adjunct faculty

Retrieval Practice, Scaffolding, and the Socratic Method [Zakrajsek]

On 01/28/2023, in adjunct faculty, colleges, community colleges, engagement / engaging students, experimentation, faculty/staff, higher education, instructional design, law schools, learning, Learning Experience Design, learning theories, memory, metacognition / metacognitive skills, pedagogy, teaching & learning, universities, by Daniel Christian

Retrieval Practice, Scaffolding, and the Socratic Method — from scholarlyteacher.com by Todd Zakrajsek
Revisit the Socratic method by using it to enact retrieval practice and scaffolding in courses and refresh thinking about applying recommendations from the Scholarship of Teaching and Learning (SOTL)

Excerpt:

When students think they know course material because they have collected reams and reams of information, retrieval practice, much like Socratic questioning, forces students to stop, think, reflect, and reconsider. It meets students where they are (e.g., overwhelmed with information), encourages effortful struggle associated with learning (e.g., presents a desirable difficulty), and offers the discipline of practice (or, perhaps, the practice of discipline). The goal of retrieval practice, getting information out, reflects the goal of so many of Socrates’s questions, to make his interlocutors give an account of and become more aware of their thinking.

When faculty chunk up material, assist students as they move through Bloom’s taxonomy, model approaches to help students get started and maintain momentum, make the student an active participant in developing and reflecting on knowledge, they are incorporating key elements of some of the most important recommendations from the Scholarship of Teaching and Learning. All these techniques help students build or generate knowledge.

Let’s develop a nationwide, direct-to-learner campaign: “Learn how to learn.” [Christian]

On 01/23/2023, in 24x7x365 access, active learning, adjunct faculty, adult learning, career development, collaboration, colleges, communities of practice, community colleges, corporate universities / corporate training, Daniel S. Christian, education, faculty/staff, future, heutagogy, higher education, homeschooling/homeschoolers, hybrid learning, Hyflex learning, ideas, informal learning, instructional design, K-12 related, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning theories, legislatures / government / legal, liberal arts, library / librarians, lifelong learning, love of learning, metacognition / metacognitive skills, microlearning, mobile learning, online learning, online media, personalized/customized learning, platforms, professional development, psychology, skills, society, sociology, strategy, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, traditional / tradition, training / L&D, United States, universities, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
Let’s put together a nationwide campaign that would provide a website — or a series of websites if an agreement can’t be reached amongst the individual states — about learning how to learn. In business, there’s a “direct-to-consumer” approach. Well, we could provide a “direct-to-learner” approach — from cradle to grave. Seeing as how everyone is now required to be a lifelong learner, such a campaign would have enormous benefits to all of the United States. This campaign would be located in airports, subway stations, train stations, on billboards along major highways, in libraries, and in many more locations.

We could focus on things such as:

Quizzing yourself / retrieval practice
Spaced retrieval
Interleaving
Elaboration
Chunking
Cognitive load
Learning by doing (active learning)
Journaling
The growth mindset
Metacognition (thinking about one’s thinking)
Highlighting doesn’t equal learning
There is deeper learning in the struggle
…and more.

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

NOTE:
The URL I’m using above doesn’t exist, at least not at the time of this posting.
But I’m proposing that it should exist.

A group of institutions, organizations, and individuals could contribute to this. For example The Learning Scientists, Daniel Willingham, Donald Clark, James Lang, Derek Bruff, The Learning Agency Lab, Robert Talbert, Pooja Agarwal and Patrice Bain, Eva Keffenheim, Benedict Carey, Ken Bain, and many others.

Perhaps there could be:

discussion forums to provide for social interaction/learning
scheduled/upcoming webinars
how to apply the latest evidence-based research in the classroom
link(s) to learning-related platforms and/or resources

Some example components of a learning ecosystem [Christian]

On 01/20/2023, in 21st century, A/V -- audio/visual, active learning, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), blended learning, blogs / blogging / vlogging, bots, Canvas - and other Instructure-related items, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital textbooks, digital video, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, face-to-face, faculty/staff, heutagogy, higher education, human-computer interaction (HCI), hybrid learning, Hyflex learning, informal learning, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, library / librarians, lifelong learning, microlearning, mobile learning, MOOCs -- Massive Open Online Courses, online learning, online media, online tutoring, open courseware and systems, parents/guardians, pedagogy, personalized/customized learning, platforms, play, podcasting, professional development, social learning / networks, social media, society, streams of content, student-related, teachers, teaching & learning, technology (general), tools, training / L&D, universities, videoconferencing, Virtual Reality (VR) / worlds / learning, vocational / trades, webinars, by Daniel Christian

A learning ecosystem is composed of people, tools, technologies, content, processes, culture, strategies, and any other resource that helps one learn. Learning ecosystems can be at an individual level as well as at an organizational level.

Some example components:

Subject Matter Experts (SMEs) such as faculty, staff, teachers, trainers, parents, coaches, directors, and others
Fellow employees
L&D/Training professionals
Managers
Instructional Designers
Librarians
Consultants
Types of learning
- Active learning
- Adult learning
- PreK-12 education
- Training/corporate learning
- Vocational learning
- Experiential learning
- Competency-based learning
- Self-directed learning (i.e., heutagogy)
- Mobile learning
- Online learning
- Face-to-face-based learning
- Hybrid/blended learning
- Hyflex-based learning
- Game-based learning
- XR-based learning (AR, MR, and VR)
- Informal learning
- Formal learning
- Lifelong learning
- Microlearning
- Personalized/customized learning
- Play-based learning
Cloud-based learning apps
Coaching & mentoring
Peer feedback
Job aids/performance tools and other on-demand content
Websites
Conferences
Professional development
Professional organizations
Social networking
Social media – Twitter, LinkedIn, Facebook/Meta, other
Communities of practice
Artificial Intelligence (AI) — including ChatGPT, learning agents, learner profiles,
LMS/CMS/Learning Experience Platforms
Tutorials
Videos — including on YouTube, Vimeo, other
Job-aids
E-learning-based resources
Books, digital textbooks, journals, and manuals
Enterprise social networks/tools
RSS feeds and blogging
Podcasts/vodcasts
Videoconferencing/audio-conferencing/virtual meetings
Capturing and sharing content
Tagging/rating/curating content
Decision support tools
Getting feedback
Webinars
In-person workshops
Discussion boards/forums
Chat/IM
VOIP
Online-based resources (periodicals, journals, magazines, newspapers, and others)
Learning spaces
Learning hubs
Learning preferences
Learning theories
Microschools
MOOCs
Open courseware
Portals
Wikis
Wikipedia
Slideshare
TED talks
…and many more components.

These people, tools, technologies, etc. are constantly morphing — as well as coming and going in and out of our lives.

“Hard Truths That Higher Education Has Evaded for Too Long” [Mintz] + several other HE-related items

On 01/17/2023, in adjunct faculty, Bias | Diversity Equity & Inclusion (DE&I), business side of he, career development, colleges, community colleges, credentialing, health, higher education, leadership, learning ecosystem, liberal arts, online learning, skills, strategy, United States, universities, by Daniel Christian

Hard Truths That Higher Education Has Evaded for Too Long — from insidehighered.com by Steven Mintz
The brutal truths that institutions don’t want to acknowledge.

If we want to make higher education truly equitable and produce the learning outcomes that we claim to seek, then we must confront painful truths no matter how uncomfortable they make us.

Preaching to, and Challenging, the Liberal Arts Choir — from insidehighered.com by Doug Lederman
In a conversation with presidents of small private colleges, tech company executives praise graduates’ leadership and critical thinking ability but say they need to develop skills for a first job, too.

Excerpt:

In that more competitive landscape, Ferrick and others said, colleges should think in terms of “both-and”—delivering a four-year degree grounded in the liberal arts that remains the best preparation for a lifetime career, yes, but also building into their curricula more practical digital and other skills that can help graduates compete for a first job.

The Edge: Momentum Builds for ‘Credential as You Go’ — from chronicle.com by Goldie Blumenstyk

Excerpt:

A higher-ed credential system that’s ‘not all about degrees.’
Holly Zanville has a clear goal for the Credential as You Go initiative she co-leads: Shift the entire “degree-centric” model of postsecondary education to make it easier for people to develop skills and knowledge in shorter chunks while recognizing “meaningful learning along the way.”

Whatever you think of its prospects, you can hardly fault the effort for a lack of ambition.

Ideally, students will layer incremental credentials over a lifetime of learning.

Goldie Blumenstyk

Issue #11: Navigating the credential maze — from theview.substack.com by Gordon Macrae
Running to stand still.

Excerpt:

The credentials market for degree and non-degree programs is… complex.

A recent report from the non-profit Credential Engine identified 1,076,358 different credentials – from specialized certificates to bachelor’s degrees to PhDs.

Credential Engine started producing these reports in 2018. Back then there were “just” 334,114 credentials. In the last four years, the number of certifications has more than trebled. And from 2021 to 2022, there’s been a 38% increase in providers issuing certificates.

.

When you eyeball the largest higher ed institutions by enrollment comparing 2012 to today, it’s pretty clear that online degrees have driven – essentially – ALL of the growth.

Brandon Busteed commenting on Phil Hill’s posting (also listed below)

.

Fall 2021 Largest Institutions by Total Enrollment and DE Type — from philonedtech.com by Phil Hill

Excerpt:

Based on reader request after yesterday’s post, I’d like to share another view of largest US higher education institutions, this one ranked by total enrollment with color coding of distance education (DE) type. This chart combines undergrad and grad student enrollments.

Mental Health Is the Top Student Stressor — from insidehighered.com by Johanna Alonso

Excerpt:

Fifty percent of college students cited their own mental health struggles as their top stressor going into 2023, according to a survey of 1,200 students nationwide conducted by the virtual health services provider TimelyMD. Thirty-nine percent of respondents said they were most concerned about their personal finances, and 37 percent named academics, while mass shootings and inflation were each cited by 35 percent.

Shared Course Preparation Checklist — from facultyecommons.com

Excerpt:

Utilizing the same master shell between multiple faculty is a great way to ensure students have the same experience regardless of who is facilitating the course. When developing and facilitating the course, you may want to consider the following areas within the course design and adjust elements to meet your personal preferences. You’ll want to review the following pages of the course and ensure the elements are tailored to meet your expectations and needs.

Rubric for Quality Course Videos — from facultyecommons.com

Excerpt:

Are you concerned about the quality of your recorded videos for your online courses? The Course Video Scoring Rubric below provides you with additional guidance on how to improve the quality of your online course multimedia content.

The rubric is divided into four criteria: Content, Audio, Visuals (Camera), and Visuals (Screen Capture). Each of those criteria contain multiple standards for which you can review your existing content. These specific standards are graded on a scale of 0-2 points, for a total of 26 points.

Download the Video Scoring Rubric to begin analyzing the video content in your courses! For more information on creating quality video in your online course, check out our on-demand webinar Recording Video for Your Online Course.

15 Insights From Learning Science That Help You Master New Things Faster — from medium.com by Eva Keiffenheim

Excerpt (emphasis DSC):

Learning how to learn is the meta-skill that accelerates everything else you do.

Once you understand the fundamentals of learning science, you can save hours every time you learn something new. You become more strategic in approaching new subjects and skills instead of relying on often ineffective learning methods many pick up in school.
…
Below are key insights I’ve learned about how we learn. Every single one will help you understand how your brain learns. By doing so, you’ll make better decisions on your journey to wisdom.

How Instructors Are Adapting to a Rise in Student Disengagement — from edsurge.com by Jeffrey R. Young

Excerpt:

SAN MARCOS, Texas — Live lecture classes are back at most colleges after COVID-19 disruptions, but student engagement often hasn’t returned to normal.

In the past year, colleges have seen a rise in students skipping lectures, and some reports indicate that students are more prone to staring at TikTok or other distractions on their smartphones and laptops during lecture class.

To see what teaching is like on campus these days, I visited Texas State University in October and sat in on three large lecture classes in different subjects.

ChatGPT Advice Academics Can Use Now — from insidehighered.com by Susan D’Agostino
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

Excerpt:

Faculty members and administrators are now reckoning in real time with how—not if—ChatGPT will impact teaching and learning. Inside Higher Ed caught up with 11 academics to ask how to harness the potential and avert the risks of this game-changing technology. The following edited, condensed advice suggests that higher ed professionals should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

Next, consider the tools relative to your course. What are the cognitive tasks students need to perform without AI assistance? When should students rely on AI assistance? Where can an AI aid facilitate a better outcome? Are there efficiencies in grading that can be gained? Are new rubrics and assignment descriptions needed? Will you add an AI writing code of conduct to your syllabus? Do these changes require structural shifts in timetabling, class size or number of teaching assistants?

From DSC:
Faculty members, librarians, academic support staff, instructional designers, and more are going to have to be given some time to maneuver through this new environment. Don’t expect them to instantly have answers. No one does. Or rather, let me say, no one should claim that they have all of the answers.

Reflections on “What factors help active learning classrooms succeed?” [Talbert]

On 01/16/2023, in 21st century, A/V -- audio/visual, active learning, adjunct faculty, adult learning, collaboration, colleges, communications, communities of practice, community colleges, corporate universities / corporate training, culture, Daniel S. Christian, design, digital audio, digital learning, digital video, distance education, education technology, engagement / engaging students, experimentation, face-to-face, faculty/staff, higher education, instructional design, interactivity, IT in HE, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, liberal arts, participation, pedagogy, research, social learning / networks, social media, strategy, student-related, teaching & learning, training / L&D, United States, universities, user experience (UX), using teams, videoconferencing, vision/possibilities, by Daniel Christian

What factors help active learning classrooms succeed? — from rtalbert.org Robert Talbert

Excerpt:

The idea that the space in which you do something, affects the thing you do is the basic premise behind active learning classrooms (ALCs).
…
The biggest message I get from this study is that in order to have success with active learning classrooms, you can’t just build them — they have to be introduced as part of an ecosystem that touches almost all parts of the daily function of a university: faculty teaching, faculty development and support, facilities, and the Registrar’s Office to name a few. Without that ecosystem before you build an ALC, it seems hard to have success with students after it’s built. You’re more likely to have an expensive showcase that looks good but ultimately does not fulfill its main purpose: Promoting and amplifying active learning, and moving the culture of a campus toward active engagement in the classroom.

From DSC:
Thank you Robert for your article/posting here! And thank you for being one of the few faculty members who:

Regularly share information out on LinkedIn, Twitter, and your blog (something that is all too rare for faculty members throughout higher education)
Took a sabbatical to go work at a company that designs and develops numerous options for implementing active learning setups throughout the worlds of higher education, K12 education, and the corporate world as well. You are taking your skills to help contribute to the corporate world, while learning things out in the corporate world, and then taking these learnings back into the world of higher education.

This presupposes something controversial: That the institution will take a stand on the issue that there is a preferred way to teach, namely active learning, and that the institution will be moving toward making active learning the default pedagogy at the institution. Putting this stake in the ground, and then investing not only in facilities but in professional development and faculty incentives to make it happen, again calls for vigorous, sustained leadership — at the top, and especially by the teaching/learning center director.

Robert Talbert

“A resume is NOT a CV. They are completely different documents.”

On 01/07/2023, in adjunct faculty, business, career development, content development, aggregation, repositories, corporate / business world, faculty/staff, higher education, productivity / tips and tricks, reinvent, skills, surviving, workplace, by Daniel Christian

Teaching: Will ChatGPT Change the Way You Teach? — from Chronicle.com by Beth McMurtrie

Excerpt:

Want to get involved in the conversation around AI writing tools? Here are a few resources you might find helpful.

Anna Mills has put together several documents:

Elsewhere, a group of professors is compiling examples of how instructors are using text generation technologies in their assignments. The results will be published in an open-access collection. You can find out more about the project on this site, Teaching with Text Generation Technologies.

If you’re rather listen to a discussion, here are a couple of webinars:

Playing with ChatGPT: now I’m scared (a little) — from tonybates.ca by Tony Bates

Excerpt:

Over the holiday season, lots of people play games such as Scrabble, cards or crossword puzzles. I decided to play with ChatGPT by testing it in areas where I consider myself an expert. (For more about ChatGPT, go to Broom, 2022)

I will first of all show you the responses I got from ChatGPT, then I will discuss the results, comparing them to what I wrote about these topics in Teaching in a Digital Age.

Example questions that Tony asked (emphasis DSC):

What is the difference between synchronous and asynchronous learning? Give references.
What are the limitations of teaching chemistry online? Give references
What are the affordances of video in teaching? Give references

Subject: The Edge: Today’s Issues in Schools; Tomorrow’s Higher-Ed Challenges

Excerpts:

Issues like chronic absenteeism in big urban and rural districts, the impact of classroom shootings on kids, and schools’ struggles to handle teenagers’ mental-health challenges might not be day-to-day concerns for college leaders and those who work with them. But these will matter to higher ed in the not-so-distant future, as those K-to-12 students make their way to college. And they could matter even more if those students don’t ever even make it to college.

Words of wisdom:

Those of us who might be a little higher-ed siloed in our thinking on education would do well to widen our perspective.

From DSC:
And it isn’t just about the impacts of COVID-19 either — though those things are very important. We would do well to get out of our siloes and practice some high-level design thinking to implement a cradle-to-grave, lifelong learning ecosystem. The vocational and corporate training worlds are highly relevant here as well.

“…if you’re starting to look for [an Instructional Designer position], I recommend you do the following 5 things” [Holly Owens, M.Ed.]

On 12/31/2022, in adjunct faculty, career development, change, faculty/staff, instructional design, teachers, training / L&D, workplace, by Daniel Christian

Some Day In Higher Education: Predictions And Possibilities For A Jolly Academic New Year [Kirschner]

On 12/29/2022, in adjunct faculty, business side of he, career development, change, changing business models, collaboration, colleges, community colleges, consortiums, cost of getting a degree, future of higher education, game-changing environment, higher education, leadership, learning ecosystem, strategy, United States, universities, by Daniel Christian

Some Day In Higher Education: Predictions And Possibilities For A Jolly Academic New Year — from forbes.com by Ann Kirschner

Excerpt:

Partnering with the private sector. Some university will have a clear strategy and adequate staff to develop strategic partnerships with key regional economic players. These would include internship/apprenticeship student opportunities and curricular initiatives including part-time teaching roles for professors of practice in rapidly changing technologies.
Looking for presidential talent in new places. Some university will vet its new president for skills and experience as leaders of complex organizations in an era of disruption, with a Ph.D. as a optional nice-to-have. There just aren’t enough good ex-provosts and deans to go around.
An educated board of trustees. Some university will provide its trustees with a realistic understanding of the highly competitive and complex world of higher education today. Nostalgia for the good old days and a roomful of well-meaning financial experts can strangle innovation at a time when the university should be the leader in solving the world’s challenges, starting with the exploding need for advanced, scalable, affordable education.

Redefining the professoriate. Some university will reject the institutional shame of relying on overworked and underpaid adjunct faculty and on graduate students who are headed for those same dead-end adjunct positions. Some university will evolve the tenure process into one that celebrates and supports faculty as innovative teachers and rewards their critical role in student career development and service to the university.

From DSC:
Our son recently took a 3-day intensive course on the Business of Acting. It was offered by the folks at “My College Audition” — and importantly, the course was not offered by the university where he is currently working on a BFA in Acting. By the way, aspiring performing arts students may find this site very beneficial/helpful as well. (Example blog posting here.)

The course was actually three hours of learning on a Sunday night, a Monday night, and a Tuesday night from 6-9pm.

He learned things that he mentioned have not been taught in his undergrad program (at least not so far). When I asked him what he liked most about the course, he said:

These people are out there doing this (DSC insert: To me, this sounds like the use of adjunct faculty in higher ed)
There were 9 speakers in the 9 hours of classtime
They relayed plenty of resources that were very helpful and practical. He’s looking forward to pursuing these leads further.

He didn’t like that there were no discussion avenues/forums available. And as a paying parent, I didn’t like that we had to pay for yet another course and content that he wasn’t getting at his university. It may be that the university that he’s studying at will offer such a course later in the curriculum. But after two years of college experience, he hasn’t come across anything this practical and he is eagerly seeking out this type of practical/future-focused information. In fact, it’s critical to him staying with acting…or not. He needs this information sooner in his program.

It made me reflect on the place of adjunct faculty within higher education — folks who are out there “doing” what they are teaching about. They tend to be more up-to-date in their real-world knowledge. Sabbaticals are helpful in this regard for full-time faculty, but they don’t come around nearly enough to keep one’s practical, career-oriented knowledgebase up-to-date.

Again, this dilemma is to be expected, given our current higher education learning ecosystem. Faculties’ plates are full. They don’t have time to pursue this kind of endeavor in addition to their daily responsibilities. Staff aren’t able to be out there “doing” these things either.

This brings me back to design thinking. We’ve got to come up with better ways of offering student-centered education, programming, and content/resources.

My son walked away shaking his head a bit regarding his current university. At a time when students and families are questioning the return on their investments in traditional institutions of higher education, this issue needs to be taken very seriously.

Also potentially relevant for some of the performing arts students out there:

Voice Acting & Character Voices for Video Games & Animations — from udemy.com
Develop New Character Voices and Discover the Voice Acting Secrets of 10 Successful Voice Actors from Around The World!

ChatGPT, Chatbots and Artificial Intelligence in Education — from ditchthattextbook.com by Matt Miller
AI just stormed into the classroom with the emergence of ChatGPT. How do we teach now that it exists? How can we use it? Here are some ideas.

Excerpt:
Now, we’re wondering …

What is ChatGPT? And, more broadly, what are chatbots and AI?
How is this going to impact education?
How can I teach tomorrow knowing that this exists?
Can I use this as a tool for teaching and learning?
Should we block it through the school internet filter — or try to ban it?

Also relevant/see:

We gave ChatGPT a college-level microbiology quiz. It blew the quiz away. — from bigthink.com by Dr. Alex Berezow
ChatGPT’s capabilities are astonishing.

Key takeaways:

The tech world is abuzz over ChatGPT, a chat bot that is said to be the most advanced ever made.
It can create poems, songs, and even computer code. It convincingly constructed a passage of text on how to remove a peanut butter sandwich from a VCR, in the voice of the King James Bible.
As a PhD microbiologist, I devised a 10-question quiz that would be appropriate as a final exam for college-level microbiology students. ChatGPT blew it away.

ChatGPT Is Dumber Than You Think — from theatlantic.com by Ian Bogost
Treat it like a toy, not a tool.

Excerpt:

On the one hand, yes, ChatGPT is capable of producing prose that looks convincing. But on the other hand, what it means to be convincing depends on context. The kind of prose you might find engaging and even startling in the context of a generative encounter with an AI suddenly seems just terrible in the context of a professional essay published in a magazine such as The Atlantic. And, as Warner’s comments clarify, the writing you might find persuasive as a teacher (or marketing manager or lawyer or journalist or whatever else) might have been so by virtue of position rather than meaning: The essay was extant and competent; the report was in your inbox on time; the newspaper article communicated apparent facts that you were able to accept or reject.

I Would Have Cheated in College Using ChatGPT — from eliterate.us by Michael Feldstein

Excerpt:

These lines of demarcation—the lines between when a tool can do all of a job, some of it, or none of it—are both constantly moving and critical to watch. Because they define knowledge work and point to the future of work. We need to be teaching people how to do the kinds of knowledge work that computers can’t do well and are not likely to be able to do well in the near future. Much has been written about the economic implications to the AI revolution, some of which are problematic for the employment market. But we can put too much emphasis on that part. Learning about artificial intelligence can be a means for exploring, appreciating, and refining natural intelligence. These tools are fun. I learn from using them. Those two statements are connected.

Google to Rival OpenAI’s ChatGPT? New AI Bot for Chats in 2023, CEO Claims to Use it for Search — from techtimes.com by Isaiah Richard
Google to expand its Search engine with AI for 2023, but not in a creepy way.

Excerpt:

Google is planning to create a new AI feature for its Search engine, one that would rival the recently released and controversial ChatGPT from OpenAI. The company revealed this after a recent Google executive meeting that involved the likes of its CEO Sundar Pichai and AI head, Jeff Dean, that talked about the technology that the internet company already has, soon for development.

Employees from the Mountain View giant were concerned that it was behind the current AI trends to the likes of OpenAI despite already having a similar technology laying around.

And more focused on the business/vocational/corporate training worlds:

Sana raises $34M for its AI-based knowledge management and learning platform for workplaces — from techcrunch.com by Ingrid Lunden

There are a lot of knowledge management, enterprise learning and enterprise search products on the market today, but what Sana believes it has struck on uniquely is a platform that combines all three to work together: a knowledge management-meets-enterprise-search-meets-e-learning platform.

Exclusive: ChatGPT owner OpenAI projects $1 billion in revenue by 2024 — from reuters.com by Jeffrey Dastin, Krystal Hu, and Paresh Dave

Excerpt:

Three sources briefed on OpenAI’s recent pitch to investors said the organization expects $200 million in revenue next year and $1 billion by 2024.

The forecast, first reported by Reuters, represents how some in Silicon Valley are betting the underlying technology will go far beyond splashy and sometimes flawed public demos.

“We’re going to see advances in 2023 that people two years ago would have expected in 2033. It’s going to be extremely important not just for Microsoft’s future, but for everyone’s future,” he said in an interview this week.

Addendum on 12/21/22:

ChatGPT and higher education: last week and this week — from bryanalexander.org by Bryan Alexander

Learning Ecosystems

Retrieval Practice, Scaffolding, and the Socratic Method [Zakrajsek]

“Hard Truths That Higher Education Has Evaded for Too Long” [Mintz] + several other HE-related items

“Shared Course Preparation Checklist” + other related items that faculty might be interested in

“A resume is NOT a CV. They are completely different documents.”

“…if you’re starting to look for [an Instructional Designer position], I recommend you do the following 5 things” [Holly Owens, M.Ed.]

Some Day In Higher Education: Predictions And Possibilities For A Jolly Academic New Year [Kirschner]

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