What if you could have a conversation with your notes?That question has consumed a corner of the internet recently, as companies like Dropbox, Box, Notion, and others have built generative AI tools that let you interact with and create new things from the data you already have in their systems.
Google’s version of this is called NotebookLM. It’s an AI-powered research tool that is meant to help you organize and interact with your own notes.
… Right now, it’s really just a prototype, but a small team inside the company has been trying to figure out what an AI notebook might look like.
We’re standing on the cusp of artificially generated content that could theoretically never end. According to futurist Sinéad Bovell, “Generative artificial intelligence also means that say we don’t want a movie or a series to end. It doesn’t have to, you could use AI to continue to generate more episodes and other sequels and have this kind of ongoing storyline.”
If we take this logic further, we could also see hyper-personalized content that’s created just for us. Imagine getting an AI generated album from your favourite artist every week. Or a brand new movie starring actors who are no longer alive, like a new romcom with Marylin Monroe and Frank Sinatra.
While this sounds like a compelling proposition for consumers, it’s mostly bad news for actors, writers, and other professionals working in the media industry. Hollywood studios are already investing heavily in generative AI, and many professionals working in the industry are afraid to lose their jobs.
The single narrative education system is no longer working.
Its main limitation is its inability to honor young people as the dynamic individuals that they are.
New models of teaching and learning need to be designed to center on the student, not the teacher.
When the opportunity arises to implement learning that uses immersive technology ask yourself if the learning you are designing passes the Ready Player One Test:
Does it allow learners to immerse themselves in environments that would be too expensive or dangerous to experience otherwise?
Can the learning be personalized by the student?
Is it regenerative?
Does it allow for learning to happen non-linearly, at any time and place?
So, as educators, mentors, and guides to our future generations, we must ask ourselves three pivotal questions:
What value do we offer to our students?
What value will they need to offer to the world?
How are we preparing them to offer that value?
The answers to these questions are crucial, and they will redefine the trajectory of our education system.
We need to create an environment that encourages curiosity, embraces failure as a learning opportunity, and celebrates diversity. We need to teach our students how to learn, how to ask the right questions, and how to think for themselves.
Leveraging ChatGPT for learning is the most meaningful skill this year for lifelong learners. But it’s too hard to find resources to master it.
As a learning science nerd, I’ve explored hundreds of prompts over the past months. Most of the advice doesn’t go beyond text summaries and multiple-choice testing.
That’s why I’ve created this article — it merges learning science with prompt writing to help you learn anything faster.
Midjourney AI Art for Teachers (for any kind of teacher, not just Art Teachers) — from The AI Educator on YouTube by Dan Fitzpatrick
From DSC: This is a very nice, clearly illustrated, free video to get started with the Midjourney (text-to-image) app. Nice work Dan!
In the new-normal of generative AI, how does one articulate the value of academic integrity? This blog presents my current response in about 2,500 words; a complete answer could fill a sizable book.
Massive amounts of misinformation are disseminated about generative AI, so the first part of my discussion clarifies what large language models (Chat-GPT and its counterparts) can currently do and what they cannot accomplish at this point in time. The second part describes ways in which generative AI can be misused as a means of learning; unfortunately, many people are now advocating for these mistaken applications to education. The third part describes ways in which large language models (LLM), used well, may substantially improve learning and education. I close with a plea for a robust, informed public discussion about these topics and issues.
Many of the more than a dozen teachers TIME interviewed for this story argue that the way to get kids to care is to proactively use ChatGPT in the classroom.
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Some of those creative ideas are already in effect at Peninsula High School in Gig Harbor, about an hour from Seattle. In Erin Rossing’s precalculus class, a student got ChatGPT to generate a rap about vectors and trigonometry in the style of Kanye West, while geometry students used the program to write mathematical proofs in the style of raps, which they performed in a classroom competition. In Kara Beloate’s English-Language Arts class, she allowed students reading Shakespeare’s Othello to use ChatGPT to translate lines into modern English to help them understand the text, so that they could spend class time discussing the plot and themes.
I found that other developed countries share concerns about students cheating but are moving quickly to use AI to personalize education, enhance language lessons and help teachers with mundane tasks, such as grading. Some of these countries are in the early stages of training teachers to use AI and developing curriculum standards for what students should know and be able to do with the technology.
Several countries began positioning themselves several years ago to invest in AI in education in order to compete in the fourth industrial revolution.
AI in Education— from educationnext.org by John Bailey The leap into a new era of machine intelligence carries risks and challenges, but also plenty of promise
In the realm of education, this technology will influence how students learn, how teachers work, and ultimately how we structure our education system. Some educators and leaders look forward to these changes with great enthusiasm. Sal Kahn, founder of Khan Academy, went so far as to say in a TED talk that AI has the potential to effect “probably the biggest positive transformation that education has ever seen.” But others warn that AI will enable the spread of misinformation, facilitate cheating in school and college, kill whatever vestiges of individual privacy remain, and cause massive job loss. The challenge is to harness the positive potential while avoiding or mitigating the harm.
Generative AI and education futures — from ucl.ac.uk Video highlights from Professor Mike Sharples’ keynote address at the 2023 UCL Education Conference, which explored opportunities to prosper with AI as a part of education.
Bringing AI Literacy to High Schools— from by Nikki Goth Itoi Stanford education researchers collaborated with teachers to develop classroom-ready AI resources for high school instructors across subject areas.
To address these two imperatives, all high schools need access to basic AI tools and training. Yet the reality is that many underserved schools in low-income areas lack the bandwidth, skills, and confidence to guide their students through an AI-powered world. And if the pattern continues, AI will only worsen existing inequities. With this concern top of mind plus initial funding from the McCoy Ethics Center, Lee began recruiting some graduate students and high school teachers to explore how to give more people equal footing in the AI space.
As the 2024 campaign season begins, AI image generators have advanced from novelties to powerful tools able to generate photorealistic images, while comprehensive regulation lags behind.
Why it matters: As more fake images appear in political ads, the onus will be on the public to spot phony content.
Go deeper: Can you tell the difference between real and AI-generated images? Take our quiz:
The Chief AI Officer is a relatively new job role, yet becoming increasingly more important as businesses invest further into AI.
Now more than ever, the workplace must prepare for AI and the immense opportunities, as well as challenges, that this type of evolving technology can provide. This job position sees the employee responsible for guiding companies through complex AI tools, algorithms and development. All of this works to ensure that the company stays ahead of the curve and capitalises on digital growth and transformation.
NVIDIA-related items
SIGGRAPH Special Address: NVIDIA CEO Brings Generative AI to LA Show— from blogs.nvidia.com by Brian Caulfield Speaking to thousands of developers and graphics pros, Jensen Huang announces updated GH200 Grace Hopper Superchip, NVIDIA AI Workbench, updates NVIDIA Omniverse with generative AI.
Nvidia announced a new chip designed to run artificial intelligence models on Tuesday .
Nvidia’s GH200 has the same GPU as the H100, Nvidia’s current highest-end AI chip, but pairs it with 141 gigabytes of cutting-edge memory, as well as a 72-core ARM central processor.
“This processor is designed for the scale-out of the world’s data centers,” Nvidia CEO Jensen Huang said Tuesday.
The advancement of robotics and artificial intelligence (AI) has paved the way for a new era in warfare. Gone are the days of manned ships and traditional naval operations. Instead, the US Navy’s Task Force 59 is at the forefront of integrating AI and robotics into naval operations. With a fleet of autonomous robot ships, the Navy aims to revolutionize the way wars are fought at sea.
From DSC: Crap. Ouch. Some things don’t seem to ever change. Few are surprised by this development…but still, this is a mess.
Altman, who has become the face of the recent hype cycle in AI development, feels that humans could be persuaded politically through conversations with chatbots or fooled by AI-generated media.
Welcome to the latest issue of your guide to AI, an editorialized newsletter covering key developments in AI policy, research, industry, and startups. This special summer edition (while we’re producing the State of AI Report 2023!) covers our 7th annual Research and Applied AI Summit that we held in London on 23 June.
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Below are some of our key takeaways from the event and all the talk videos can be found on the RAAIS YouTube channel here. If this piques your interest to join next year’s event, drop your details here.
Gen AI, however, eliminates the lengthy search. It can parse a natural language query, synthesize the necessary information and serve up the answers the agent is looking for in a neatly summarized response, slashing call times dramatically.
Not only do its AI voices sound exactly like a human, but they can sound exactly like YOU. All it takes is 6 (six!) seconds of your voice, and voila: it can replicate you saying any sentence in any tone, be it happy, sad, or angry.
The use cases are endless, but here are two immediate ones:
Hyperpersonalized content.
Imagine your favorite Netflix show but with every person hearing a slightly different script.
Customer support agents.
We’re talking about ones that are actually helpful, a far cry from the norm!
[NEW] – Joshua Avatar 2.0 ??. Both of these video clips were 100% AI-generated, featuring my own avatar and voice clone. ???
We’ve made massive enhancements to our life-style avatar’s video quality and fine-tuned our voice technology to mimic my unique accent and speech… pic.twitter.com/9EgxRA69dg
The urgency to fill existing and prospective positions with digital talent and to upskill those already in the workforce are among the reasons why leading companies have boldly assessed and transformed their enterprise talent management strategies. Some key initiatives leading companies are undertaking include:
Direct involvement by the C-Suite in the formulation of the enterprise talent strategy and lifecycle;
A paradigmatic hiring shift from diplomas to skills;
Increased investment in upskilling and career advancement to promote retention and to identify high-performers early on;
Targeted collaboration with universities focused on training in areas of existing and projected talent supply demand
Promoting a learning-for-life mindset and encouraging creative thinking, cross-cultural collaboration, and forging a culture that values these and other humanistic values.
Collaborating with other companies to create joint solutions for fulfilling skill demand
Consider this comparison: In more passive online learning, a participant will learn primarily by listening, watching and observing. Conversely, in an interactive model, the participant will be expected to engage with a story or situation by being asked to make choices that will show potential consequences.
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Here are some of the elements that, when combined, make interactive learning especially effective:
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
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.
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.
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.
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
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.
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.
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.
Generative AI and the future of work in America — from mckinsey.com by Kweilin Ellingrud, Saurabh Sanghvi, Gurneet Singh Dandona, Anu Madgavkar, Michael Chui, Olivia White, and Paige Hasebe
At a glance
During the pandemic (2019–22), the US labor market saw 8.6 million occupational shifts, 50 percent more than in the previous three-year period.
By 2030, activities that account for up to 30 percent of hours currently worked across the US economy could be automated—a trend accelerated by generative AI.
Federal investment to address climate and infrastructure, as well as structural shifts, will also alter labor demand.
An additional 12 million occupational transitions may be needed by 2030.
The United States will need workforce development on a far larger scale as well as more expansive hiring approaches from employers.
Employers will need to hire for skills and competencies rather than credentials, recruit from overlooked populations (such as rural workers and people with disabilities), and deliver training that keeps pace with their evolving needs.
The AI-Powered, Totally Autonomous Future of War Is Here — from wired.com by Will Knight Ships without crews. Self-directed drone swarms. How a US Navy task force is using off-the-shelf robotics and artificial intelligence to prepare for the next age of conflict.
From DSC: Hhhhmmmmm…..not good. Is anyone surprised by this? No, I didn’t think so either. That’s why the United States and China are so heated up about semiconductor chips.
The proliferation of new technologies like generative artificial intelligence is making recent graduates uneasy, a new study released Thursday found. A third of the 1,000 people who graduated in the past year said they are second-guessing their career choice, while roughly half reported questioning their workforce preparedness and feeling threatened by AI, according to the 2023 Employability Report by Cengage Group, a global education technology company.
“The workplace has changed rapidly in the last few years, and now we are witnessing a new shift asAI begins to reshape worker productivity, job requirements, hiring habits and even entire industries,” Michael Hansen, Cengage Group CEO, said in a news release.
More than half of recent graduates question whether they are properly prepared for the workforce in light of the rise of artificial intelligence, a survey finds.
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There is also more of a preference for skills training credentials. Among employers, nearly 40 percent said skills training credentials are most important, while only 19 percent ranked a college degree as most important.
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However, recent graduates did cite an issue with most higher education institutions’ ability to teach employability skills. In 2023, 43 percent of students said their degree program taught them the necessary skills for their first job, down 20 percentage points from 2022.
The news is that Instructure, one of the few public education companies and the market leader in learning management with their signature product Canvas, struck a partnership with Khan Academy to create an AI-powered tutoring and teaching assistant tool – merging Khan’s innovative instructional content and Instructure’s significant reach, scale, and data insights. The partnership and related tools will be known as Khanmigo, according to the announcement.
On brand names alone, this is a big deal. On potential impact, it could be even bigger.
How To Use AI to Write Scenarios — from christytuckerlearning.com by Christy Tucker How can you use AI to write scenarios for learning? Read this example with prompts and results using ChatGPT and Bard.
Excerpts:
So far, I have found these tools helpful in generating ideas, writing first drafts, and summarizing. They work better for general knowledge tasks than really specific topics unless I provide more details to them, which makes sense.
This post isn’t going to give you “5 magical prompts to instantly write scenarios for you” or anything like that. Instead, this is a “working out loud” post where I’ll share some prompts I have used.
DC: I’m sympathetic to those who are supposed to be making policy when what we’re dealing with continues to evolve/change so quickly. https://t.co/1KB8dSFWaO
— Daniel Christian (he/him/his) (@dchristian5) July 27, 2023
The Rise of the Talent Economy — from drphilippahardman.substack.com by Dr. Philippa Hardman How Education & Training Will Dictate the Future & Impact of AI
“Talent, more than capital, will represent the critical factor of production.” … In short, the demand for AI skills requires a significant transformation in training and education models. To bridge the global skills gap, educational institutions, online learning providers, and employers must design and deliver training programs that cater to the rapidly evolving AI-driven labor market.
To combat this problem, we modified some of our prompts this summer to try to prevent students from using AI to avoid learning. I’m sharing some of our strategies in the hope that they help you out as you adapt your course to a world of generative AI.
Use prompts that force a personal opinion.
Have students include their source(s) as an attachment.
The Rundown: A new cybercrime generative AI tool called FraudGPT is being advertised on the Dark web and Telegram channels, offering offensive capabilities like crafting spear-phishing emails and creating undetectable malware.
… Why it matters: Scammers can now look more realistic than ever before and at a larger scale. The sad truth is that the emergence of cybercrime AI tools like FraudGPT is just beginning.
From DSC: If true and if it could help build and/or contribute to cloud-based learner profiles, this could be huge.
It is kind of weird. So many sites that list Q&A’s – mine included, look at it from the reader’s standpoint – what I refer to as consumers, even though they may have an audience consisting of PEs (Private Equity), outside their industry (C-Level and similar), vendors in the specific industry (e-learning) and sub-segments OR just a variety of folks who are not on the consumer side of the house, instead on the vendor or investment side.
And yet, I receive a lot of inquiries from vendors, including PE and investment firms. They all have questions. They all seek answers. I will hold back from the investment and PE side; let’s take a peek at the vendor side.
The implications of this development are perhaps more significant than we realise. There has been much discussion in recent months about the risks associated with the rise of generative AI for higher education, with most of the discussion centring around the challenge that ChatGPT poses to academic integrity.
However, much less work has been done on exploring the negative – even existential – consequences that might stem from not embracing AI in higher education.Are these new principles enough to reverse the risk of irrelevance?
What if we reimagine “learning” in higher education as something more than the recall and restructuring of existing information? What if instead of lectures, essays and exams we shifted to a model of problem sets, projects and portfolios?
I am often asked what this could look like in practice. If we turn to tried and tested instructional strategies which optimise for learner motivation and mastery, it would look something like this…
Also relevant/see:
Do or Die? — from drphilippahardman.substack.com by Dr. Philippa Hardman The invisible cost of resisting AI in higher education
Excerpt:
Embracing AI in the higher education sector prepares students for the increasingly technology-driven job market and promotes more active, participatory learning experiences which we know lead to better outcomes for both students and employers.
With the rising popularity of alternative education routes such as bootcamps and apprenticeships, it’s crucial for traditional higher education to engage positively with AI in order to maintain its competitiveness and relevance.
DC: Sounds very useful for learning-related items.
“Custom instructions allow you to add preferences or requirements that you’d like ChatGPT to consider when generating its responses.” https://t.co/n0WOJnmDIY
— Daniel Christian (he/him/his) (@dchristian5) July 21, 2023
For example, a teacher crafting a lesson plan no longer has to repeat that they’re teaching 3rd grade science. A developer preferring efficient code in a language that’s not Python – they can say it once, and it’s understood. Grocery shopping for a big family becomes easier, with the model accounting for 6 servings in the grocery list.
Teaching technology There is also the misconception around the word ‘generative’, the assumption that all it does is create blocks of predictable text. Wrong. May of its best uses in learning are its ability to summarise, outline, provide guidance, support and many other pedagogic features that can be built into the software. This works and will mean tutors, teachers, teaching support, not taking support, coaches and many other services will emerge that aid both teaching and learning. They are being developed in their hundreds as we speak.
This simple fact, that this is the first technology to ‘learn’ and learn fast, on scale, continuously, across a range of media and tasks, it what makes it extraordinary.
On holding back the strange AI tide — from oneusefulthing.org by Ethan Mollick There is no way to stop the disruption. We need to channel it instead
And empowering workers is not going to be possible with a top-down solution alone. Instead, consider:
Radical incentives to ensure that workers are willing to share what they learn. If they are worried about being punished, they won’t share. If they are worried they won’t be rewarded, they won’t share. If they are worried that the AI tools that they develop might replace them, or their coworkers, they won’t share. Corporate leaders need to figure out a way to reassure and reward workers, something they are not used to doing.
Empowering user-to-user innovation. Build prompt libraries that help workers develop and share prompts with other people inside the organization. Open up tools broadly to workers to use (while still setting policies around proprietary information), and see what they come up with. Create slack time for workers to develop, and discuss, AI approaches.
Don’t rely on outside providers or your existing R&D groups to tell you the answer. We are in the very early days of a new technology. Nobody really knows anything about the best ways to use AI, and they certainly don’t know the best ways to use it in your company. Only by diving in, responsibly, can you hope to figure out the best use cases.
In recent years, I have witnessed the transformative power of technology in higher education. One particular innovation that has captured my attention is Artificial Intelligence (AI). AI holds tremendous potential as an assistive technology for students with reasonable adjustments in further education (FE) and higher education (HE).
In this comprehensive blog post, I will delve into the multifaceted aspects of AI as an assistive technology, exploring its benefits, considerations, challenges, and the future it holds for transforming higher education.
The integration of AI as an assistive technology can create an inclusive educational environment where all students, regardless of disabilities or specific learning needs, have equal access to educational resources. Real-time transcription services, text-to-speech capabilities, and personalized learning experiences empower students like me to engage with course content in various formats and at our own pace (Fenews, 2023). This not only removes barriers but also fosters a more inclusive and diverse academic community.
What can we do? Here are five considerations I’ll be following this coming fall in response to that nagging “less discussion, more instruction” evaluation.
Courseware Can Be Integral to a Course. Why, Then, Are Students Footing the Bill for It? — from chronicle.com by Taylor Swaak The Homework Tax | For students already struggling to afford college, courseware can add to the burden Their argument is multifold: For one, they say, products like these — which often deliver key elements of a course that an instructor would typically be responsible for, like homework, assessments, and grading — should not be the student’s burden. At least one student advocate said colleges, rather, should cover or subsidize the cost, as they do with software like learning-management systems, if they’re allowing faculty free rein to adopt the products.
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And the fact that students’ access to these products expires — sometimes after just a semester — rubs salt in the wound, and risks further disadvantaging students. .
Institutions aren’t “letting the wolf into the henhouse”; instead, “we’re letting the hens out into a forest of wolves,” said Billy Meinke, an open educational resources technologist with the Outreach College at the University of Hawaii-Manoa who’s done research on publisher misuse of student data. .
Here are five summer reading challenges to learn about the science of learning.
Important: make sure you remember what you learn! Engage yourself in retrieval practice and retrieve two things after each book, practice guide, and research article you read. Share your two things with our communities on Twitter and Facebook, make a list of what you’ve learned to boost your long-term learning,…
Last week, I explored some ways an instructor might want to (or need to) redesign a reading response assignment for the fall, given the many AI text generation tools now available to students. This week, I want to continue that thread with another assignment makeover. Reading response assignments were just the warm up; now we’re tackling the essay assignment.
First, they need to understand that the technological side of AI can no longer be simply left to the information technology experts. Regardless of the professional domain, understanding what AI is, how it works, how the underlying code and algorithms are designed, and what assumptions lie behind the computer code are important components to being able to use and consume the products of AI tools appropriately.
The boom in artificial intelligence is touching nearly every industry, and eLearning is no exception. From content creation to instructional design, industry professionals and organizations are finding innovative ways to apply AI in elearning. Whether creating training modules for corporate employees or crafting educational programs, professionals are making AI part of their standard toolkit.
At Teamed, we have the privilege of working and speaking with people from all over the elearning industry including instructional designers, content developers, and organizations considering how to apply it for productivity and the benefit of learners. AI and machine learning come up frequently in these conversations. Here’s what we’ve learned and observed about AI in elearning from experts in our industry.
“…what if generative AI could provide every instructor with a genuine teaching assistant – a teaching assistant that actually assisted instructors with their teaching?”
For my cryptography course, Mollick’s first option would probably mean throwing out all my existing reading questions. My intent with these reading questions was noble, that is, to guide students to the big questions and debates in the field, but those are exactly the kinds of questions for which AI can write decent answers. Maybe the AI tools would fare worse in a more advanced course with very specialized readings, but in my intro to cryptography course, they can handle my existing reading questions with ease.
What about option two? I think one version of this would be to do away with the reading response assignment altogether.
Generative AI imagines new protein structures — from news.mit.edu by Rachel Gordon; resource from Sunday Signal MIT researchers develop “FrameDiff,” a computational tool that uses generative AI to craft new protein structures, with the aim of accelerating drug development and improving gene therapy.
Ready to Sing Elvis Karaoke … as Elvis? The Weird Rise of AI Music — from rollingstone.com by Brian Hiatt; resource from Misha da Vinci From voice-cloning wars to looming copyright disputes to a potential flood of nonhuman music on streaming, AI is already a musical battleground
Why use animation in eLearning? Many people may think of animation in terms of entertainment value alone. Animation is far more valuable for its ability to engage learners, explain or illustrate ideas, and improve recall of complex relationships, such as cause and effect.
Look up these specific animation types for use in your projects:
Whiteboard animation: Not necessary to be able to draw the characters. Multiple brands.
Humans are good storytellers, and humans respond well to stories. We know this from our own experience. Not only that, people remember stories for a long time, far longer than we remember a lot of teaching. Do you recall stories that someone in your family told you? Why don’t we remember lessons from school as long or as vividly? Stories are powerful if we know how to use them. In this article I will introduce you to a way to use stories to achieve outcomes.
Any time you are designing a course, a learning experience, or just pitching an idea to your boss or an L&D stakeholder, it’s a story. Even if it does not seem like one, a successful production—whether it is an animated presentation, a virtual supporting example or other content—is based on some fundamental storytelling tactics. It doesn’t have to begin “Once Upon A Time,” it just needs to be constructed the right way for your purpose – To make it a memory.
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