higher education

Reflections on “The Musician’s Rule and GenAI in Education” [Wiley]

On 06/19/2024, in adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, colleges, community colleges, content development, aggregation, repositories, Daniel S. Christian, education technology, emerging technologies, experimentation, faculty, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, IT in HE, leadership, learning, learning agents, learning ecosystem, Learning Experience Design, learning theories, liberal arts, pace of change, pedagogy, platforms, professional development, research, strategy, teaching & learning, tools, trends, United States, universities, using teams, by Daniel Christian

The Musician’s Rule and GenAI in Education — from opencontent.org by David Wiley

We have to provide instructors the support they need to leverage educational technologies like generative AI effectively in the service of learning. Given the amount of benefit that could accrue to students if powerful tools like generative AI were used effectively by instructors, it seems unethical not to provide instructors with professional development that helps them better understand how learning occurs and what effective teaching looks like. Without more training and support for instructors, the amount of student learning higher education will collectively “leave on the table” will only increase as generative AI gets more and more capable. And that’s a problem.

From DSC:
As is often the case, David put together a solid posting here. A few comments/reflections on it:

I agree that more training/professional development is needed, especially regarding generative AI. This would help achieve a far greater ROI and impact.
The pace of change makes it difficult to see where the sand is settling…and thus what to focus on
The Teaching & Learning Groups out there are also trying to learn and grow in their knowledge (so that they can train others)
The administrators out there are also trying to figure out what all of this generative AI stuff is all about; and so are the faculty members. It takes time for educational technologies’ impact to roll out and be integrated into how people teach.
As we’re talking about multiple disciplines here, I think we need more team-based content creation and delivery.
There needs to be more research on how best to use AI — again, it would be helpful if the sand settled a bit first, so as not to waste time and $$. But then that research needs to be piped into the classrooms far better.
.

We need to take more of the research from learning science and apply it in our learning spaces.

Is this the beginning of a new trend in university collaborations? [DeVaney]

On 06/19/2024, in business side of he, change, changing business models, collaboration, colleges, community colleges, future, future of higher education, game-changing environment, higher education, innovation, learning ecosystem, online learning, online media, teaching & learning, United States, universities, by Daniel Christian

From DSC:
I’ve been wondering about collaborations, consortiums, and other forms of pooling resources within higher education for quite some time. As such, this an interesting item to me.

How Learning Designers Are Using AI for Analysis — from drphilippahardman.substack.com by Dr. Philippa Hardman
A practical guide on how to 10X your analysis process using free AI tools, based on real use cases

There are three key areas where AI tools make a significant impact on how we tackle the analysis part of the learning design process:

Understanding the why: what is the problem this learning experience solves? What’s the change we want to see as a result?
Defining the who: who do we need to target in order to solve the problem and achieve the intended goal?
Clarifying the what: given who our learners are and the goal we want to achieve, what concepts and skills do we need to teach?

PROOF POINTS: Teens are looking to AI for information and answers, two surveys show — from hechingerreport.org by Jill Barshay
Rapidly evolving usage patterns show Black, Hispanic and Asian American youth are often quick to adopt the new technology

Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.

AI Instructional Design Must Be More Than a Time Saver — from marcwatkins.substack.com by Marc Watkins

We’ve ceded so much trust to digital systems already that most simply assume a tool is safe to use with students because a company published it. We don’t check to see if it is compliant with any existing regulations. We don’t ask what powers it. We do not question what happens to our data or our student’s data once we upload it. We likewise don’t know where its information came from or how it came to generate human-like responses. The trust we put into these systems is entirely unearned and uncritical.
…
The allure of these AI tools for teachers is understandable—who doesn’t want to save time on the laborious process of designing lesson plans and materials? But we have to ask ourselves what is lost when we cede the instructional design process to an automated system without critical scrutiny.

From DSC:
I post this to be a balanced publisher of information. I don’t agree with everything Marc says here, but he brings up several solids points.

What does Disruptive Innovation Theory have to say about AI? — from christenseninstitute.org by Michael B. Horn

As news about generative artificial intelligence (GenAI) continually splashes across social media feeds, including how ChatGPT 4o can help you play Rock, Paper, Scissors with a friend, breathtaking pronouncements about GenAI’s “disruptive” impact aren’t hard to find.

It turns out that it doesn’t make much sense to talk about GenAI as being “disruptive” in and of itself.

Can it be part of a disruptive innovation? You bet.

But much more important than just the AI technology in determining whether something is disruptive is the business model in which the AI is used—and its competitive impact on existing products and services in different markets.

On a somewhat note, also see:

National summit explores how digital education can promote deeper learning — from digitaleducation.stanford.edu by Jenny Robinson; via Eric Kunnen on Linkedin.com
The conference, held at Stanford, was organized to help universities imagine how digital innovation can expand their reach, improve learning, and better serve the public good.

The summit was organized around several key questions: “What might learning design, learning technologies, and educational media look like in three, five, or ten years at our institutions? How will blended and digital education be poised to advance equitable, just, and accessible education systems and contribute to the public good? What structures will we need in place for our teams and offices?”

Daniel Christian: My slides for the Educational Technology Organization of Michigan’s Spring 2024 Retreat

On 06/13/2024, in 21st century, 24x7x365 access, Access to Justice (A2J), adjunct faculty, Adobe, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, business side of he, change, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, culture, dangers of the status quo, Daniel S. Christian, data related items, design, digital audio, digital learning, digital photography, digital storytelling, digital video, education technology, emerging technologies, experimentation, faculty, future of higher education, game-changing environment, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, library / librarians, lifelong learning, media/film, microlearning, more voice more choice more control, multimedia, Natural Language Processing (NLP), new business models, NVIDIA, online media, online tutoring, Open AI, pace of change, personalized/customized learning, platforms, productivity / tips and tricks, professional development, reinvent, skills, smart/connected TV, society, staying relevant, streams of content, student-related, surviving, teachers, technologies for your home, technology (general), the downsides of how people use tech, tools, training / L&D, United States, universities, user experience (UX), user interface design, vendors, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

From DSC:
Last Thursday, I presented at the Educational Technology Organization of Michigan’s Spring 2024 Retreat. I wanted to pass along my slides to you all, in case they are helpful to you.

Topics/agenda:

Topics & resources re: Artificial Intelligence (AI)
- Top multimodal players
- Resources for learning about AI
- Applications of AI
- My predictions re: AI
The powerful impact of pursuing a vision
A potential, future next-gen learning platform
Share some lessons from my past with pertinent questions for you all now
The significant impact of an organization’s culture
Bonus material: Some people to follow re: learning science and edtech

Slides of the presentation (.PPTX)
Slides of the presentation (.PDF)

Plus several more slides re: this vision.

“6 AI Tools Recommended by Teachers” [Fitzpatrick] + other items re: AI in our learning ecosystems

On 06/12/2024, in Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, business, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, elearning, emerging technologies, engagement / engaging students, experimentation, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning ecosystem, Learning Experience Design, parents/guardians, personalized/customized learning, platforms, productivity / tips and tricks, skills, strategy, student-related, teachers, teaching & learning, technologies for your home, training / L&D, vendors, web-based collaboration, by Daniel Christian

AI Policy 101: a Beginners’ Framework — from drphilippahardman.substack.com by Dr. Philippa Hardman
How to make a case for AI experimentation & testing in learning & development

6 AI Tools Recommended By Teachers That Aren’t ChatGPT — from forbes.com by Dan Fitzpatrick

Here are six AI tools making waves in classrooms worldwide:

Brisk Teaching
SchoolAI
Diffit
Curipod
Skybox by Blockade Labs in ThingLink
Ideogram

With insights from educators who are leveraging their potential, let’s explore them in more detail.

AI Is Speeding Up L&D But Are We Losing the Learning? — from learningguild.com by Danielle Wallace

The role of learning & development
Given these risks, what can L&D professionals do to ensure generative AI contributes to effective learning? The solution lies in embracing the role of trusted learning advisors, guiding the use of AI tools in a way that prioritizes achieving learning outcomes over only speed. Here are three key steps to achieve this:

1. Playtest and Learn About AI…
2. Set the Direction for AI to Be Learner-Centered…
3. Become Trusted Learning Advisors…

Some other tools to explore:

Descript: If you can edit text, you can edit videos. — per Bloomberg’s Vlad Savov
Descript is the AI-powered, fully featured, end-to-end video editor that you already know how to use.

A video editor that works like docs and slides

No need to learn a new tool — Descript works like the tools you’ve already learned.

Audeze | Filter — per Bloomberg’s Vlad Savov

AI Chatbots in Schools Findings from a Poll of K-12 Teachers, Students, Parents, and College Undergraduates — from Impact Research; via Michael Spencer and Lily Lee

Key Findings

In the last year, AI has become even more intertwined with our education system. More teachers, parents, and students are aware of it and have used it themselves on a regular basis. It is all over our education system today.
While negative views of AI have crept up over the last year, students, teachers, and parents feel very positive about it in general. On balance they see positive uses for the technology in school, especially if they have used it themselves.
Most K-12 teachers, parents, and students don’t think their school is doing much about AI, despite its widespread use. Most say their school has no policy on it, is doing nothing to offer desired teacher training, and isn’t meeting the demand of students who’d like a career in a job that will need AI.
The AI vacuum in school policy means it is currently used “unauthorized,” while instead people want policies that encourage AI. Kids, parents, and teachers are figuring it out on their own/without express permission, whereas all stakeholders would rather have a policy that explicitly encourages AI from a thoughtful foundation.

The Value of AI in Today’s Classrooms — from waltonfamilyfoundation.org

There is much discourse about the rise and prevalence of AI in education and beyond. These debates often lack the perspectives of key stakeholders – parents, students and teachers.

In 2023, the Walton Family Foundation commissioned the first national survey of teacher and student attitudes toward ChatGPT. The findings showed that educators and students embrace innovation and are optimistic that AI can meaningfully support traditional instruction.

A new survey conducted May 7-15, 2024, showed that knowledge of and support for AI in education is growing among parents, students and teachers. More than 80% of each group says it has had a positive impact on education.

Doing Stuff with AI: Opinionated Midyear Edition — from oneusefulthing.org by Ethan Mollick

Every six months or so, I write a guide to doing stuff with AI. A lot has changed since the last guide, while a few important things have stayed the same. It is time for an update.
…
To learn to do serious stuff with AI, choose a Large Language Model and just use it to do serious stuff – get advice, summarize meetings, generate ideas, write, produce reports, fill out forms, discuss strategy – whatever you do at work, ask the AI to help. A lot of people I talk to seem to get the most benefit from engaging the AI in conversation, often because it gives good advice, but also because just talking through an issue yourself can be very helpful. I know this may not seem particularly profound, but “always invite AI to the table” is the principle in my book that people tell me had the biggest impact on them. You won’t know what AI can (and can’t) do for you until you try to use it for everything you do. And don’t sweat prompting too much, though here are some useful tips, just start a conversation with AI and see where it goes.

You do need to use one of the most advanced frontier models, however.

Hybrid learning through podcasts: a practical approach [Chambers]

On 06/06/2024, in A/V -- audio/visual, blended learning, digital audio, engagement / engaging students, experimentation, faculty, higher education, homeschooling/homeschoolers, hybrid learning, ideas, learning, Learning Experience Design, more voice more choice more control, multimedia, online learning, podcasting, skills, student-related, by Daniel Christian

Hybrid learning through podcasts: a practical approach — from timeshighereducation.com by Catherine Chambers
Adapting practice-based learning to a blend of synchronous and asynchronous delivery gives learners more control and creates opportunities for real-world learning of skills such as podcast production, writes Catherine Chambers

Hybrid learning provides students with greater control over their learning and enables the development of employability skills, supporting practice-based group work through in situ activities.

Aligned with Keele’s curriculum expectations framework, the module was designed around podcasts to support inclusivity, active learning, digital capability and external engagement.

Is College Worth It? [Fry, Braga, & Parker]

On 06/03/2024, in business side of he, colleges, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, funding / grants, future of higher education, game-changing environment, higher education, learning ecosystem, lifelong learning, parents/guardians, United States, universities, by Daniel Christian

Is College Worth It? — from pewresearch.org by Richard Fry, Dana Braga, and Kim Parker
As economic outcomes for young adults with and without degrees have improved, Americans hold mixed views on the value of college

From DSC:
I post items like this in the hopes that those working within the world of higher education will lower the price of obtaining a degree while moving much more aggressively to offer more affordable ways of learning throughout one’s life.

A relevant addendum on 6/6/24:

Universities Try 3-Year Degrees To Save Students Time, Money — from the74million.org by Elaine S. Povich
As states explore shorter degrees, some faculty say they undercut students’ education.

With college costs rising and some students and families questioning the return on investment of a four-year degree, a few pioneering state universities are exploring programs that would grant certain bachelor’s degrees in three years.

The programs, which also are being tried at some private schools, would require 90 credits instead of the traditional 120 for a bachelor’s degree, and wouldn’t require summer classes or studying over breaks. In some cases, the degrees would be designed to fit industry needs.

Microsoft teams with Khan Academy + other items re: AI in our learning ecosystems

On 06/03/2024, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, Asia, bots, cloud-based computing / apps / other cloud-related, colleges, community colleges, computer science, data related items, education technology, emerging technologies, faculty, future of higher education, game-changing environment, Google, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, Microsoft, Open AI, pedagogy, platforms, teaching & learning, tools, trends, Uncategorized, United States, universities, vendors, by Daniel Christian

Microsoft teams with Khan Academy to make its AI tutor free for K-12 educators and will develop a Phi-3 math model — from venturebeat.com by Ken Yeung

Microsoft is partnering with Khan Academy in a multifaceted deal to demonstrate how AI can transform the way we learn. The cornerstone of today’s announcement centers on Khan Academy’s Khanmigo AI agent. Microsoft says it will migrate the bot to its Azure OpenAI Service, enabling the nonprofit educational organization to provide all U.S. K-12 educators free access to Khanmigo.

In addition, Microsoft plans to use its Phi-3 model to help Khan Academy improve math tutoring and collaborate to generate more high-quality learning content while making more courses available within Microsoft Copilot and Microsoft Teams for Education.

One-Third of Teachers Have Already Tried AI, Survey Finds — from the74million.org by Kevin Mahnken
A RAND poll released last month finds English and social studies teachers embracing tools like ChatGPT.

One in three American teachers have used artificial intelligence tools in their teaching at least once, with English and social studies teachers leading the way, according to a RAND Corporation survey released last month. While the new technology isn’t yet transforming how kids learn, both teachers and district leaders expect that it will become an increasingly common feature of school life.

Professors Try ‘Restrained AI’ Approach to Help Teach Writing — from edsurge.com by Jeffrey R. Young
Can ChatGPT make human writing more efficient, or is writing an inherently time-consuming process best handled without AI tools?

This article is part of the guide: For Education, ChatGPT Holds Promise — and Creates Problems.

When ChatGPT emerged a year and half ago, many professors immediately worried that their students would use it as a substitute for doing their own written assignments — that they’d click a button on a chatbot instead of doing the thinking involved in responding to an essay prompt themselves.

But two English professors at Carnegie Mellon University had a different first reaction: They saw in this new technology a way to show students how to improve their writing skills.

“They start really polishing way too early,” Kaufer says. “And so what we’re trying to do is with AI, now you have a tool to rapidly prototype your language when you are prototyping the quality of your thinking.”

He says the concept is based on writing research from the 1980s that shows that experienced writers spend about 80 percent of their early writing time thinking about whole-text plans and organization and not about sentences.

On Building AI Models for Education — from aieducation.substack.com by Claire Zau
Google’s LearnLM, Khan Academy/MSFT’s Phi-3 Models, and OpenAI’s ChatGPT Edu

This piece primarily breaks down how Google’s LearnLM was built, and takes a quick look at Microsoft/Khan Academy’s Phi-3 and OpenAI’s ChatGPT Edu as alternative approaches to building an “education model” (not necessarily a new model in the latter case, but we’ll explain). Thanks to the public release of their 86-page research paper, we have the most comprehensive view into LearnLM. Our understanding of Microsoft/Khan Academy small language models and ChatGPT Edu is limited to the information provided through announcements, leaving us with less “under the hood” visibility into their development.

AI tutors are quietly changing how kids in the US study, and the leading apps are from China — from techcrunch.com by Rita Liao

Answer AI is among a handful of popular apps that are leveraging the advent of ChatGPT and other large language models to help students with everything from writing history papers to solving physics problems. Of the top 20 education apps in the U.S. App Store, five are AI agents that help students with their school assignments, including Answer AI, according to data from Data.ai on May 21.

Is your school behind on AI? If so, there are practical steps you can take for the next 12 months — from stefanbauschard.substack.com by Stefan Bauschard

If your school (district) or university has not yet made significant efforts to think about how you will prepare your students for a World of AI, I suggest the following steps:

July 24 – Administrator PD & AI Guidance
In July, administrators should receive professional development on AI, if they haven’t already. This should include…

August 24 –Professional Development for Teachers and Staff…
Fall 24 — Parents; Co-curricular; Classroom experiments…
December 24 — Revision to Policy…

New ChatGPT Version Aiming at Higher Ed — from insidehighered.com by Lauren Coffey
ChatGPT Edu, emerging after initial partnerships with several universities, is prompting both cautious optimism and worries.

OpenAI unveiled a new version of ChatGPT focused on universities on Thursday, building on work with a handful of higher education institutions that partnered with the tech giant.

The ChatGPT Edu product, expected to start rolling out this summer, is a platform for institutions intended to give students free access. OpenAI said the artificial intelligence (AI) toolset could be used for an array of education applications, including tutoring, writing grant applications and reviewing résumés.

“Introducing ChatGPT Edu” [OpenAI] + several other items re: AI

On 06/01/2024, in Artificial Intelligence/Agents/LLMs/and Related, bots, cloud-based computing / apps / other cloud-related, colleges, community colleges, data related items, emerging technologies, higher education, human-computer interaction (HCI), platforms, productivity / tips and tricks, tools, United States, universities, vendors, by Daniel Christian

Introducing ChatGPT Edu — from openai.com
An affordable offering for universities to responsibly bring AI to campus.

We’re announcing ChatGPT Edu, a version of ChatGPT built for universities to responsibly deploy AI to students, faculty, researchers, and campus operations. Powered by GPT-4o, ChatGPT Edu can reason across text and vision and use advanced tools such as data analysis. This new offering includes enterprise-level security and controls and is affordable for educational institutions.

We built ChatGPT Edu because we saw the success universities like the University of Oxford, Wharton School of the University of Pennsylvania(opens in a new window), University of Texas at Austin, Arizona State University(opens in a new window), and Columbia University in the City of New York were having with ChatGPT Enterprise.

ChatGPT can help with various tasks across campus, such as providing personalized tutoring for students and reviewing their resumes, helping researchers write grant applications, and assisting faculty with grading and feedback.

Claude can now use tools — from anthropic.com

Excerpt (emphasis DSC):

Tool use, which enables Claude to interact with external tools and APIs, is now generally available across the entire Claude 3 model family on the Anthropic Messages API, Amazon Bedrock, and Google Cloud’s Vertex AI. With tool use, Claude can perform tasks, manipulate data, and provide more dynamic—and accurate—responses.

Define a toolset for Claude and specify your request in natural language. Claude will then select the appropriate tool to fulfill the task and, when appropriate, execute the corresponding action:

Extract structured data from unstructured text…
Convert natural language requests into structured API calls…
Answer questions by searching databases or using web APIs…
Automate simple tasks through software APIs…
Orchestrate multiple fast Claude subagents for granular tasks…

From DSC:
The above posting reminds me of this other posting…as AGENTS are likely going to become much more popular and part of our repertoire:

Forget Chatbots. AI Agents Are the Future — from wired.com by Will Knight
Startups and tech giants are trying to move from chatbots that offer help via text, to AI agents that can get stuff done. Recent demos include an AI coder called Devin and agents that play videogames.

Devin is just the latest, most polished example of a trend I’ve been tracking for a while—the emergence of AI agents that instead of just providing answers or advice about a problem presented by a human can take action to solve it. A few months back I test drove Auto-GPT, an open source program that attempts to do useful chores by taking actions on a person’s computer and on the web. Recently I tested another program called vimGPT to see how the visual skills of new AI models can help these agents browse the web more efficiently.

Looking Back on My AI Blog One Year In: AI Unfolding as Predicted — from stefanbauschard.substack.com Stefan Bauschard

On May 30, 2023, I’ve started blogging about AI, and, so far, I think things have been unfolding as predicted.

Topics included:

AGI
It’s not just another piece of Edtech
AI Literacy
Bot Teachers/tutors
AI Writing Detectors
AI Use in the Classroom is Uncontrollable
…and more

OPINION: Americans need help paying for new, nondegree programs and college alternatives [Diemand-Yauman & Taber Staehelin]

On 05/21/2024, in career development, colleges, community colleges, cost of getting a degree, credentialing, funding / grants, higher education, learning ecosystem, Learning from the Living [Class] Room, reinvent, society, staying relevant, student-related, surviving, United States, universities, vocational / trades, by Daniel Christian

OPINION: Americans need help paying for new, nondegree programs and college alternatives — from hechingerreport.org by Connor Diemand-Yauman and Rebecca Taber Staehelin
Updating the Pell Grant program would be an excellent way to support much-needed alternatives

Janelle’s story is all too familiar throughout the U.S. — stuck in a low-paying job, struggling to make ends meet after being failed by college. Roughly 40 million Americans have left college without completing a degree — historically seen as a golden ticket to the middle class.

Yet even with a degree, many fall short of economic prosperity.

AI’s New Conversation Skills Eyed for Education [Coffey]

On 05/17/2024, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, bots, colleges, communications, community colleges, digital audio, digital learning, digital video, education technology, emerging technologies, experimentation, faculty, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, Open AI, personalized/customized learning, platforms, student-related, teaching & learning, technologies for your home, tools, United States, universities, user experience (UX), vendors, vision/possibilities, web-based collaboration, by Daniel Christian

AI’s New Conversation Skills Eyed for Education — from insidehighered.com by Lauren Coffey
The latest ChatGPT’s more human-like verbal communication has professors pondering personalized learning, on-demand tutoring and more classroom applications.

ChatGPT’s newest version, GPT-4o ( the “o” standing for “omni,” meaning “all”), has a more realistic voice and quicker verbal response time, both aiming to sound more human. The version, which should be available to free ChatGPT users in coming weeks—a change also hailed by educators—allows people to interrupt it while it speaks, simulates more emotions with its voice and translates languages in real time. It also can understand instructions in text and images and has improved video capabilities.
…
Ajjan said she immediately thought the new vocal and video capabilities could allow GPT to serve as a personalized tutor. Personalized learning has been a focus for educators grappling with the looming enrollment cliff and for those pushing for student success.

There’s also the potential for role playing, according to Ajjan. She pointed to mock interviews students could do to prepare for job interviews, or, for example, using GPT to play the role of a buyer to help prepare students in an economics course.

The Good, the Bad, & the Unknown of AI [Eaton]

On 05/14/2024, in Artificial Intelligence/Agents/LLMs/and Related, education technology, higher education, human-computer interaction (HCI), ideas, intelligent systems, learning agents, learning ecosystem, Learning Experience Design, the downsides of how people use tech, tools, universities, by Daniel Christian

The Good, the Bad, & the Unknown of AI — from aiedusimplified.substack.com by Lance Eaton
A recent talk at University of Massachusetts, Boston
.

…the text, slides, and prompt-guide can be found in this resource.

A major step towards much more natural human-computer interaction: OpenAI introduces GPT-4o

On 05/14/2024, in 24x7x365 access, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, bots, digital audio, digital learning, digital video, education, education technology, emerging technologies, Emotion, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, IT in HE, K-12 related, languages and translation, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, mathematics, multimedia, Natural Language Processing (NLP), online tutoring, Open AI, personalized/customized learning, platforms, productivity / tips and tricks, smart classrooms, smart/connected TV, student-related, technologies for your home, television, tools, United States, universities, usability, user experience (UX), user interface design, vendors, vision/possibilities, voice recognition / voice enabled interfaces, by Daniel Christian

Hello GPT-4o — from openai.com
We’re announcing GPT-4o, our new flagship model that can reason across audio, vision, and text in real time.

GPT-4o (“o” for “omni”) is a step towards much more natural human-computer interaction—it accepts as input any combination of text, audio, image, and video and generates any combination of text, audio, and image outputs. It can respond to audio inputs in as little as 232 milliseconds, with an average of 320 milliseconds, which is similar to human response time in a conversation. It matches GPT-4 Turbo performance on text in English and code, with significant improvement on text in non-English languages, while also being much faster and 50% cheaper in the API. GPT-4o is especially better at vision and audio understanding compared to existing models.

Example topics covered here:

Two GPT-4os interacting and singing
Languages/translation
Personalized math tutor
Meeting AI
Harmonizing and creating music
Providing inflection, emotions, and a human-like voice
Understanding what the camera is looking at and integrating it into the AI’s responses
Providing customer service

With GPT-4o, we trained a single new model end-to-end across text, vision, and audio, meaning that all inputs and outputs are processed by the same neural network. Because GPT-4o is our first model combining all of these modalities, we are still just scratching the surface of exploring what the model can do and its limitations.

This demo is insane.

A student shares their iPad screen with the new ChatGPT + GPT-4o, and the AI speaks with them and helps them learn in *realtime*.

Imagine giving this to every student in the world.

The future is so, so bright. pic.twitter.com/t14M4fDjwV

— Mckay Wrigley (@mckaywrigley) May 13, 2024

From DSC:
I like the assistive tech angle here:

GPT-4o as tested by @BeMyEyes: pic.twitter.com/WeAoVmxUFH

— Greg Brockman (@gdb) May 14, 2024

It’s been less than 24 hours since the OpenAI changed the world with GPT-4o announcement.

And the Internet is a flooded with demo videos.

Here’re the 10 most jaw-dropping examples so far (Don’t miss the 6th one) pic.twitter.com/sLx1D1YSqb

— Poonam Soni (@CodeByPoonam) May 14, 2024

Learning Ecosystems

Is this the beginning of a new trend in university collaborations? [DeVaney]

Is College Worth It? [Fry, Braga, & Parker]

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