Announcing the 2024 GSV 150: The Top Growth Companies in Digital Learning & Workforce Skills — from prnewswire.com with information provided by ASU+GSV Summit

“The world is adapting to seismic shifts from generative AI,” says Luben Pampoulov, Partner at GSV Ventures. “AI co-pilots, AI tutors, AI content generators—AI is ubiquitous, and differentiation is increasingly critical. This is an impressive group of EdTech companies that are leveraging AI and driving positive outcomes for learners and society.”

Workforce Learning comprises 34% of the list, K-12 29%, Higher Education 24%, Adult Consumer Learning 10%, and Early Childhood 3%. Additionally, 21% of the companies stretch across two or more “Pre-K to Gray” categories. A broader move towards profitability is also evident: the collective gross and EBITDA margin score of the 2024 cohort increased 5% compared to 2023.

See the list at https://www.asugsvsummit.com/gsv-150

Selected from 2,000+ companies around the world based on revenue scale, revenue growth, user reach, geographic diversification, and margin profile, this impressive group is reaching an estimated 3 billion people and generating an estimated $23 billion in revenue.

 

From DSC:
I recently ran into the following item:


UK university opens VR classroom — from inavateonthenet.net

Students at the University of Nottingham will be learning through a dedicated VR classroom, enabling remote viewing and teaching for students and lecturers.

Based in the university’s Engineering Science and Learning Centre (ELSC), this classroom, believed to be the first in the UK to use a dedicated VR classroom, using 40 VR headsets, 35 of which are tethered overhead to individual PCs, with five available as traditional, desk-based systems with display screens.


I admit that I was excited to see this article and I congratulate the University of Nottingham on their vision here. I hope that they can introduce more use cases and applications to provide evidence of VR’s headway.

As I look at virtual reality…

  • On the plus side, I’ve spoken with people who love to use their VR-based headsets for fun workouts/exercises. I’ve witnessed the sweat, so I know that’s true. And I believe there is value in having the ability to walk through museums that one can’t afford to get to. And I’m sure that the gamers have found some incredibly entertaining competitions out there. The experience of being immersed can be highly engaging. So there are some niche use cases for sure.
  • But on the negative side, the technologies surrounding VR haven’t progressed as much as I thought they would have by now. For example, I’m disappointed Apple’s taken so long to put a product out there, and I don’t want to invest $3500 in their new product. From the reviews and items on social media that I’ve seen, the reception is lukewarm. At the most basic level, I’m not sure people want to wear a headset for more than a few minutes.

So overall, I’d like to see more use cases and less nausea.


 

Top 6 Use Cases of Generative AI in Education in 2024 — from research.aimultiple.com by Cem Dilmegani

Use cases included:

  1. Personalized Lessons
  2. Course Design
  3. Content Creation for Courses
  4. Data Privacy Protection for Analytical Models
  5. Restoring Old Learning Materials
  6. Tutoring

The Next Phase of AI in Education at the U.S. Department of Education — from medium.com by Office of Ed Tech

Why are we doing this work?
Over the past two years, the U.S. Department of Education has been committed to maintaining an ongoing conversation with educators, students, researchers, developers — and the educational community at large — related to the continuous progress of Artificial Intelligence (AI) development and its implications for teaching and learning.

Many educators are seeking resources clarifying what AI is and how it will impact their work and their students. Similarly, developers of educational technology (“edtech”) products seek guidance on what guardrails exist that can support their efforts. After the release of our May 2023 report Artificial Intelligence and the Future of Teaching and Learningwe heard the desire for more.


2024 EDUCAUSE AI Landscape Study — from library.educause.edu by Jenay Robert

Moving from reaction to action, higher education stakeholders are currently exploring the opportunities afforded by AI for teaching, learning, and work while maintaining a sense of caution for the vast array of risks AI-powered technologies pose. To aid in these efforts, we present this inaugural EDUCAUSE AI Landscape Study, in which we summarize the higher education community’s current sentiments and experiences related to strategic planning and readiness, policies and procedures, workforce, and the future of AI in higher education.


AI Update for K-16 Administrators: More People Need to Step-Up and Take the AI Bull By the Horns — from stefanbauschard.substack.com by Stefan Bauschard
AI capabilities are way beyond what most schools are aware of, and they will transform education and society over the next few years.

Educational administrators should not worry about every AI development, but should, instead focus on the big picture, as those big picture changes will change the entire world and the educational system.

AI and related technologies (robotics, synthetic biology, and brain-computer interfaces) will continue to impact society and the entire educational system over the next 10 years. This impact on the system will be greater than anything that has happened over the last 100 years, including COVID-19, as COVID-19 eventually ended and the disruptive force of these technologies will only continue to develop.

AI is the bull in the China Shop, redefining the world and the educational system. Students writing a paper with AI is barely a poke in the educational world relative to what is starting to happen (active AI teachers and tutors; AI assessment; AI glasses; immersive learning environments; young students able to start their own business with AI tools; AIs replacing and changing jobs; deep voice and video fakes; intelligence leveling; individualized instruction; interactive and highly intelligent computers; computers that can act autonomously; and more).


 

 

Digital Learning Pulse Survey Reveals Higher-Ed Unprepared for Expected Impact of AI — from prnewswire.com by Cengage
Research illustrates that while GenAI could ease ongoing challenges in education, just 1 in 5 say their school is ready

WASHINGTONFeb. 6, 2024 /PRNewswire/ — While three-quarters of higher-education trustees (83%), faculty (81%) and administrators (76%) agree that generative artificial intelligence (GenAI) will noticeably change their institutions in the next five years, community college trustees are more optimistic than their community college counterparts, with (37%) saying their organization is prepared for the change coming compared to just 16% of faculty and 11% of administrator respondents.

Those findings are from the 2023-2024 Digital Learning Pulse Survey conducted by Cengage and Bay View Analytics with support from the Association of Community College Trustees (ACCT), the Association of College and University Educators (ACUE), College Pulse and the United States Distance Learning Association (USDLA) to understand the attitudes and concerns of higher education instructors and leadership.

From DSC:
It takes time to understand what a given technology brings to the table…let alone a slew of emerging technologies under the artificial intelligence (AI) umbrella. It’s hard enough when the technology is fairly well established and not changing all the time. But its extremely difficult when significant change occurs almost daily. 

The limited staff within the teaching & learning centers out there need time to research and learn about the relevant technologies and how to apply those techs to instructional design. The already stretched thin faculty members need time to learn about those techs as well — and if and how they want to apply them. It takes time and research and effort.

Provosts, deans, presidents, and such need time to learn things as well.

Bottom line: We need to have realistic expectations here.


AI Adoption in Corporate L&D — from drphilippahardman.substack.com by Dr. Philippa Hardman
Where we are, and the importance of use cases in enabling change

At the end of last year, O’Reilly Media published a comprehensive report on the adoption and impact of generative AI within enterprises.

The headline of the report is that we’ve never seen a technology adopted in enterprise as fast as generative AI. As of November 2023, two-thirds (67%) of survey respondents reported that their companies are using generative AI.

However, the vast majority of AI adopters in enterprise are still in the early stages; they’re experimenting at the edges, rather than making larger-scale, strategic decisions on how to leverage AI to accelerate our progress towards org goals and visions.

The single biggest hurdle to AI adoption in large corporates is a lack of appropriate use cases.

 

Augment teaching with AI – this teacher has it sussed… — from donaldclarkplanb.blogspot.com by Donald Clark

Emphasis (emphasis DSC):

You’re a teacher who wants to integrate AI into your teaching. What do you do? I often get asked how should I start with AI in my school or University. This, I think, is one answer.

Continuity with teaching
One school has got this exactly right in my opinion. Meredith Joy Morris has implemented ChatGPT into the teaching process. The teacher does their thing and the chatbot picks up where the teacher stops, augmenting and scaling the teaching and learning process, passing the baton to the learners who carry on. This gives the learner a more personalised experience, encouraging independent learning by using the undoubted engagement that 1:1 dialogue provides.

There’s no way any teacher can provide this carry on support with even a handful of students, never mind a class of 30 or a course with 100. Teaching here is ‘extended’ and ‘scaled’ by AI. The feedback from the students was extremely positive.


Reflections on Teaching in the AI Age — from by Jeffrey Watson

The transition which AI forces me to make is no longer to evaluate writings, but to evaluate writers. I am accustomed to grading essays impersonally with an objective rubric, treating the text as distinct from the author and commenting only on the features of the text. I need to transition to evaluating students a bit more holistically, as philosophers – to follow along with them in the early stages of the writing process, to ask them to present their ideas orally in conversation or in front of their peers, to push them to develop the intellectual virtues that they will need if they are not going to be mastered by the algorithms seeking to manipulate them. That’s the sort of development I’ve meant to encourage all along, not paragraph construction and citation formatting. If my grading practices incentivize outsourcing to a machine intelligence, I need to change my grading practices.


4 AI Imperatives for Higher Education in 2024 — from campustechnology.com by Rhea Kelly

[Bryan Alexander] There’s a crying need for faculty and staff professional development about generative AI. The topic is complicated and fast moving. Already the people I know who are seriously offering such support are massively overscheduled. Digital materials are popular. Books are lagging but will gradually surface. I hope we see more academics lead more professional development offerings.

For an academic institution to take emerging AI seriously it might have to set up a new body. Present organizational nodes are not necessarily a good fit.


A Technologist Spent Years Building an AI Chatbot Tutor. He Decided It Can’t Be Done. — from edsurge.com by Jeffrey R. Young
Is there a better metaphor than ‘tutor’ for what generative AI can do to help students and teachers?

When Satya Nitta worked at IBM, he and a team of colleagues took on a bold assignment: Use the latest in artificial intelligence to build a new kind of personal digital tutor.

This was before ChatGPT existed, and fewer people were talking about the wonders of AI. But Nitta was working with what was perhaps the highest-profile AI system at the time, IBM’s Watson. That AI tool had pulled off some big wins, including beating humans on the Jeopardy quiz show in 2011.

Nitta says he was optimistic that Watson could power a generalized tutor, but he knew the task would be extremely difficult. “I remember telling IBM top brass that this is going to be a 25-year journey,” he recently told EdSurge.


Teachers stan AI in education–but need more support — from eschoolnews.com by Laura Ascione

What are the advantages of AI in education?
Canva’s study found 78 percent of teachers are interested in using AI education tools, but their experience with the technology remains limited, with 93 percent indicating they know “a little” or “nothing” about it – though this lack of experience hasn’t stopped teachers quickly discovering and considering its benefits:

  • 60 percent of teachers agree it has given them ideas to boost student productivity
  • 59 percent of teachers agree it has cultivated more ways for their students to be creative
  • 56 percent of teachers agree it has made their lives easier

When looking at the ways teachers are already using generative artificial intelligence, the most common uses were:

  • Creating teaching materials (43 percent)
  • Collaborative creativity/co-creation (39 percent)
  • Translating text (36 percent)
  • Brainstorming and generating ideas (35 percent)

The next grand challenge for AI — from ted.com by Jim Fan


The State of Washington Embraces AI for Public Schools — from synthedia.substack.com by Bret Kinsella; via Tom Barrett
Educational institutions may be warming up to generative AI

Washington state issued new guidelines for K-12 public schools last week based on the principle of “embracing a human-centered approach to AI,” which also embraces the use of AI in the education process. The state’s Superintendent of Public Instruction, Chris Reykdal, commented in a letter accompanying the new guidelines:


New education features to help teachers save time and support students — from by Shantanu Sinha

Giving educators time back to invest in themselves and their students
Boost productivity and creativity with Duet AI: Educators can get fresh ideas and save time using generative AI across Workspace apps. With Duet AI, they can get help drafting lesson plans in Docs, creating images in Slides, building project plans in Sheets and more — all with control over their data.

 

OpenAI announces first partnership with a university — from cnbc.com by Hayden Field

Key Points:

  • OpenAI on Thursday announced its first partnership with a higher education institution.
  • Starting in February, Arizona State University will have full access to ChatGPT Enterprise and plans to use it for coursework, tutoring, research and more.
  • The partnership has been in the works for at least six months.
  • ASU plans to build a personalized AI tutor for students, allow students to create AI avatars for study help and broaden the university’s prompt engineering course.

A new collaboration with OpenAI charts the future of AI in higher education — from news.asu.edu

The collaboration between ASU and OpenAI brings the advanced capabilities of ChatGPT Enterprise into higher education, setting a new precedent for how universities enhance learning, creativity and student outcomes.

“ASU recognizes that augmented and artificial intelligence systems are here to stay, and we are optimistic about their ability to become incredible tools that help students to learn, learn more quickly and understand subjects more thoroughly,” ASU President Michael M. Crow said. “Our collaboration with OpenAI reflects our philosophy and our commitment to participating directly to the responsible evolution of AI learning technologies.”


AI <> Academia — from drphilippahardman.substack.com by Dr. Philippa Hardman
What might emerge from ASU’s pioneering partnership with OpenAI?

Phil’s Wish List #2: Smart Curriculum Development
ChatGPT assists in creating and updating course curricula, based on both student data and emerging domain and pedagogical research on the topic.

Output: using AI it will be possible to review course content and make data-informed automate recommendations based on latest pedagogical and domain-specific research

Potential Impact: increased dynamism and relevance in course content and reduced administrative lift for academics.


A full list of AI ideas from AI for Education dot org

A full list of AI ideas from AI-for-Education.org

You can filter by category, by ‘What does it do?’, by AI tool or search for keywords.


Navigating the new normal: Adapting in the age of AI and hybrid work models — from chieflearningofficer.com by Dr. Kylie Ensrud

Unlike traditional leadership, adaptable leadership is not bound by rigid rules and protocols. Instead, it thrives on flexibility. Adaptable leaders are willing to experiment, make course corrections, and pivot when necessary. Adaptable leadership is about flexibility, resilience and a willingness to embrace change. It embodies several key principles that redefine the role of leaders in organizations:

  1. Embracing uncertainty

Adaptable leaders understand that uncertainty is the new norm. They do not shy away from ambiguity but instead, see it as an opportunity for growth and innovation. They encourage a culture of experimentation and learning from failure.

  1. Empowering teams

Instead of dictating every move, adaptable leaders empower their teams to take ownership of their work. They foster an environment of trust and collaboration, enabling individuals to contribute their unique perspectives and skills.

  1. Continuous learning

Adaptable leaders are lifelong learners. They are constantly seeking new knowledge, stay informed about industry trends and encourage their teams to do the same. They understand that knowledge is a dynamic asset that must be constantly updated.


Major AI in Education Related Developments this week — from stefanbauschard.substack.com by Stefan Bauschard
ASU integrates with ChatGPT, K-12 AI integrations, Agents & the Rabbit, Uruguay, Meta and AGI, Rethinking curriculum

“The greatest risk is leaving school curriculum unchanged when the entire world is changing.”
Hadi Partovi, founder Code.org, Angel investor in Facebook, DropBox, AirBnb, Uber

Tutorbots in college. On a more limited scale, Georgia State University, Morgan State University, and the University of Central Florida are piloting a project using chatbots to support students in foundational math and English courses.


Pioneering AI-Driven Instructional Design in Small College Settings — from campustechnology.com by Gopu Kiron
For institutions that lack the budget or staff expertise to utilize instructional design principles in online course development, generative AI may offer a way forward.

Unfortunately, smaller colleges — arguably the institutions whose students are likely to benefit the most from ID enhancements — frequently find themselves excluded from authentically engaging in the ID arena due to tight budgets, limited faculty online course design expertise, and the lack of ID-specific staff roles. Despite this, recent developments in generative AI may offer these institutions a low-cost, tactical avenue to compete with more established players.


Google’s new AI solves math olympiad problems — from bensbites.beehiiv.com

There’s a new AI from Google DeepMind called AlphaGeometry that totally nails solving super hard geometry problems. We’re talking problems so tough only math geniuses who compete in the International Mathematical Olympiad can figure them out.


 

Generative AI Is Set to Shake Up Education — from morganstanley.com
While educators debate the risks and opportunities of generative AI as a learning tool, some education technology companies are using it to increase revenue and lower costs.

Key Takeaways

  • Contrary to the view that generative AI is undermining education, it could ultimately improve access and quality.
  • Education technology companies have opportunities from generative AI that markets may be missing.
  • Generative AI could bring $200 billion in value to the global education sector by 2025.
  • Reskilling and retraining alone could require $6 billion in investments by 2025, with edtech companies poised to fill that need.

Outgoing SNHU president: AI means universities must change ‘dramatically’ — from msn.com by Steven Porter

In his next chapter, LeBlanc will work with a team of researchers to study emerging AI trends, impacts on education, and opportunities to innovate. (The initiative harkens back to his early scholarship. During grad school decades ago, LeBlanc studied the ways computers could impact how societies think.)

LeBlanc said the AI-induced changes on the horizon will require educational institutions to reimagine how they assess student learning and grapple with implications for privacy and data security. There are also bigger questions about what jobs will go away and what jobs will be created, which influences the fields of study schools will offer, he said.



AI & Education: A Year in Review — from drphilippahardman.substack.com by Dr. Philippa Hardman
The top five use cases & most popular tools among educators at the end of 2023 – the year than Gen AI shook-up education

Use Case #1: Content Creation
Use Case #2: Brainstorming & Ideation
Use Case #3: Research & Analysis
Use Case #4: Writing & Communicating
Use Case #5: Task Automation


I Used ChatGPT for 12 Months. Here Are Some Hidden Gems That Will Change Your Life — from theaigirl.substack.com by Diana Dovgopol
Transform your life with these ChatGPT’s hidden gems.

1. Summarize videos, articles, papers and posts
Here’s how it works (note that you need to enable browsing or plugins for this)

  1. Find the video/article/paper/post.
  2. Copy the link.
  3. Ask ChatGPT to summarize it for you.

AI ADVISORY BOARDS: Giving Students and Teachers a Voice — from aiadvisoryboards.wordpress.com

My mission is to spread awareness about the incredible potential of AI and AI advisory boards in education. Through my website, aiadvisoryboards.wordpress.com, I aim to inspire educators, administrators, and students to embrace AI and create innovative learning environments.


Report Update: Human and Computer Deep Learning and the Future of Humanity — from by Stefan Bauschard
New Chapter on School Guidance; updates on technology, the labor markets, and deep learning


 

K12 District-Level Perspectives on AI — from aiforeducation.io by Amanda Bickerstaff, Dr. Patrick Gittisriboongul, Samantha Armstrong, & Brett Roer

Want to know how K12 schools are navigating the adoption of AI and what district-level leaders really think about GenAI EdTech tools?

Join us for this free webinar where we discussed AI technology, literacy, training, and the responsible adoption of GenAI tools in K12. Our panel explored what is working well – and not so well – across their districts from a school leader and practitioner’s perspective.


ChatGPT Has Changed Teaching. Our Readers Tell Us How. — from chronicle.com by Beth McMurtrie and Beckie Supiano

Those vastly different approaches to college writing pretty much sum up the responses to generative AI: They’re all over the map.

One year after its release, ChatGPT has pushed higher education into a liminal place. Colleges are still hammering out large-scale plans and policies governing how generative AI will be dealt with in operations, research, and academic programming. But professors have been forced more immediately to adapt their classrooms to its presence. Those adaptations vary significantly, depending on whether they see the technology as a tool that can aid learning or as a threat that inhibits it.

Nearly 100 faculty members shared their stories. While not a representative sample, they teach at a wide range of institutions: 15 community colleges, 32 public and 24 private four-year colleges or universities, seven international institutions, and one for-profit college. They teach a variety of subjects, including animal science, statistics, computer science, history, accounting, and composition. Many spent hours learning about AI: enrolling in workshops and webinars, experimenting with the tools, and reading articles, so that they could enter the fall semester informed and prepared.


The Disruption of AI in CTE Is Real — from techlearning.com by Annie Galvin Teich
An ACTE expert panel urges CTE educators to jump on the AI train as it’s already left the station

10 Best Practices for AI and CTE 

  1. Embrace AI and use it first for simple tasks to create efficiencies. Then use it to individualize instruction and for formative assessment tools aligned to standards.
  2. Be creative and conscious of internal bias and ethics. Focus on DEI and access.
  3. Encourage students to use apps and tools to start moving toward an integrated curriculum using AI.
  4. Prepare students for jobs of the future by partnering with industry to solve real problems.
  5. …and others

How are universities responding to generative AI? — from medium.com by Nic Newman
What’s next for higher education as we enter a new wave of edtech innovation: AI-powered learning

Where will AI make a big difference?
At Emerge, we have identified eight high-level trends — what we’re calling “engines of opportunity”. These eight “engines of opportunity” capture our ideas about how AI is being used to drive better practice and outcomes in HE, now and into the future.

They fall into two main categories:

  • Making learning more engaging: solutions that scale high quality pedagogy at low cost.
  • Making teaching more efficient: solutions that save educators and organisations time and money.

 

Google hopes that this personalized AI -- called Notebook LM -- will help people with their note-taking, thinking, brainstorming, learning, and creating.

Google NotebookLM (experiment)

From DSC:
Google hopes that this personalized AI/app will help people with their note-taking, thinking, brainstorming, learning, and creating.

It reminds me of what Derek Bruff was just saying in regards to Top Hat’s Ace product being able to work with a much narrower set of information — i.e., a course — and to be almost like a personal learning assistant for the course you are taking. (As Derek mentions, this depends upon how extensively one uses the CMS/LMS in the first place.)

 

34 Big Ideas that will change our world in 2024 — from linkedin.com

34 Big Ideas that will change our world in 2024 -- from linkedin.com 

Excerpts:

6. ChatGPT’s hype will fade, as a new generation of tailor-made bots rises up
11. We’ll finally turn the corner on teacher pay in 2024
21. Employers will combat job applicants’ use of AI with…more AI
31. Universities will view the creator economy as a viable career path

 

9 Tips for Using AI for Learning (and Fun!) — from edutopia.org by Daniel Leonard; via Donna Norton on X/Twitter
These innovative, AI-driven activities will help you engage students across grade levels and subject areas.

Here are nine AI-based lesson ideas to try across different grade levels and subject areas.

ELEMENTARY SCHOOL

AI-generated Animated Drawing of artwork

Courtesy of Meta AI Research
A child’s drawing (left) and animations created with Animated Drawings.

.

1. Bring Student Drawings to Life: Young kids love to sketch, and AI can animate their sketches—and introduce them to the power of the technology in the process.

HIGH SCHOOL

8. Speak With AI in a Foreign Language: When learning a new language, students might feel self-conscious about making mistakes and avoid practicing as much as they should.


Though not necessarily about education, also see:

How I Use AI for Productivity — from wondertools.substack.com by Jeremy Caplan
In this Wonder Tools audio post I share a dozen of my favorite AI tools

From DSC:
I like Jeremy’s mentioning the various tools that he used in making this audio post:

 

Where a developing, new kind of learning ecosystem is likely headed [Christian]

From DSC:
As I’ve long stated on the Learning from the Living [Class]Room vision, we are heading toward a new AI-empowered learning platform — where humans play a critically important role in making this new learning ecosystem work.

Along these lines, I ran into this site out on X/Twitter. We’ll see how this unfolds, but it will be an interesting space to watch.

Project Chiron's vision: Our vision for education Every child will soon have a super-intelligent AI teacher by their side. We want to make sure they instill a love of learning in children.


From DSC:
This future learning platform will also focus on developing skills and competencies. Along those lines, see:

Scale for Skills-First — from the-job.beehiiv.com by Paul Fain
An ed-tech giant’s ambitious moves into digital credentialing and learner records.

A Digital Canvas for Skills
Instructure was a player in the skills and credentials space before its recent acquisition of Parchment, a digital transcript company. But that $800M move made many observers wonder if Instructure can develop digital records of skills that learners, colleges, and employers might actually use broadly.

Ultimately, he says, the CLR approach will allow students to bring these various learning types into a coherent format for employers.

Instructure seeks a leadership role in working with other organizations to establish common standards for credentials and learner records, to help create consistency. The company collaborates closely with 1EdTech. And last month it helped launch the 1EdTech TrustEd Microcredential Coalition, which aims to increase quality and trust in digital credentials.

Paul also links to 1EDTECH’s page regarding the Comprehensive Learning Record

 

A future-facing minister, a young inventor and a shared vision: An AI tutor for every student — from news.microsoft.com by Chris Welsch

The Ministry of Education and Pativada see what has become known as the U.A.E. AI Tutor as a way to provide students with 24/7 assistance as well as help level the playing field for those families who cannot afford a private tutor. At the same time, the AI Tutor would be an aid to teachers, they say. “We see it as a tool that will support our teachers,” says Aljughaiman. “This is a supplement to classroom learning.”

If everything goes according to plan, every student in the United Arab Emirates’ school system will have a personal AI tutor – that fits in their pockets.

It’s a story that involves an element of coincidence, a forward-looking education minister and a tech team led by a chief executive officer who still lives at home with his parents.

In February 2023, the U.A.E.’s education minister, His Excellency Dr. Ahmad Belhoul Al Falasi, announced that the ministry was embracing AI technology and pursuing the idea of an AI tutor to help Emirati students succeed. And he also announced that the speech he presented had been written by ChatGPT. “We should not demonize AI,” he said at the time.



Fostering deep learning in humans and amplifying our intelligence in an AI World — from stefanbauschard.substack.com by Stefan Bauschard
A free 288-page report on advancements in AI and related technology, their effects on education, and our practical support for AI-amplified human deep learning

Six weeks ago, Dr. Sabba Quidwai and I accidentally stumbled upon an idea to compare the deep learning revolution in computer science to the mostly lacking deep learning efforts in education (Mehta & Fine). I started writing, and as these things often go with me, I thought there were many other things that would be useful to think through and for educators to know, and we ended up with this 288-page report.

***

Here’s an abstract from that report:

This report looks at the growing gap between the attention paid to the development of intelligence in machines and humans. While computer scientists have made great strides in developing human intelligence capacities in machines using deep learning technologies, including the abilities of machines to learn on their own, a significant part of the education system has not kept up with developing the intelligence capabilities in people that will enable them to succeed in the 21st century. Instead of fully embracing pedagogical methods that place primary emphasis on promoting collaboration, critical thinking, communication, creativity, and self-learning through experiential, interdisciplinary approaches grounded in human deep learning and combined with current technologies, a substantial portion of the educational system continues to heavily rely on traditional instructional methods and goals. These methods and goals prioritize knowledge acquisition and organization, areas in which machines already perform substantially better than people.

Also from Stefan Bauschard, see:

  • Debating in the World of AI
    Performative assessment, learning to collaborate with humans and machines, and developing special human qualities

13 Nuggets of AI Wisdom for Higher Education Leaders — from jeppestricker.substack.com by Jeppe Klitgaard Stricker
Actionable AI Guidance for Higher Education Leaders

Incentivize faculty AI innovation with AI. 

Invest in people first, then technology. 

On teaching, learning, and assessment. AI has captured the attention of all institutional stakeholders. Capitalize to reimagine pedagogy and evaluation. Rethink lectures, examinations, and assignments to align with workforce needs. Consider incorporating Problem-Based Learning, building portfolios and proof of work, and conducting oral exams. And use AI to provide individualized support and assess real-world skills.

Actively engage students.


Some thoughts from George Siemens re: AI:

Sensemaking, AI, and Learning (SAIL), a regular look at how AI is impacting learning.

Our education system has a uni-dimensional focus: learning things. Of course, we say we care about developing the whole learner, but the metrics that matter (grade, transcripts) that underpin the education system are largely focused on teaching students things that have long been Google-able but are now increasingly doable by AI. Developments in AI matters in ways that calls into question large parts of what happens in our universities. This is not a statement that people don’t need to learn core concepts and skills. My point is that the fulcrum of learning has shifted. Knowing things will continue to matter less and less going forward as AI improves its capabilities. We’ll need to start intentionally developing broader and broader attributes of learners: metacognition, wellness, affect, social engagement, etc. Education will continue to shift toward human skills and away from primary assessment of knowledge gains disconnected from skills and practice and ways of being.


AI, the Next Chapter for College Librarians — from insidehighered.com by Lauren Coffey
Librarians have lived through the disruptions of fax machines, websites and Wikipedia, and now they are bracing to do it again as artificial intelligence tools go mainstream: “Maybe it’s our time to shine.”

A few months after ChatGPT launched last fall, faculty and students at Northwestern University had many questions about the building wave of new artificial intelligence tools. So they turned to a familiar source of help: the library.

“At the time it was seen as a research and citation problem, so that led them to us,” said Michelle Guittar, head of instruction and curriculum support at Northwestern University Libraries.

In response, Guittar, along with librarian Jeanette Moss, created a landing page in April, “Using AI Tools in Your Research.” At the time, the university itself had yet to put together a comprehensive resource page.


From Dr. Nick Jackson’s recent post on LinkedIn: 

Last night the Digitech team of junior and senior teachers from Scotch College Adelaide showcased their 2023 experiments, innovation, successes and failures with technology in education. Accompanied by Student digital leaders, we saw the following:

  •  AI used for languagelearning where avatars can help with accents
  • Motioncapture suits being used in mediastudies
  • AI used in assessment and automatic grading of work
  • AR used in designtechnology
  • VR used for immersive Junior school experiences
  • A teacher’s AI toolkit that has changed teaching practice and workflow
  • AR and the EyeJack app used by students to create dynamic art work
  • VR use in careers education in Senior school
  • How ethics around AI is taught to Junior school students from Year 1
  • Experiments with MyStudyWorks

Almost an Agent: What GPTs can do — from oneusefulthing.org by Ethan Mollick

What would a real AI agent look like? A simple agent that writes academic papers would, after being given a dataset and a field of study, read about how to compose a good paper, analyze the data, conduct a literature review, generate hypotheses, test them, and then write up the results, all without intervention. You put in a request, you get a Word document that contains a draft of an academic paper.

A process kind of like this one:


What I Learned From an Experiment to Apply Generative AI to My Data Course — from edsurge.com by Wendy Castillo

As an educator, I have a duty to remain informed about the latest developments in generative AI, not only to ensure learning is happening, but to stay on top of what tools exist, what benefits and limitations they have, and most importantly, how students might be using them.

However, it’s also important to acknowledge that the quality of work produced by students now requires higher expectations and potential adjustments to grading practices. The baseline is no longer zero, it is AI. And the upper limit of what humans can achieve with these new capabilities remains an unknown frontier.


Artificial Intelligence in Higher Education: Trick or Treat? — from tytonpartners.com by Kristen Fox and Catherine Shaw
.

Two components of AI -- generative AI and predictive AI

 

What happens to teaching after Covid? — from chronicle.com by Beth McMurtrie

It’s an era many instructors would like to put behind them: black boxes on Zoom screens, muffled discussions behind masks, students struggling to stay engaged. But how much more challenging would teaching during the pandemic have been if colleges did not have experts on staff to help with the transition? On many campuses, teaching-center directors, instructional designers, educational technologists, and others worked alongside professors to explore learning-management systems, master video technology, and rethink what and how they teach.

A new book out this month, Higher Education Beyond Covid: New Teaching Paradigms and Promise, explores this period through the stories of campus teaching and learning centers. Their experiences reflect successes and failures, and what higher education could learn as it plans for the future.

Beth also mentioned/link to:


How to hold difficult discussions online — from chronicle.com by Beckie Supiano

As usual, our readers were full of suggestions. Kathryn Schild, the lead instructional designer in faculty development and instructional support at the University of Alaska at Anchorage, shared a guide she’s compiled on holding asynchronous discussions, which includes a section on difficult topics.

In an email, Schild also pulled out a few ideas she thought were particularly relevant to Le’s question, including:

  • Set the ground rules as a class. One way to do this is to share your draft rules in a collaborative document and ask students to annotate it and add suggestions.
  • Plan to hold fewer difficult discussions than in a face-to-face class, and work on quality over quantity. This could include multiweek discussions, where you spiral through the same issue with fresh perspectives as the class learns new approaches.
  • Start with relationship-building interactions in the first few weeks, such as introductions, low-stakes group assignments, or peer feedback, etc.
 
© 2024 | Daniel Christian