Why we don’t intuitively get how fast the world is changing.
Our brains understand linear not exponential growth.
30 linear steps = +30
30 exponential steps = +1 billion pic.twitter.com/z9a42eFmZM— Misha (@mishadavinci) July 29, 2023
From DSC:
Which reminds me of some graphics:
Navigating the Future of Learning in a Digitally-Disrupted World — from thinklearningstudio.org by Russell Cailey
Are we on the frontier of unveiling an unseen revolution in education? The hypothesis is that this quiet upheaval’s importance is far more significant than we imagine. As our world adjusts, restructures, and emerges from a year which launched an era of mass AI, so too does a new academic year dawn for many – with hope and enthusiasm about new roles, titles, or simply just a new mindset. Concealed from sight, however, I believe a significant transformative wave has started and will begin to reshape our education systems and push us into a new stage of innovative teaching practice whether we desire it or not. The risk and hope is that the quiet revolution remains outside the regulator’s and ministries’ purview, which could risk a dangerous fragmentation of education policy and practice, divorced from the actualities of the world ‘in and outside school’.
“This goal can be achieved through continued support for introducing more new areas of study, such as ‘foresight and futures’, in the high school classroom.”
Four directions for assessment redesign in the age of generative AI— from timeshighereducation.com by Julia Chen
The rise of generative AI has led universities to rethink how learning is quantified. Julia Chen offers four options for assessment redesign that can be applied across disciplines
Direction 1: From written description to multimodal explanation and application
Direction 2: From literature review alone to referencing lectures
Direction 3: From presentation of ideas to defence of views
Direction 4: From working alone to student-staff partnership
15 Inspirational Voices in the Space Between AI and Education — from jeppestricker.substack.com by Jeppe Klitgaard Stricker
Get Inspired for AI and The Future of Education.
If you are just back from vacation and still not quite sure what to do about AI, let me assure you that you are not the only one. My advice for you today is this: fill your LinkedIn-feed and/or inbox with ideas, inspirational writing and commentary on AI. This will get you up to speed quickly and is a great way to stay informed on the newest movements you need to be aware of.
My personal recommendation for you is to check out these bright people who are all very active on LinkedIn and/or have a newsletter worth paying attention to. I have kept the list fairly short – only 15 people – in order to make it as easy as possible for you to begin exploring.
Universities say AI cheats can’t be beaten, moving away from attempts to block AI (Australia) — from abc.net.au by Jake Evans
Key points:
Navigating A World of Generative AI: Suggestions for Educators — from nextlevellab.gse.harvard.edu by Lydia Cao and Chris Dede
Understanding the nature of generative AI is crucial for educators to navigate the evolving landscape of teaching and learning. In a new report from the Next Level Lab, Lydia Cao and Chris Dede reflect on the role of generative AI in learning and how this pushes us to reconceptualize our visions of effective education. Though there are concerns of plagiarism and replacement of human jobs, Cao and Dede argue that a more productive way forward is for educators to focus on demystifying AI, emphasizing the learning process over the final product, honoring learner agency, orchestrating multiple sources of motivation, cultivating skills that AI cannot easily replicate, and fostering intelligence augmentation (IA) through building human-AI partnerships.
20 CHATGPT PROMPTS FOR ELA TEACHERS — from classtechtips.com by Dr. Monica Burns
Have you used chatbots to save time this school year? ChatGPT and generative artificial intelligence (AI) have changed the way I think about instructional planning. Today on the blog, I have a selection of ChatGPT prompts for ELA teachers.
You can use chatbots to tackle tedious tasks, gather ideas, and even support your work to meet the needs of every student. In my recent quick reference guide published by ISTE and ASCD, Using AI Chatbots to Enhance Planning and Instruction, I explore this topic. You can also find 50 more prompts for educators in this free ebook.
Professors Craft Courses on ChatGPT With ChatGPT — from insidehighered.com by Lauren Coffey
While some institutions are banning the use of the new AI tool, others are leaning into its use and offering courses dedicated solely to navigating the new technology.
Maynard, along with Jules White at Vanderbilt University, are among a small number of professors launching courses focused solely on teaching students across disciplines to better navigate AI and ChatGPT.
The offerings go beyond institutions flexing their innovation skills—the faculty behind these courses view them as imperative to ensure students are prepared for ever-changing workforce needs.
GPT-4 can already pass freshman year at Harvard | professors need to adapt to their students’ new reality — fast — from chronicle.com by Maya Bodnick (an undergraduate at Harvard University, studying government)
A. A. A-. B. B-. Pass.
That’s a solid report card for a freshman in college, a respectable 3.57 GPA. I recently finished my freshman year at Harvard, but those grades aren’t mine — they’re GPT-4’s.
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Three weeks ago, I asked seven Harvard professors and teaching assistants to grade essays written by GPT-4 in response to a prompt assigned in their class. Most of these essays were major assignments which counted for about one-quarter to one-third of students’ grades in the class. (I’ve listed the professors or preceptors for all of these classes, but some of the essays were graded by TAs.)
Here are the prompts with links to the essays, the names of instructors, and the grades each essay received…
The impact that AI is having on liberal-arts homework is indicative of the AI threat to the career fields that liberal-arts majors tend to enter. So maybe what we should really be focused on isn’t, “How do we make liberal-arts homework better?” but rather, “What are jobs going to look like over the next 10–20 years, and how do we prepare students to succeed in that world?”
The great assessment rethink — from timeshighereducation.com by
How to measure learning and protect academic integrity in the age of ChatGPT
A cam/mic/light/teleprompter remote kit for non-tech-savvy guests, including Shure MV7 — from provideocoalition.com by Allan Tépper
Excerpt (emphasis DSC):
Inspired by my recent Review: Shure MV7 dynamic hybrid studio microphone – near, far and beyond, Beaker Films of Fairfield, Connecticut, US has developed and deployed a first batch of 10 kits to capture remote conversations from different locations worldwide. Beaker Films is frequently contracted to record remote interviews or testimonials from medical professionals. For this project, Beaker Films’ clients wanted consistent, high quality audio and video, but with 3 additional challenges: they preferred to have no visible microphone in the shot, they needed a teleprompter function and the whole kit needed to be as simple as possible for non-technical guests.
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Speaking of A/V-related items, also see:
Seven worlds one planet at the BBC Earth Experience — from inavateonthenet.net by Paul Milligan
‘Holographic’ animal-free zoo opens in Australia — from inavateonthenet.net
XR Lab opens in UK college — from inavateonthenet.net
West Suffolk College in the UK has opened its Extended Reality Lab (XR Lab), the facilities comprise of four distinct areas: an Immersion Lab, a Collaboration Theatre, a Green Room, and a Conference Room. The project was designed by architects WindsorPatania for Eastern Colleges Group.
CJP to create virtual studio for Solent University — from inavateonthenet.net
Systems integrator CJP Broadcast Service Solutions, has won a tender to build a virtual production environment for Solent University in the UK.
The new facilities, converted from an existing studio space, will provide students on the film production courses with outstanding opportunities to develop their creative output.
AI for Education Webinars — from youtube.com by Tom Barrett and others
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.
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Massive Disruption Now: What AI Means for Students, Educators, Administrators and Accreditation Boards
— from stefanbauschard.substack.com by Stefan Bauschard; via Will Richardson on LinkedIn
The choices many colleges and universities make regarding AI over the next 9 months will determine if they survive. The same may be true for schools.
Excerpts:
Just for a minute, consider how education would change if the following were true –
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:
Generative Textbooks — from opencontent.org by David Wiley
Excerpt (emphasis DSC):
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:
Also relevant/see:
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Generating The Future of Education with AI — from aixeducation.com
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.
How Teachers Are Using ChatGPT in Class — from edweek.org by Larry Ferlazzo
Excerpt:
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.
Japan emphasizes students’ comprehension of AI in new school guidelines — from japantimes.co.jp by Karin Kaneko; via The Rundown
Excerpt:
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.
AI’s Teachable Moment: How ChatGPT Is Transforming the Classroom — from cnet.com by Mark Serrels
Teachers and students are already harnessing the power of AI, with an eye toward the future.
Excerpt:
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.
The AI Dictionary for Educators — from blog.profjim.com
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.
7 Strategies to Prepare Educators to Teach With AI — from edweek.org by Lauraine Langreo; NOTE: Behind paywall
101 creative ideas to use AI in education, A crowdsourced collection — from zenodo.org by Chrissi Nerantzi, Sandra Abegglen, Marianna Karatsiori, & Antonio Martínez-Arboleda (Eds.); with thanks to George Veletsianos for this resource
As an example, here’s one of the ideas from the crowdsourced collection:
On a somewhat related note, also see:
Merlyn Mind launches education-focused LLMs for classroom integration of generative AI — from venturebeat.com by Victor Dey
Excerpt:
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.
Maria Andersen
What do higher education students want from online learning? — from mckinsey.com by Felipe Child, Marcus Frank, Jonathan Law, and Jimmy Sarakatsannis
What over 7000 students across 17 countries value most in online education
AI21 Labs concludes largest Turing Test experiment to date — from ai21.com
As part of an ongoing social and educational research project, AI21 Labs is thrilled to share the initial results of what has now become the largest Turing Test in history by scale.
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Webinars from Tom Barrett regarding AI for Education — a free webinar series
Using ChatGPT in Math Lesson Planning — from edutopia.org by Kristen Moore
Artificial intelligence tools are useful beyond language arts classes. Math teachers can use them to save time and create interesting lessons.
Democratic Inputs to AI — from openai.com
Our nonprofit organization, OpenAI, Inc., is launching a program to award ten $100,000 grants to fund experiments in setting up a democratic process for deciding what rules AI systems should follow, within the bounds defined by the law.
AI Canon — from a16z.com (Andreessen Horowitz) by Derrick Harris, Matt Bornstein, and Guido Appenzeller; via The Neuron newsletter
Excerpts:
Research in artificial intelligence is increasing at an exponential rate. It’s difficult for AI experts to keep up with everything new being published, and even harder for beginners to know where to start. So, in this post, we’re sharing a curated list of resources we’ve relied on to get smarter about modern AI. We call it the “AI Canon” because these papers, blog posts, courses, and guides have had an outsized impact on the field over the past several years.
Table of contents
Generative AI hits Adobe Photoshop!
Below comments/notes are from DSC (with thanks to Roberto Ferraro for this resource):
according to Dan Pink, intrinsic motivation is very powerful — much more powerful for many types of “messy/unclear” cognitive work (vs. clear, more mechanical types of work). What’s involved here according to Pink? Autonomy, mastery, and purpose.
Dan Pink makes his case in the video below. My question is:
From DSC (cont’d):
As Dan mentions, we each know this to be true. For example, for each of our kids, my wife and I introduced them to a variety of things — music, sports, art, etc. We kept waiting for them to discover which thing(s) that THEY wanted to pursue. Perhaps we’ll find out that this was the wrong thing to do. but according to Pink, it’s aligned with the type of energy and productivity that gets released when we pursue something that we want to pursue. Plus creativity flows in this type of setting.
Again, my thanks to Roberto Ferraro for resurfacing this item as his “One ‘must read’ for this week” item of his newsletter.
The 2023 Global Sentiment Survey — from donaldhtaylor.co.uk by Don Taylor
Excerpt:
This year’s Global Sentiment Survey – the tenth – paints a picture that is both familiar and unusual. In our 2020 survey report, we noted that ‘Data dominates this year’s survey’. It does so again this year, with the near 4,000 respondents showing a strong interest in AI, Skills-based talent management and Learning analytics (in positions #2, #3 and #4), all of which rely on data. The table is topped by Reskilling/upskilling, in the #1 spot for the third year running.
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Fostering sustainable learning ecosystems — from linkedin.com by Patrick Blessinger
Excerpt (emphasis DSC):
Learning ecosystems
As today’s global knowledge society becomes increasingly interconnected and begins to morph into a global learning society, it is likely that formal, nonformal, and informal learning will become increasingly interconnected. For instance, there has been an explosion of new self-directed e-learning platforms such as Khan Academy, Open Courseware, and YouTube, among others, that help educate billions of people around the world.
A learning ecosystem includes all the elements that contribute to a learner’s overall learning experience. The components of a learning ecosystem are numerous, including people, technology platforms, knowledge bases, culture, governance, strategy, and other internal and external elements that have an impact on learning. Therefore, moving forward, it is crucial to integrate learning across formal, nonformal, and informal learning processes and activities in a more strategic way.
