experimentation - Learning Ecosystems

A three-headed monster — from rtalbert.org by Robert Talbert

The more I look around higher education, the more clearly it seems to me that there are three practices which we carry out every day – which seemed baked right into the very DNA of our current system of higher education – that are inimical to the actual purpose of higher education. Those practices are:

Lecturing,
Traditional grading, and
Student evaluations of teaching.

Before you get upset, let me say: I don’t think any of these practices is “evil”, and my understanding of the history of education says that all three were developed with good intentions, for legitimate reasons, to solve real problems. (With the possible exception of student evaluations of teaching – I’m working on trying to figure out where these came from and why they were invented.) But regardless of the background and intentions, they have taken over higher education like an invasive species.

Americans Value Good Teaching. Do Colleges? — from chronicle.com by Beth McMurtrie

“If you looked at the average person outside of higher education and said, you know, ‘We’ve created a culture in higher ed where our core thing we do isn’t valued,’ that makes absolutely no sense,” says Amy Hawkins, assistant provost for teaching and academic leadership at the University of Central Arkansas, which has been working to change that dynamic on campus. “It would be like saying in a company, ‘Well, customer service isn’t really a big deal to us. We’re about product development. We treat our customers like crap.’ I mean. That’s nonsensical.”

Does the public know this? And does it care?

Surveys show that what the public values most about higher education is good teaching and meaningful learning.

What makes an effective microcredential programme? — from by Temesgen Kifle
Short, flexible and skills-focused, microcredentials must balance the needs of students and industry. Here are tips on how to develop courses that achieve this

Here are tips for higher education institutions (HEIs) to consider when creating and delivering microcredential programmes so they meet the needs of all stakeholders.

Collaborate with accrediting bodies, employers and other HEIs
Develop curricula with specific learning outcomes
Review and update programmes regularly
…and others mentioned here

An introduction to creating escape rooms — from timeshighereducation.com by Bernardo Pereira Nunes
Bernardo Pereira Nunes offers tips on how to get started on an escape room experience that will boost students’ teamwork, leadership, communication and problem-solving skills

Are you saving enough for college? Here’s what to know — from npr.org by Cory Turner

But I’ve also been hearing one intriguing question, over and over, that isn’t directly about loans or repayment, so much as it is about how to avoid them entirely. And it’s coming from parents of kids who’ve not yet traded in their sticker collections for student loans.

“I’ve got one little guy who’s about six years old,” Caleb Queern, of Austin, Texas, told me recently. “And my questions are, number one: How much should we be saving between now and the time my little guy is ready for college? And number two: What’s the best way to save for it?”

The Power of New Value Networks in Revolutionizing Education Systems — from michaelbhorn.substack.com by Michael B. Horn

Is school transformation possible without replacing the existing education system? In addition to Tom, Kelly Young of Education Reimagined joined me to argue that it’s not. In an educational landscape that constantly seeks marginal improvements, my guests spoke to the importance of embracing new value networks that support innovative approaches to learning. The conversation touched on the issue of programs that remain niche solutions, rather than robust, learner-centered alternatives. In exploring the concept of value networks, they both challenged the notion of transforming individual schools or districts alone. They argue for the creation of a new value network to truly revolutionize the education system. Of course, they admit that achieving this is no small feat, as it requires a paradigm shift in mindset and a careful balance between innovation and existing structures. In this conversation, we wrestle with the full implications of their findings and more.

Google Tools and Activities for Art Education [Curts] + other tools to enhance your students’ creativity

On 09/29/2023, in art, content development, aggregation, repositories, creativity, digital audio, digital storytelling, education technology, Emotion, experimentation, Google, multimedia, music, platforms, play, podcasting, student-related, teachers, tools, vendors, by Daniel Christian

Google Tools and Activities for Art Education — from techlearning.com by Eric Curts

.

Although there is no replacement for getting your hands dirty with finger paints, technology can offer many ways for students to be creative when making art. In addition to creativity, technology can also allow students to explore and learn about art in new and engaging ways.

Some of the best free digital art tools are those from Google that help educators and students with teaching, learning, exploring, and creating art. The wide range of tools and activities available provide nearly infinite possibilities.

Also relevant/see:

Top Free Sites for Creating Digital Art — from techlearning.com by Diana Restifo

And speaking of tools, also see:

Soundtrap: How To Use it to Teach — from techlearning.com by Luke Edwards
Soundtrap is the recording studio for students and teachers that could help in class and beyond

Soundtrap is a music production tool that is designed for use in education. That means a full-on mixing and sound production studio experience, but one that is accessible for students grade six and up.

Since this is relatively simple to use and is available in app as well as web formats, it is highly accessible for both in-class and personal devices.

This tool offers a way to spark creativity in students and a method to help experiment with music that can inspire those new to this world, or enable more experienced students to create complex and explorative music.

Also relevant/see:

BREAKING: YouTube announced a suite of AI tools for creators! From a dedicated video editing app and AI language dubbing to AI video generation and ideation. Here’s the TL;DR:

1. AI Video with Dream Screen – Visually transport yourself anywhere by typing a prompt. This new… pic.twitter.com/fCPSc87IKq

— Bilawal Sidhu (@bilawalsidhu) September 21, 2023

Often a norm in HE cultures — serious resistance to transformational change

On 09/27/2023, in change, changing business models, colleges, community colleges, cost of getting a degree, culture, dangers of the status quo, experimentation, faculty, higher education, leadership, learning ecosystem, parents/guardians, strategy, student-related, teaching & learning, United States, universities, by Daniel Christian

Higher Ed’s Ruinous Resistance to Change — from chronicle.com by Brian Rosenberg

I dwell on this story not merely because the irony of defending the role of research by ignoring the research on the topic is exquisite, but because it is emblematic of a widespread problem within higher education. The resistance to anything like serious change is profound. By “change” I don’t mean the addition of yet another program or the alteration of a graduation requirement, but something that is transformational and affects the way we do our work on a deep level.

If maintenance of the status quo is the goal, higher education has managed to create the ideal system.
…
Cut through all the graphs and economic data and the problem is straightforward: When the service you provide costs more than people are willing and able to pay for it, when you are unable to lower the cost of that service, and when the number of your potential customers is shrinking, you have what one might describe as an unsustainable financial model.
…
“College teaching has probably seen less change than almost any other American institutional practice since the days of Henry Adams.”

“Why Shaquille O’Neal led edtech startup Edsoma’s $2.5M seed round” + other AI-related items in our learning ecosystems

On 09/20/2023, in business, digital learning, education technology, emerging technologies, entrepreneurship, experimentation, reading, tools, vendors, by Daniel Christian

Why Shaquille O’Neal led edtech startup Edsoma’s $2.5M seed round — from techcrunch.com by Kirsten Korosec; via GSV

Edsoma is an app that uses an AI reading assistant to help people learn or improve their reading and communication.
…
For now, the company is targeting users in grades kindergarten to fourth grade based on the content that it has today. Wallgren noted that the Edsoma’s technology will work right through into university and he has ambitions to become the No. 1 literacy resource in the United States.

Outschool launches an AI-powered tool to help teachers write progress reports — from techcrunch.com by Lauren Forristal; via GSV

Outschool, the online learning platform that offers kid-friendly academic and interest-based classes, announced today the launch of its AI Teaching Assistant, a tool for tutors to generate progress reports for their students. The platform — mainly popular for its small group class offerings — also revealed that it’s venturing into one-on-one tutoring, putting it in direct competition with companies like Varsity Tutors, Tutor.com and Preply.

Preparing Students for the AI-Enhanced Workforce — from insidehighered.com by Ray Schroeder
Our graduating and certificate-completing students need documented generative AI skills, and they need them now.

The common adage repeated again and again is that AI will not take your job; a person with AI skills will replace you. The learners we are teaching this fall who will be entering, re-entering or seeking advancement in the workforce at the end of the year or in the spring must become demonstrably skilled in using generative AI. The vast majority of white-collar jobs will demand the efficiencies and flexibilities defined by generative AI now and in the future. As higher education institutions, we will be called upon to document and validate generative AI skills.

AI image generators: 10 tools, 10 classroom uses — from ditchthattextbook.com by Matt Miller

A Majority of New Teachers Aren’t Prepared to Teach With Technology. What’s the Fix? — from edweek.org by Alyson Klein

Think all incoming teachers have a natural facility with technology just because most are digital natives? Think again.

Teacher preparation programs have a long way to go in preparing prospective educators to teach with technology, according to a report released September 12 by the International Society for Technology in Education, a nonprofit.

In fact, more than half of incoming teachers—56 percent—lack confidence in using learning technology prior to entering the classroom, according to survey data included with the report.

5 Actual Use Cases of AI in Education: Newsletter #68 — from transcend.substack.com by Alberto Arenaza
What areas has AI truly impacted educators, learners & workers?

AI Copilot for educators, managers and leaders
Flipped ~~Classrooms~~ Chatbots
AI to assess complex answers
AI as a language learning tool
AI to brainstorm ideas

AI-Powered Higher Ed — from drphilippahardman.substack.com by Dr. Philippa Hardman
What a House of Commons round table discussion tells us about how AI will impact the purpose of higher education

In this week’s blog post I’ll summarise the discussion and share what we agreed would be the most likely new model of assessment in HE in the post-AI world.

But this in turn raises a bigger question: why do people go to university, and what is the role of higher education in the twenty first century? Is it to create the workforce of the future? Or an institution for developing deep and original domain expertise? Can and should it be both?

How To Develop Computational Thinkers — from iste.org by Jorge Valenzuela

In my previous position with Richmond Public Schools, we chose to dive in with computational thinking, programming and coding, in that order. I recommend building computational thinking (CT) competency first by helping students recognize and apply the four elements of CT to familiar problems/situations. Computational thinking should come first because it’s the highest order of problem-solving, is a cross-curricular skill and is understandable to both machines and humans. Here are the four components of CT and how to help students understand them.

Next, The Future of Work is… Intersections — from linkedin.com by Gary A. Bolles; via Roberto Ferraro

So much of the way that we think about education and work is organized into silos. Sure, that’s one way to ensure a depth of knowledge in a field and to encourage learners to develop mastery. But it also leads to domains with strict boundaries. Colleges are typically organized into school sub-domains, managed like fiefdoms, with strict rules for professors who can teach in different schools.

Yet it’s at the intersections of seemingly-disparate domains where breakthrough innovation can occur.

Maybe intersections bring a greater chance of future work opportunity, because that young person can increase their focus in one arena or another as they discover new options for work — and because this is what meaningful work in the future is going to look like.

From DSC:
This posting strikes me as an endorsement for interdisciplinary degrees. I agree with much of this. It’s just hard to find the right combination of disciplines. But I supposed that depends upon the individual student and what he/she is passionate or curious about.

Speaking of the future of work, also see:

Centaurs and Cyborgs on the Jagged Frontier — from oneusefulthing.org by Ethan Mollick
I think we have an answer on whether AIs will reshape work…

A lot of people have been asking if AI is really a big deal for the future of work. We have a new paper that strongly suggests the answer is YES.
.

Consultants using AI finished 12.2% more tasks on average, completed tasks 25.1% more quickly, and produced 40% higher quality results than those without. Those are some very big impacts. Now, let’s add in the nuance.

What Will Determine AI’s Impact on College Teaching? 5 Signs to Watch. — from chronicle.com by Beth McMurtrie (behind a paywall)

One of the biggest challenges to navigate now is the fact that more digital tools will come with generative AI already embedded in them, says Annette Vee, director of composition and an associate professor at the University of Pittsburgh. “It’s everywhere in professional writing.”

“We need to be fundamentally rethinking ways we teach writing, so we are thinking about integrating tools mindfully,” says Vee, who helped develop a new resource, TextGenEd, that provides guidance in this area. “The real challenge is how do we teach courses that are preparing students and that are smart about generative AI? We have very few teachers currently equipped to do that work.”

“It’s best if there are real stakes attached to the work, for example, an authentic audience the student is writing to,” he writes. “A subject on which students have both sufficient interest and knowledge in order to feel as though they can write convincingly to this audience also matters a lot.”

Also relevant/see — via Robert Gibson on LinkedIn:

Learnt.ai — Built for Learning Specialists — from learnt.ai
Harness the power of artificial intelligence to enhance your learning and development efforts with our easy-to-use platform – no technical expertise required!

Introducing Learnt.ai – a revolutionary collection of AI-powered content generation tools and AI chatbots that are specifically designed to support the common writing tasks of educationalists and learning and development professionals. Imagine being able to generate learning objectives on any topic of your choice, create engaging icebreakers and activities, write assessment questions with ease, and so much more.

Also relevant/see:

An AI and higher education panel — from aiandacademia.substack.com by Bryan Alexander
Live notes

Today I took in a webinar on AI and higher education. The American Association of Colleges and Universities hosted “The AI Revolution: Transforming Higher Education for the Workforce of Tomorrow” and I’d like to share my running notes.

Also relevant/see:

Students’ Perspectives on Using AI — from er.educause.edu by Sarah J. Buszka, Jeremy Cortez, and Isabella Meltzer

Students are using artificial intelligence tools to assist them in their academic careers. Three students share their viewpoints on the tools they use and how using these tools helps them in their coursework and prepares them for the professional world.

Also relevant/see:

Why Professors Are Polarized on AI — from insidehighered.com by Susan D’Agostino
Academics who perceive threats to education from AI band together as a survival mechanism. The resulting alliances echo divisions formed during online learning’s emergence.

Solid idea from Brandon Busteed: “Create externship programs for faculty.”

On 09/12/2023, in adjunct faculty, business, career development, collaboration, colleges, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, experimentation, faculty, higher education, professional development, training / L&D, United States, universities, by Daniel Christian

An excerpt from ‘The Magnificent Seven’ posting from Brandon Busteed on LinkedIn:

6. Create externship programs for faculty. Many college and university faculty have never worked outside of academia. Given a chance to be exposed to modern workplaces and work challenges, faculty will find innovative and creative ways to weave more work-integrated learning into their curriculum.

From DSC:
This is a great idea — thanks Brandon!

I might add another couple of thoughts here as well:

And/or treat your Adjunct Faculty Members much better as well!
And/or work with more L&D Departments at local companies (i.e., to develop closer, more beneficial/WIN-WIN collaborations).

10 Free AI Tools for Graphic Designing — from medium.com by Qz Ruslan

With the advancements in Artificial Intelligence (AI), designers now have access to a wide array of free AI-powered tools that streamline their creative process, enhance productivity, and add a touch of uniqueness to their designs. In this article, we will explore ten such free AI tools websites for graphic designing that have revolutionized the way designers approach their craft.

Generative Art in Motion — from heatherbcooper.substack.com by Heather Cooper
Animation and video tools create an explosion of creative expression

World’s first AI cinema opening in Auckland to make all your Matrix fantasies come true — from stuff.co.nz by Jonny Mahon-Heap
Review: My HyperCinema experience was futuristic, sleek – and slightly insane as I became the star of my own show.

AI That Alters Voice and Imagery in Political Ads Will Require Disclosure on Google and YouTube — from usnews.com by Associated Press
Political ads using artificial intelligence on Google and YouTube must soon be accompanied by a prominent disclosure if imagery or sounds have been synthetically altered

Google will soon require that political ads using artificial intelligence be accompanied by a prominent disclosure if imagery or sounds have been synthetically altered.

AI-generated election ads on YouTube and other Google platforms that alter people or events must include a clear disclaimer located somewhere that users are likely to notice, the company said in an update this week to its political content policy.

What if the presenter/teacher/professor/ trainer/preacher provided a set of notes for the AI to compare to the readers’ notes? [Christian]

On 08/29/2023, in Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, bots, communications, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, education technology, emerging technologies, experimentation, future, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, lifelong learning, presentations, religion, teachers, teaching & learning, tools, United States, universities, vendors, vision/possibilities, by Daniel Christian

From DSC:
Yesterday, I posted the item about Google’s NotebookLM research tool. Excerpt:

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.

That got me to thinking…

What if the presenter/teacher/professor/trainer/preacher provided a set of notes for the AI to compare to the readers’ notes?

That way, the AI could see the discrepancies between what the presenter wanted their audience to learn/hear and what was actually being learned/heard. In a sort of digital Socratic Method, the AI could then generate some leading questions to get the audience member to check their thinking/understanding of the topic.

The end result would be that the main points were properly communicated/learned/received.

What if you could have a conversation with your notes? [Pierce]

On 08/28/2023, in adjunct faculty, adult learning, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, bots, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Design Thinking, digital learning, education technology, emerging technologies, experimentation, faculty, future, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, productivity / tips and tricks, research, student-related, teachers, tools, United States, universities, usability, user experience (UX), user interface design, vendors, virtual tutoring, vision/possibilities, by Daniel Christian

Google’s AI-powered note-taking app is the messy beginning of something great — from theverge.com by David Pierce; via AI Insider
NotebookLM is a neat research tool with some big ideas. It’s still rough and new, but it feels like Google is onto something.

Excerpts (emphasis DSC):

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.

How are law professors using AI in their classrooms? [Linna]

On 08/22/2023, in 21st century, 24x7x365 access, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, experimentation, faculty, law schools, Legal operations, legal technologies, legislatures / government / legal, technology (general), by Daniel Christian

How are law professors using AI in their classrooms?
Great to be featured in this @2CivilityOrg article.
Thank you, @ErikaHarold!#AI4Law @NorthwesternU @NorthwesternLaw @NorthwesternEng https://t.co/oDdI5k9e3Q

— Daniel W. Linna Jr. (@DanLinna) August 22, 2023

Speaking of technology within the legal world, also relevant/see:

How in-house legal professionals can embrace technology — from legaldive.com by Lyle Moran
Colin Levy says generative AI tools, as well as well-known legacy products, can help lawyers and other legal department staff enhance their work.

The Ready Player One Test: Systems for Personalized Learning — from gettingsmart.com by Dagan Bernstein

Key Points

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?

Will one of our future learning ecosystems look like a Discord server type of service? [Christian]

On 08/17/2023, in 21st century, 24x7x365 access, adult learning, Alternatives, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, competency-based learning/education, content development, aggregation, repositories, Daniel S. Christian, digital learning, distance education, education technology, educational games / serious games, elearning, emerging technologies, Emotion, engagement / engaging students, experimentation, future, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, love of learning, microlearning, multimedia, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, passions, personalized/customized learning, platforms, play, simulations, skills, social learning / networks, society, streams of content, student-related, technologies for your home, universities, user experience (UX), vendors, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

DC: Is the future of one of our powerful learning ecosystems more like adding your own desired groups/cohorts, topics, items, etc. to your server? Like a learning-focused type of Discord service? (https://t.co/Vq4dZamBf2)#future #learningecosystems #personalizedlearning pic.twitter.com/wVMWYBN3R1

— Daniel Christian (he/him/his) (@dchristian5) August 17, 2023

AI 101 for Teachers [Code,ISTE,Khan Academy,ETS,ISTE]; What value do you offer? [Fitzpatrick] + 14 other items re: AI in our learning ecosystems

On 08/15/2023, in 21st century, 24x7x365 access, adjunct faculty, Asia, assessment, colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, disruption, education, education technology, emerging technologies, experimentation, faculty, future, future of higher education, game-changing environment, generational differences, global / globalization, higher education, human-computer interaction (HCI), ideas, India, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legislatures / government / legal, lifelong learning, mathematics, personalized/customized learning, platforms, policy, productivity / tips and tricks, professional development, science, teachers, teaching & learning, UK, United States, by Daniel Christian

What value do you offer? — from linkedin.com by Dan Fitzpatrick — The AI Educator

Excerpt (emphasis DSC):

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.

5 Little-Known ChatGPT Prompts to Learn Anything Faster — from medium.com by Eva Keiffenheim
Including templates, you can copy.

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!

Also see Dan’s
AI Generated Immersive Learning Series

What is Academic Integrity in the Era of Generative Artificial intelligence? — from silverliningforlearning.org by Chris Dede

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.

Dr. Chris Dede and the Necessity of Training Students and Faculty to Improve Their Human Judgment and Work Properly with AIs — from stefanbauschard.substack.com by Stefan Bauschard
We need to stop using test-driven curriculums that train students to listen and to compete against machines, a competition they cannot win. Instead, we need to help them augment their Judgment.

The Creative Ways Teachers Are Using ChatGPT in the Classroom — from time.com by Olivia B. Waxman

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.
…
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.

AI in Higher Education: Aiding Students’ Academic Journey — from td.org by J. Chris Brown

Topics/sections include:

Automatic Grading and Assessment
AI-Assisted Student Support Services
Intelligent Tutoring Systems
AI Can Help Both Students and Teachers

Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education — from the74million.org by Robin Lake
Lake: Other countries are quickly adopting artificial intelligence in schools. Lessons from Singapore, South Korea, India, China, Finland and Japan.

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.

Learning Ecosystems

“Why Shaquille O’Neal led edtech startup Edsoma’s $2.5M seed round” + other AI-related items in our learning ecosystems

Preparing Students for the AI-Enhanced Workforce [Schroeder] + other AI/learning ecosystems related items

Solid idea from Brandon Busteed: “Create externship programs for faculty.”

“World’s first AI cinema” [Mahon-Heap] + other AI in general items

How are law professors using AI in their classrooms? [Linna]

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