-Students-POL-2024Jul08_ApprovedVice-Provost.pdf