The Homework Apocalypse — from oneusefulthing.org by Ethan Mollick Fall is going to be very different this year. Educators need to be ready.
Excerpt:
Students will cheat with AI. But they also will begin to integrate AI into everything they do, raising new questions for educators. Students will want to understand why they are doing assignments that seem obsolete thanks to AI. They will want to use AI as a learning companion, a co-author, or a teammate. They will want to accomplish more than they did before, and also want answers about what AI means for their future learning paths. Schools will need to decide how to respond to this flood of questions.
The challenge of AI in education can feel abstract, so to understand a bit more about what is going to happen, I wanted to examine some common assignment types.
Post-AI Assessment Design — from drphilippahardman.substack.com by Dr. Philippa Hardman A simple, three-step guide on how to design assessments in a post-AI world
Excerpt:
Step 1: Write Inquiry-Based Objectives
Inquiry-based objectives focus not just on the acquisition of knowledge but also on the development of skills and behaviours, like critical thinking, problem-solving, collaboration and research skills.
They do this by requiring learners not just to recall or “describe back” concepts that are delivered via text, lecture or video. Instead, inquiry-based objectives require learners to construct their own understanding through the process of investigation, analysis and questioning.
Just for a minute, consider how education would change if the following were true –
AIs “hallucinated” less than humans
AIs could write in our own voices
AIs could accurately do math
AIs understood the unique academic (and eventually developmental) needs of each student and adapt instruction to that student
AIs could teach anything any student wanted or need to know any time of day or night
AIs could do this at a fraction of the cost of a human teacher or professor
Fall 2026 is three years away. Do you have a three year plan? Perhaps you should scrap it and write a new one (or at least realize that your current one cannot survive). If you run an academic institution in 2026 the same way you ran it in 2022, you might as well run it like you would have in 1920. If you run an academic institution in 2030 (or any year when AI surpasses human intelligence) the same way you ran it in 2022, you might as well run it like you would have in 1820. AIs will become more intelligent than us, perhaps in 10-20 years (LeCun), though there could be unanticipated breakthroughs that lower the time frame to a few years or less (Benjio); it’s just a question of when, not “if.”
On one creative use of AI — from aiandacademia.substack.com by Bryan Alexander A new practice with pedagogical possibilities
Excerpt:
Look at those material items again. The voiceover? Written by an AI and turned into audio by software. The images? Created by human prompts in Midjourney. The music is, I think, human created. And the idea came from a discussion between a human and an AI?
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How might this play out in a college or university class?
Imagine assignments which require students to craft such a video. Start from film, media studies, or computer science classes. Students work through a process:
I continue to try to imagine ways generative AI can impact teaching and learning, including learning materials like textbooks. Earlier this week I started wondering – what if, in the future, educators didn’t write textbooks at all? What if, instead, we only wrote structured collections of highly crafted prompts? Instead of reading a static textbook in a linear fashion, the learner would use the prompts to interact with a large language model.These prompts could help learners ask for things like:
overviews and in-depth explanations of specific topics in a specific sequence,
examples that the learner finds personally relevant and interesting,
interactive practice – including open-ended exercises – with immediate, corrective feedback,
the structure of the relationships between ideas and concepts,
Designed for K12 and Higher-Ed Educators & Administrators, this conference aims to provide a platform for educators, administrators, AI experts, students, parents, and EdTech leaders to discuss the impact of AI on education, address current challenges and potentials, share their perspectives and experiences, and explore innovative solutions. A special emphasis will be placed on including students’ voices in the conversation, highlighting their unique experiences and insights as the primary beneficiaries of these educational transformations.
The use of generative AI in K-12 settings is complex and still in its infancy. We need to consider how these tools can enhance student creativity, improve writing skills, and be transparent with students about how generative AI works so they can better understand its limitations. As with any new tech, our students will be exposed to it, and it is our task as educators to help them navigate this new territory as well-informed, curious explorers.
The education ministry has emphasized the need for students to understand artificial intelligence in new guidelines released Tuesday, setting out how generative AI can be integrated into schools and the precautions needed to address associated risks.
Students should comprehend the characteristics of AI, including its advantages and disadvantages, with the latter including personal information leakages and copyright infringement, before they use it, according to the guidelines. They explicitly state that passing off reports, essays or any other works produced by AI as one’s own is inappropriate.
Thanks to the rapid development of artificial intelligence tools like Dall-E and ChatGPT, my brother-in-law has been wrestling with low-level anxiety: Is it a good idea to steer his son down this path when AI threatens to devalue the work of creatives? Will there be a job for someone with that skill set in 10 years? He’s unsure. But instead of burying his head in the sand, he’s doing what any tech-savvy parent would do: He’s teaching his son how to use AI.
In recent months the family has picked up subscriptions to AI services. Now, in addition to drawing and sculpting and making movies and video games, my nephew is creating the monsters of his dreams with Midjourney, a generative AI tool that uses language prompts to produce images.
To bridge this knowledge gap, I decided to make a quick little dictionary of AI terms specifically tailored for educators worldwide. Initially created for my own benefit, I’ve reworked my own AI Dictionary for Educators and expanded it to help my fellow teachers embrace the advancements AI brings to education.
Generative AI has taken the world by storm since OpenAI launched ChatGPT-3 in November 2022. Generative AI is characterized by its capacity to generate human-like content based on deep learning models in response to prompts. There is a wealth of opinions about how this will impact higher education spanning from the need to limit the use in the protection of higher education to embracing the tool as a means to improve higher education. In this webinar session, speakers from different regions shared their views and perspectives and discuss how Generative AI will transform higher education. What are the challenges to be addressed and which opportunities can be pursued to improve the quality of higher education? Watch the webinar and learn about the uncertainties, tensions, and opportunities triggered by Generative AI.
Trust and Transparency Are Key Factors When Using AI in Academia — from by Dr. Andrew Lang Much can be learned from embracing artificial intelligence in the teaching and learning process. Here, two professors share their experiences using ChatGPT freely in the classroom.
The AI-Education Divide— from drphilippahardman.substack.com by Philippa Hardman How the rise of AI has reinforced inequity in education (and what we need to do to reverse it) .
Merlyn Mind, an AI-powered digital assistant platform, announced the launch of a suite of large language models (LLMs) specifically tailored for the education sector under an open-source license.
Designing courses in an age of AI— from teachinginhighered.com by Maria Andersen Maria Andersen shares about designing courses in an age of artificial intelligence (AI) on episode 469 of the Teaching in Higher Ed podcast.
With generative AI, we have an incredible acceleration of change happening.
— Daniel Christian (he/him/his) (@dchristian5) June 23, 2023
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On giving AI eyes and ears— from oneusefulthing.org by Ethan Mollick AI can listen and see, with bigger implications than we might realize.
Excerpt:
But even this is just the beginning, and new modes of using AI are appearing, which further increases their capabilities. I want to show you some examples of this emerging world, which I think will soon introduce a new wave of AI use cases, and accompanying disruption.
We need to recognize that these capabilities will continue to grow, and AI will be able to play a more active role in the real world by observing and listening. The implications are likely to be profound, and we should start thinking through both the huge benefits and major concerns today.
Even though generative AI is a new thing, it doesn’t change why students cheat. They’ve always cheated for the same reason: They don’t find the work meaningful, and they don’t think they can achieve it to their satisfaction. So we need to design assessments that students find meaning in.
Tricia Bertram Gallant
Caught off guard by AI— from chonicle.com by Beth McMurtrie and Beckie Supiano Professor scrambled to react to ChatGPT this spring — and started planning for the fall
Excerpt:
Is it cheating to use AI to brainstorm, or should that distinction be reserved for writing that you pretend is yours? Should AI be banned from the classroom, or is that irresponsible, given how quickly it is seeping into everyday life? Should a student caught cheating with AI be punished because they passed work off as their own, or given a second chance, especially if different professors have different rules and students aren’t always sure what use is appropriate?
…OpenAI built tool use right into the GPT API with an update called function calling. It’s a little like a child’s ability to ask their parents to help them with a task that they know they can’t do on their own. Except in this case, instead of parents, GPT can call out to external code, databases, or other APIs when it needs to.
Each function in function calling represents a tool that a GPT model can use when necessary, and GPT gets to decide which ones it wants to use and when. This instantly upgrades GPT capabilities—not because it can now do every task perfectly—but because it now knows how to ask for what it wants and get it. .
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How ChatGPT can help disrupt assessment overload— from timeshighereducation.com by David Carless Advances in AI are not necessarily the enemy – in fact, they should prompt long overdue consideration of assessment types and frequency, says David Carless
Excerpt:
Reducing the assessment burden could support trust in students as individuals wanting to produce worthwhile, original work. Indeed, students can be co-opted as partners in designing their own assessment tasks, so they can produce something meaningful to them.
A strategic reduction in quantity of assessment would also facilitate a refocusing of assessment priorities on deep understanding more than just performance and carries potential to enhance feedback processes.
If we were to tackle assessment overload in these ways, it opens up various possibilities. Most significantly there is potential to revitalise feedback so that it becomes a core part of a learning cycle rather than an adjunct at its end. End-of-semester, product-oriented feedback, which comes after grades have already been awarded, fails to encourage the iterative loops and spirals typical of productive learning. .
Since AI in education has been moving at the speed of light, we built this AI Tools in Education database to keep track of the most recent AI tools in education and the changes that are happening every day.This database is intended to be a community resource for educators, researchers, students, and other edtech specialists looking to stay up to date. This is a living document, so be sure to come back for regular updates.
These claims conjure up the rosiest of images: human resource departments and their robot buddies solving discrimination in workplace hiring. It seems plausible, in theory, that AI could root out unconscious bias, but a growing body of research shows the opposite may be more likely.
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Companies’ use of AI didn’t come out of nowhere: For example, automated applicant tracking systems have been used in hiring for decades. That means if you’ve applied for a job, your resume and cover letter were likely scanned by an automated system. You probably heard from a chatbot at some point in the process. Your interview might have been automatically scheduled and later even assessed by AI.
From DSC:
Here was my reflection on this:
DC: Along these lines, I wonder if Applicant Tracking Systems cause us to become like typecast actors and actresses — only thought of for certain roles. Pigeonholed.
— Daniel Christian (he/him/his) (@dchristian5) June 23, 2023
In June, ResumeBuilder.com surveyed more than 1,000 employees who are involved in hiring processes at their workplaces to find out about their companies’ use of AI interviews.
The results:
43% of companies already have or plan to adopt AI interviews by 2024
Two-thirds of this group believe AI interviews will increase hiring efficiency
15% say that AI will be used to make decisions on candidates without any human input
More than half believe AI will eventually replace human hiring managers
Watch OpenAI CEO Sam Altman on the Future of AI — from bloomberg.com Sam Altman, CEO & Co-Founder, OpenAI discusses the explosive rise of OpenAI and its products and what an AI-laced future can look like with Bloomberg’s Emily Chang at the Bloomberg Technology Summit.
The implementation of generative AI within these products will dramatically improve educators’ ability to deliver personalized learning to students at scale by enabling the application of personalized assessments and learning pathways based on individual student needs and learning goals. K-12 educators will also benefit from access to OpenAI technology…
EdSurge connected with Talbert to hear what he uses in his classes now, and why he argues that reforming how grading works is key to increasing student engagement.
How Testing Students Twice Can Improve Note-Taking Skills — from edutopia.org by Benjamin Barbour Allowing students to take a test two times—once from memory and once using their notes—can boost note-taking, study skills, and reading habits, all at once.
Excerpt:
Along the way, Barbour also came up with an ingenious strategy for improving students’ note-taking—he calls it the “test average method.” He tests his students twice, back-to-back: once, when they don’t use their notes (which incentivizes good studying), and a second time, when they use their notes (which incentivizes good note-taking). He then averages their scores.
The Uniform Bar Exam (UBE) spans two days, with closed-book testing comprising three components prepared by the National Conference of Bar Examiners.
On the first day (a Tuesday), I’ll write six multistate essay exam (MEE) responses in the morning. The MEE questions can pertain to any one of the following areas of law: business associations, conflicts of law, constitutional law, contracts/sales, criminal law and procedure, evidence, family law, federal civil procedure, real property, secured transactions, torts, and trusts and estates.
In the afternoon, I’ll write two multistate performance test (MPT)responses that require composing two real-life practice documents from a “file” and “library” of approximately 25 pages each that I must read, analyze, and digest on the spot.
On the second day (a Wednesday), I’ll need to answer 200 multistate bar examination (MBE)multiple-choice questions covering six subject areas: constitutional law, contracts/sales, criminal law and procedure, evidence, federal civil procedure, real property, and torts.
What is the best advice for passing the bar exam the first time?
What everyone says is true: studying for the bar is a marathon, not a sprint. Investing the time early in your studies to be diligent and sticking to your study schedule will reward you in the long run.
7 reasons to get rid of the law degree — from jordanfurlong.substack.com by Jordan Furlong Requiring a law degree for bar admission imposes unfair burdens on new lawyers and blocks innovation in legal education. Here’s what we can do instead.
Excerpt:
Hey there, legal sector participant! Do you feel that law school is too expensive? That law students graduate too heavily in debt and deeply stressed? That legal education seems impossible to reform? That the whole lawyer development and bar admission system in general is an enormous hot mess?
If so, you’re like thousands of others who’ve grown massively frustrated with the profession’s broken-down approach to developing new lawyers. But I’m here with some good news! There’s a simple and straightforward path to resolving these and many other problems with legal education and bar admission.
We start by getting rid of the law degree.
Now, hold on, let me be clear — I don’t mean kill the law degree itself. That would be crazy.
No, I mean, let’s get rid of the law degree as a mandatory element of the lawyer licensing process. Law schools should continue to offer whatever sort of degree programs they like — but legal regulators and bar admission authorities should no longer require everybody who wants to be a lawyer to get one.
From DSC: I need to think on this further, but Jordan could be onto something here…
A better pathway to lawyer licensing — from jordanfurlong.substack.com by Jordan Furlong No law degree; a single knowledge exam; training in legal, business and professional skills; and a term of supervised practice. This is how we do it.
Of course, it’s easy to criticize legal education — fun, too — but look, most people in the legal profession already know all the problems with the law degree, and complaining about it is kind of a vacuous pastime. What I’m really interested in here is a bigger and more important question: How does — how should — someone become a lawyer?
Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.
Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.
But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.
How can we teach and assess with ChatGPT? — from timeshighereducation.com by Soumyadeb Chowdhury and Samuel Fosso Wamba A guide to designing teaching and assessments that encourage students to learn with and about ChatGPT
Excerpts:
Design activities that require reflection:
Link essay-type assignments to novel case studies:
Ask for more in essay assessments:
Discuss openly the importance of human skills in their future careers:
Also relevant/see:
ChatGPT can generate, but can it create? — from ecampusnews.com Dr. Lee Ann Dickerson; with thanks to Ray Schroeder for posting this resource on LinkedIn The AI chatbot is taking many of us in education by surprise and startling more of us to attention
Also relevant/see:
Some thoughts on AI, education and intellectual milieus.
6 Ways to Use ChatGPT to Save Time— from edutopia.org by Todd Finley Teachers can use the artificial intelligence tool to effectively automate some routine tasks.
Excerpt:
In the paragraphs that follow, I’ve divided these tasks into the following categories: planning instruction, handouts and materials, differentiation, correspondence, assessment, and writing instruction and feedback. Welcome to the revolution.
Lesson plans: Ask ChatGPT to write a lesson plan on, say, Westward Expansion. The tool composes assessments, activities, scaffolding, and objectives. Want that in the form of problem-based learning or revised for a flipped classroom? ChatGPT can adjust the lesson plan according to your instructions.
But one thing that is not changing is the best way for people to learn. We have made large advances in recent years in understanding pedagogy – the science of learning. We know some of the most effective techniques for making sure material sticks and that it can be retrieved and used when needed most.
Unfortunately, many of these advanced pedagogical techniques are time-consuming to prepare, and many instructors are often overworked and do not have the resources and time to add them to their teaching repertoire. But AI can help. In the rush to deliver AI benefits directly to students, the role of teachers is often overlooked.
Digital literacy is more important than ever. Artificial-intelligence tools, and generative AI in particular, raise a host of ethical, political, economic, and social questions. Plus, this tech is soon going to be everywhere, including students’ future professions. (The technology behind ChatGPT, in fact, just got an upgrade this week.) Colleges need to figure out how to graduate digitally savvy students in all disciplines.
“The integration of technology into our lives is so pervasive that the restriction of education about AI to the computer scientists and the computer engineers makes no more sense than the restriction of taking English classes by English majors,” said Weber.
13 Formative Assessments That Inspire Creativity — from edutopia.org by Paige Tutt Sometimes mixing in formative assessments that go a step beyond exit slips and low-stakes quizzes can inject some fun—and creativity—into learning.
Excerpt:
Quick checks for understanding aren’t new, of course, but when time allows, occasionally injecting an element of creativity into formative assessments can deliver unexpected benefits. For example—regardless of a student’s artistic talent—research suggests that drawing the information they’re learning can increase student recall by nearly double. And when kids are encouraged to tap into their imagination to show what they know, they tend to ask more innovative questions of themselves, brainstorm fresh solutions to problems, and synthesize material in original and surprising ways.
Here are 13 formative assessment strategies that lean into creativity—inspired by the work of several Edutopia contributors, and from Finley’s handy list of quick checks for understanding.
Also see:
Is This Elementary School Near Pittsburgh the Future of Education? — from smithsonianmag.com by Kellie B. Gormly; with thanks to Tom Vander Ark out on Twitter for this resource Ehrman Crest Elementary and Middle School is an innovative blend of children’s museum and classroom
Excerpt (emphasis DSC):
At Seneca Valley’s Ehrman Crest Elementary and Middle School, K-6 students are benefiting from an unusual collaboration. School leaders, architects and the Children’s Museum of Pittsburgh teamed up on the $63 million project,which opened in August 2022 after 790 construction days. With a student capacity of 1,400, the 200,000-square-foot facility takes a novel approach, forgoing the traditional school design for the playful, interactive, colorful elements of a children’s museum.Time magazine declared it one of the “Best Inventions of 2022.”
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Matilda McQuaid, acting curatorial director at Cooper Hewitt, Smithsonian Design Museum in New York City, says this is the first time she has heard of a museum collaborating with a school to create a new environment from the ground up.
From DSC: I love this collaboration — a children’s museum and a school district! — and the energy and creativity throughout this learning space!
Modeled on research demonstrating that the most effective form of learning is one-on-one tutoring1, Q-Chat offers students the experience of interacting with a personal AI tutor in an effective and conversational way. Whether they’re learning French vocabulary or Roman History, Q-Chat engages students with adaptive questions based on relevant study materials delivered through a fun chat experience. Pulling from Quizlet’s massive educational content library and using the question-based Socratic method to promote active learning, Q-Chat has the ability to test a student’s knowledge of educational content, ask in-depth questions to get at underlying concepts, test reading comprehension, help students learn a language and encourage students on healthy learning habits.
Quiz Tip #1: Provide a Pre-Test
Don’t fight skipping to the quiz. Instead, put it up front. Give the learners who know the content the opportunity to prove it upfront.
If they can pass the quiz, then they demonstrate they know the content (or at least to the level that you’re quizzing). Pass the quiz, get credit for completion. Don’t pass the quiz, go to page 1 of the course.
Which principles are valuable for making instructional video better for mental processing? Part 3 of my series on better video for learning primarily discusses processing issues and Mayer’s (2021) and Brame’s (2016) instructional video design principles.
In this article I have listed some resources that I believe will help readers get started on the journey toward more fully understanding the technology and its applications to the field of learning and development.
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