intelligent tutoring

“AutoGPT might be the next big step in AI”; “software agents that use natural language to simulate human behavior” + other items re: AI

On 04/13/2023, in 21st century, architecture, Artificial Intelligence/Agents/LLMs/and Related, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, design, education technology, emerging technologies, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning ecosystem, learning spaces, Natural Language Processing (NLP), simulations, skills, society, tools, training / L&D, vision/possibilities, voice recognition / voice enabled interfaces, by Daniel Christian

AutoGPT might be the next big step in AI.

Here’s why Karpathy recently said “AutoGPT is the next frontier of prompt engineering”

AutoGPT is the equivalent of giving GPT-based models a memory and a body. You can now give a task to an AI agent and have it autonomously come up… pic.twitter.com/mYIJm2IEZy

— Lior? (@AlphaSignalAI) April 11, 2023

AutoGPT, less noise more signal

This is where you should pay attention

Here is why ?

pic.twitter.com/2For7bPOID

— Linus (???) (@LinusEkenstam) April 11, 2023

AutoGPT is the next BIG thing in AI.

Seems like a new *groundbreaking* update comes out every hour.

Here are a few examples just from the past 24 hours: ?

— Barsee ? (@heyBarsee) April 12, 2023

AutoGPT is the next big thing in AI— from therundown.ai by Rowan Cheung

Excerpt:

AutoGPT has been making waves on the internet recently, trending on both GitHub and Twitter. If you thought ChatGPT was crazy, AutoGPT is about to blow your mind.

AutoGPT creates AI “agents” that operate automatically on their own and complete tasks for you. In case you’ve missed our previous issues covering it, here’s a quick rundown:

- It’s open-sourced [code]
- It works by chaining together LLM “thoughts”
- It has internet access, long-term and short-term memory, access to popular websites, and file storage

.

From DSC:
I want to highlight that paper from Stanford, as I’ve seen it cited several times recently:.

Generative Agents: Interactive Simulacra of Human Behavior
Joon Sung Park, Joseph C. O’Brien, Carrie J. Cai, Meredith Ringel Morris, Percy Liang, Michael S. Bernstein
.

From DSC:
And for a rather fun idea/application of these emerging technologies, see:

Quick Prompt: Kitchen Design — from linusekenstam.substack.com by Linus Ekenstam
Midjourney Prompt. Create elegant kitchen photos using this starting prompt. Make it your own, experiment, add, remove and tinker to create new ideas.

…which made me wonder how we might use these techs in the development of new learning spaces (or in renovating current learning spaces).

From DSC:
On a much different — but still potential — note, also see:

A.I. could lead to a ‘nuclear-level catastrophe’ according to a third of researchers, a new Stanford report finds — from fortune.com by Tristan Bove

Excerpt:

Many experts in A.I. and computer science say the technology is likely a watershed moment for human society. But 36% don’t mean that as a positive, warning that decisions made by A.I. could lead to “nuclear-level catastrophe,” according to researchers surveyed in an annual report on the technology by Stanford University’s Institute for Human-Centered A.I., published earlier this month.

AutoGPTs are improving at a blazingly fast speed and could soon transform the face of business.

Here's what you need to know:

— Nathan Lands (@NathanLands) April 12, 2023

Credentialed Learning For All [gettingsmart.com]

On 04/13/2023, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Blockchain, career development, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, credentialing, education, education reform, experimentation, future, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, pathways, personalized/customized learning, platforms, professional development, reinvent, skills, society, student-related, training / L&D, United States, universities, vendors, virtual K-12 schools, vision/possibilities, workplace, youth, by Daniel Christian

Credentialed Learning For All — from gettingsmart.com

Vision

Learning happens throughout life and is not isolated to the K-12 or higher education sectors. Yet, often, validations of learning only happen in these specific areas. The system of evaluation based on courses, grades, and credit serves as a poor proxy for communicating skills given the variation in course content, grade inflation, and inclusion of participation and extra credit within course grades.

Credentialed learning provides a way to accurately document human capability for all learners throughout their life. A lifetime credentialed learning ecosystem provides better granularity around learning, better documentation of the learning, and more relevance for both the credential recipient and reviewer. This improves the match between higher education and/or employment with the individual, while also providing a more clear and accurate lifetime learning pathway.

With a fully-credentialed system, individuals can own well-documented evidence of a lifetime of learning and choose what and when to share this data. This technology enables every learner to have more opportunities for finding the best career match without today’s existing barriers around cost, access, and proxies.

Addendum on 4/28/23 — speaking of credentials:

First Rung — from the-job.beehiiv.com by Paul Fain
New research shows stacking credentials pays off for low-income learners.

Stacking credentials pays off for many low-income students, new research finds, but only if learners move up the education ladder. Also, Kansas is hoping a new grant program will attract more companies to participate in microinternships.

The future of education in a world of AI — from oneusefulthing.org by Ethan Mollick
A positive vision for the transformation to come

Excerpt:

Imagine introducing high-quality AI tutors into the flipped classroom model. These AI-powered systems have the potential to significantly enhance the learning experience for students and make flipped classrooms even more effective. They provide personalized learning, where AI tutors can tailor instruction to each student’s unique needs while continually adjusting content based on performance. This means that students can engage with the content at home more effectively, ensuring they come to class better prepared and ready to dive into hands-on activities or discussions.

With AI tutors taking care of some of the content delivery outside of class, teachers can devote more time to fostering meaningful interactions with their students during class. They can also use insights from the AI tutors to identify areas where students might need extra support or guidance, enabling them to provide more personalized and effective instruction. And with AI assistance, they can design better active learning opportunities in class to make sure learnings stick.

Also relevant/see:

ChatGPT is going to change education, not destroy it — from technologyreview.com by Will Douglas Heaven
The narrative around cheating students doesn’t tell the whole story. Meet the teachers who think generative AI could actually make learning better.

Advanced chatbots could be used as powerful classroom aids that make lessons more interactive, teach students media literacy, generate personalized lesson plans, save teachers time on admin, and more.

Will ChatGPT Change How Professors Assess Learning? — from chronicle.com by Becky Supiano
It won’t be easy without their colleges’ support.

What the Past Can Teach Us About the Future of AI and Education — from campustechnology.com by Dr. David Wiley
Current attitudes toward generative AI hearken back to early skepticism about the impact of the internet on education. Both then and now, technology has created challenges but also opportunities that can’t be ignored.

Our World Shaken, Not Stirred: Synthetic entertainment, hybrid social experiences, syncing ourselves with apps, and more. [Belsky]

On 04/12/2023, in 21st century, 24x7x365 access, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, career development, change, changing business models, cloud-based computing / apps / other cloud-related, communications, communities of practice, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, creativity, digital audio, digital storytelling, digital video, disruption, drama/theater, education technology, educational games / serious games, emerging technologies, Emotion, engagement / engaging students, entrepreneurship, experimentation, future, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning ecosystem, Learning Experience Design, legislatures / government / legal, liberal arts, media/film, multimedia, new business models, online media, platforms, presentations, productivity / tips and tricks, skills, story, storytelling, teaching & learning, tools, training / L&D, United States, universities, vision/possibilities, webinars, by Daniel Christian

From DSC:
Before we get to Scott Belsky’s article, here’s an interesting/related item from Tobi Lutke:

I just clued in how insane text2vid will get soon. As crazy as this sounds, we will be able to generate movies from just minor prompts and the path there is pretty clear.

— tobi lutke (@tobi) March 29, 2023

Our World Shaken, Not Stirred: Synthetic entertainment, hybrid social experiences, syncing ourselves with apps, and more. — from implications.com by Scott Belsky
Things will get weird. And exciting.

Excerpts:

Recent advances in technology will ~~stir~~ shake the pot of culture and our day-to-day experiences. Examples? A new era of synthetic entertainment will emerge, online social dynamics will become “hybrid experiences” where AI personas are equal players, and we will sync ourselves with applications as opposed to using applications.

A new era of synthetic entertainment will emerge as the world’s video archives – as well as actors’ bodies and voices – will be used to train models. Expect sequels made without actor participation, a new era of ai-outfitted creative economy participants, a deluge of imaginative media that would have been cost prohibitive, and copyright wars and legislation.

Unauthorized sequels, spin-offs, some amazing stuff, and a legal dumpster fire: Now lets shift beyond Hollywood to the fast-growing long tail of prosumer-made entertainment. This is where entirely new genres of entertainment will emerge including the unauthorized sequels and spinoffs that I expect we will start seeing.

Also relevant/see:

Digital storytelling with generative AI: notes on the appearance of #AICinema — from bryanalexander.org by Bryan Alexander

Excerpt:

This is how I viewed a fascinating article about the so-called #AICinema movement. Benj Edwards describes this nascent current and interviews one of its practitioners, Julie Wieland. It’s a great example of people creating small stories using tech – in this case, generative AI, specifically the image creator Midjourney.

Bryan links to:

Artists astound with AI-generated film stills from a parallel universe — from arstechnica.com by Benj Edwards
A Q&A with “synthographer” Julie Wieland on the #aicinema movement.

From DSC:
How will text-to-video impact the Learning and Development world? Teaching and learning? Those people communicating within communities of practice? Those creating presentations and/or offering webinars?

Hmmm…should be interesting!

The Future of Teaching is Here — from samchaltain.substack.com by Sam Chaltain

Excerpts (emphasis DSC):

It’s not sexy, but I feel like Sal Khan’s recent video introducing his Academy’s GPT-fueled AI tutor augurs the future of the teaching profession — and not just at Khan Academy.
…
The tutor is already fully capable of offering personalized feedback, hints and suggestions for just about any topic for which there are already clearly established answers — from solving math equations with parentheses to digesting John Locke’s political philosophy.
…
But now we’ve entered a new chapter — dare I say, a Technological Singularity (20 years early) — one in which Chat-GPT in particular, and the daily flood of AI tools more generally, has changed the nature of the teacher/student relationship even more irrevocably than before.

As a result, from this day forward, the job of a teacher REALLY needs to stop being about transmission.

So what should it start being instead?
…
In which case, the future of teaching is not about transmission, but it is about the other trans- words: transmedia exploration, transdisciplinary weaving, transcultural understanding, and, yes, personal and societal transformation.

20 essential considerations for educators who are developing policies around AI and ChatGPT [Miller]

On 04/03/2023, in Artificial Intelligence/Agents/LLMs/and Related, education, education technology, emerging technologies, ideas, intelligent systems, intelligent tutoring, K-12 related, leadership, learning ecosystem, platforms, policy, strategy, teachers, by Daniel Christian

Also relevant/see:

Learning Designers will have to adapt or die. 10 ways to UPSKILL to AI…. — from donaldclarkplanb.blogspot.com by Donald Clark

From Ethan Mollick on LinkedIn:

Take a look at this simulated negotiation, with grading and feedback. Prompt: “I want to do deliberate practice about how to conduct negotiations. You will be my negotiation teacher. You will simulate a detailed scenario in which I have to engage in a negotiation. You will fill the role of one party, I will fill the role of the other. You will ask for my response to in each step of the scenario and wait until you receive it. After getting my response, you will give me details of what the other party does and says. You will grade my response and give me detailed feedback about what to do better using the science of negotiation. You will give me a harder scenario if I do well, and an easier one if I fail.”

Samples from Bing Creative mode and ChatGPT-4 (3.5, the free version, does not work as well)

I’m having a blast with ChatGPT – it’s testing ME! — from by Mark Mrohs
Using ChatGPT as an agent for asynchronous active learning

I have been experimenting with possible ways to incorporate interactions with ChatGPT into instruction. And I’m blown away. I want to show you some of what I’ve come up with.

A Spotify model of personalised higher education — from timeshighereducation.com by Michael Rosemann and Martin Betts
With technology offering greater potential for a personalised approach to higher education, Michael Rosemann and Martin Betts look at what universities can learn from the ubiquitous music platform Spotify

Excerpts (emphasis DSC):

Selection, or the P(upil)-route as educationalist Dan Buckley calls it, means personalisation driven by the learner. This is the fastest-moving form of personalised learning. Not only do students benefit from true omnichannel education – choosing between face to face and online – they also independently navigate the internet’s resources and online databases in search of the knowledge that will help them to achieve their learning targets.
…
Automation, or the A-route, is the new enabler of personalised learning. As with personalised medicine, finance or entertainment, education is starting to use digital technologies to unlock new models of tailored engagement. While for most universities, AI-driven, personalised education is not an option as the required capabilities are missing and significant investments would be necessary, there is a range of alternative forms of automated personalised learning. For this, we look to providers outside the sector for inspiration.

Here are Spotify-inspired ideas that universities ambitious enough to provide personalised learning could explore.

From DSC:
Rosemann & Betts use the term “omnichannel education” — I like that term. Very nice.

Major announcements from a key vendor in the AI space — NVIDIA

On 03/21/2023, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, art, Artificial Intelligence/Agents/LLMs/and Related, business, cloud-based computing / apps / other cloud-related, collaboration, content development, aggregation, repositories, corporate / business world, creativity, design, emerging technologies, engineering, entrepreneurship, Facebook / Meta Platforms, future, game-changing environment, generational differences, Holographic comms, human-computer interaction (HCI), immersion, innovation, intelligent systems, intelligent tutoring, IT in HE, languages and translation, media/film, Metaverse, multimedia, Natural Language Processing (NLP), new business models, NVIDIA, online media, pace of change, personalized/customized learning, platforms, society, technology (general), tools, United States, user experience (UX), vendors, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, visualizing information, web-based collaboration, Web3, workplace, by Daniel Christian

Explore Breakthroughs in AI, Accelerated Computing, and Beyond at GTC — from nvidia.com
The Conference for the Era of AI and the Metaverse

Addendums on 3/22/23:

Generative AI for Enterprises — from nvidia.com
Custom-built for a new era of innovation and automation.

Excerpt:

Impacting virtually every industry, generative AI unlocks a new frontier of opportunities—for knowledge and creative workers—to solve today’s most important challenges. NVIDIA is powering generative AI through an impressive suite of cloud services, pre-trained foundation models, as well as cutting-edge frameworks, optimized inference engines, and APIs to bring intelligence to your enterprise applications.

NVIDIA AI Foundations is a set of cloud services that advance enterprise-level generative AI and enable customization across use cases in areas such as text (NVIDIA NeMo™), visual content (NVIDIA Picasso), and biology (NVIDIA BioNeMo™). Unleash the full potential with NeMo, Picasso, and BioNeMo cloud services, powered by NVIDIA DGX™ Cloud—the AI supercomputer.

ChatGPT could be an effective and affordable tutor [Trumbore]

On 03/18/2023, in digital learning, education, education technology, innovation, instructional design, intelligent systems, intelligent tutoring, personalized/customized learning, student teaching/teacher education, student-related, teachers, teaching & learning, vendors, virtual tutoring, vision/possibilities, by Daniel Christian

ChatGPT could be an effective and affordable tutor — from theconversation-com.cdn.ampproject.org by Anne Trumbore

Excerpt:

Yet the history and research of intelligent tutors show that using the right design to harness the power of chatbots like ChatGPT can make deeper, individualized learning available to almost anyone. For example, if people use ChatGPT to ask students questions that prompt them to revise or explain their work, students will have better learning gains. Since ChatGPT has access to far more knowledge than Aristotle ever did, it has great potential for providing tutoring to students to help them learn more than they would otherwise.

HOW DUOLINGO’S AI LEARNS WHAT YOU NEED TO LEARN — from spectrum.ieee.org by Klinton Bicknell, Claire Brust, and Burr Settles
The AI that powers the language-learning app today could disrupt education tomorrow

Excerpt:

It’s lunchtime when your phone pings you with a green owl who cheerily reminds you to “Keep Duo Happy!” It’s a nudge from Duolingo, the popular language-learning app, whose algorithms know you’re most likely to do your 5 minutes of Spanish practice at this time of day. The app chooses its notification words based on what has worked for you in the past and the specifics of your recent achievements, adding a dash of attention-catching novelty. When you open the app, the lesson that’s queued up is calibrated for your skill level, and it includes a review of some words and concepts you flubbed during your last session.

The AI systems we continue to refine are necessary to scale the learning experience beyond the more than 50 million active learners who currently complete about 1 billion exercises per day on the platform.

Although Duolingo is known as a language-learning app, the company’s ambitions go further. We recently launched apps covering childhood literacy and third-grade mathematics, and these expansions are just the beginning. We hope that anyone who wants help with academic learning will one day be able to turn to the friendly green owl in their pocket who hoots at them, “Ready for your daily lesson?”

Also relevant/see:

Duolingo turned to OpenAI’s GPT-4 to advance the product with two new features: Role Play, an AI conversation partner, and Explain my Answer, which breaks down the rules when you make a mistake, in a new subscription tier called Duolingo Max.

“We wanted AI-powered features that were deeply integrated into the app and leveraged the gamified aspect of Duolingo that our learners love,” says Bodge.

Also relevant/see:

The following is a quote from Donald Clark’s posting on LinkedIn.com today:

The whole idea of AI as a useful teacher is here. Honestly it’s astounding. They have provided a Socratic approach to an algebra problem that is totally on point. Most people learn in the absence of a teacher or lecturer. They need constant scaffolding, someone to help them move forward, with feedback. This changes our whole relationship with what we need to know, and how we get to know it. Its reasoning ability is also off the scale.

We now have human teachers, human learners but also AI teachers and AI that learns. It used to be a diad, it is now a tetrad – that is the basis of the new pedAIgogy.

Personalised, tutor-led learning, in any subject, anywhere, at any time for anyone. That has suddenly become real.

Also relevant/see:

Introducing Duolingo Max, a learning experience powered by GPT-4 — from blog.duolingo.com

Excerpts:

We believe that AI and education make a great duo, and we’ve leveraged AI to help us deliver highly-personalized language lessons, affordable and accessible English proficiency testing, and more. Our mission to make high-quality education available to everyone in the world is made possible by advanced AI technology.

Explain My Answer offers learners the chance to learn more about their response in a lesson (whether their answer was correct or incorrect!)
…
Roleplay allows learners to practice real-world conversation skills with world characters in the app.

Six Important Disciplines for Using AI in Learning & Development [Cavalier]

On 03/16/2023, in Artificial Intelligence/Agents/LLMs/and Related, business, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, experimentation, future, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning ecosystem, Learning Experience Design, multimedia, training / L&D, workplace, by Daniel Christian

Six Important Disciplines for Using AI in Learning & Development — from linkedin.com by Josh Cavalier

Excerpts (emphasis DSC):

In practice, L&D professionals must responsibly use AI-based tools. AI outputs that introduce bias or falsehoods may adversely affect the learning process of individual associates as well as the company’s overall efficiency. A human must review all content before being implemented in a learning solution.
…
AI will revolutionize corporate learning and development because of the ability to analyze and process large amounts of data. These capabilities will enable learners to acquire knowledge and skills more efficiently while providing personalized learning pathways customized to their current skill levels and goals.

For example, AI-powered chatbots can provide immediate feedback to front-line sales looking for specific client solutions or trying to learn about new products. By fine-tuning models, AI can ingest vendor opportunities and dynamically priced products at scale, allowing a sales team to focus on data-driven solutions for their customers.

The creation of educational media will be automated through generative AI, including training videos, podcasts, and, eventually, eLearning courses. This new reality will level the playing field for instructional designers needing more media creation skills, ultimately allowing Learning & Development to create personalized, immersive learning experiences representing the entire learning journey.

Also relevant/see:

How artificial intelligence can support knowledge management in organizations — from realkm.com by Bruce Boyes

Examples of use cases:

Forecast sales probabilities
Discover organization inefficiencies by analyzing CRM records
Organize and summarize legal precedents relevant to a new case
Retrieve dispersed nuggets of information related to a troubleshooting situation
Facilitate feedback and peer review on communication systems (e.g., Slack)
Facilitate real-time smart sharing between marketing channels and sales pipelines
Find and apply question-answer pairs in online manuals to manage service knowledge
Provide more human-centered and accessible applications of knowledge through chatbots

Love it or hate it, academics can’t ignore the already pervasive technology. [McMurtrie]

On 03/11/2023, in 21st century, 24x7x365 access, adjunct faculty, change, colleges, community colleges, digital learning, disruption, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), 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, online media, online tutoring, platforms, productivity / tips and tricks, professional development, student-related, teaching & learning, tools, United States, universities, by Daniel Christian

ChatGPT is Everywhere — from chronicle.com by Beth McMurtrie
Love it or hate it, academics can’t ignore the already pervasive technology.

Excerpt:

Many academics see these tools as a danger to authentic learning, fearing that students will take shortcuts to avoid the difficulty of coming up with original ideas, organizing their thoughts, or demonstrating their knowledge. Ask ChatGPT to write a few paragraphs, for example, on how Jean Piaget’s theories on childhood development apply to our age of anxiety and it can do that.

Other professors are enthusiastic, or at least intrigued, by the possibility of incorporating generative AI into academic life. Those same tools can help students — and professors — brainstorm, kick-start an essay, explain a confusing idea, and smooth out awkward first drafts. Equally important, these faculty members argue, is their responsibility to prepare students for a world in which these technologies will be incorporated into everyday life, helping to produce everything from a professional email to a legal contract.

“Artificial-intelligence tools present the greatest creative disruption to learning that we’ve seen in my lifetime.”

Sarah Eaton, associate professor of education at the University of Calgary

6 Tenets of Postplagiarism: Writing in the Age of #ArtificialIntelligence – In my 2021 book, #Plagiarism in #HigherEducation, I introduce the idea of life in the post-plagiarism era. Here I expand on those ideas.https://t.co/DGzelD9phc pic.twitter.com/hHej4e55zq

— Dr. Sarah Elaine Eaton?? (@DrSarahEaton) February 25, 2023

Artificial intelligence and academic integrity, post-plagiarism — from universityworldnews.com Sarah Elaine Eaton; with thanks to Robert Gibson out on LinkedIn for the resource

Excerpt:

The use of artificial intelligence tools does not automatically constitute academic dishonesty. It depends how the tools are used. For example, apps such as ChatGPT can be used to help reluctant writers generate a rough draft that they can then revise and update.

Used in this way, the technology can help students learn. The text can also be used to help students learn the skills of fact-checking and critical thinking, since the outputs from ChatGPT often contain factual errors.

When students use tools or other people to complete homework on their behalf, that is considered a form of academic dishonesty because the students are no longer learning the material themselves. The key point is that it is the students, and not the technology, that is to blame when students choose to have someone – or something – do their homework for them.

There is a difference between using technology to help students learn or to help them cheat. The same technology can be used for both purposes.

From DSC:
These couple of sentences…

In the age of post-plagiarism, humans use artificial intelligence apps to enhance and elevate creative outputs as a normal part of everyday life. We will soon be unable to detect where the human written text ends and where the robot writing begins, as the outputs of both become intertwined and indistinguishable.

…reminded me of what’s been happening within the filmmaking world for years (i.e., such as in Star Wars, Jurrasic Park, and many others). It’s often hard to tell what’s real and what’s been generated by a computer.

Introducing Q-Chat, the world’s first AI tutor built with OpenAI’s ChatGPT [Bayer]

On 03/06/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, digital learning, education, education technology, emerging technologies, engagement / engaging students, experimentation, game-changing environment, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interactivity, K-12 related, languages and translation, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, more voice more choice more control, participation, personalized/customized learning, platforms, productivity / tips and tricks, story, storytelling, student-related, teachers, teaching & learning, tools, vendors, virtual tutoring, vision/possibilities, by Daniel Christian

Introducing Q-Chat, the world’s first AI tutor built with OpenAI’s ChatGPT — from quizlet.com by Lex Bayer

Excerpt:

Modeled on research demonstrating that the most effective form of learning is one-on-one tutoring1, Q-Chat offers students the experience of interacting with a personal AI tutor in an effective and conversational way. Whether they’re learning French vocabulary or Roman History, Q-Chat engages students with adaptive questions based on relevant study materials delivered through a fun chat experience. Pulling from Quizlet’s massive educational content library and using the question-based Socratic method to promote active learning, Q-Chat has the ability to test a student’s knowledge of educational content, ask in-depth questions to get at underlying concepts, test reading comprehension, help students learn a language and encourage students on healthy learning habits.

Unboxing the Future of Education: A Sneak Peek into a Day in the Life of a Student in 2040 [Cailey]

On 03/01/2023, in change, education, education technology, future, ideas, innovation, intelligent systems, intelligent tutoring, K-12 related, learning agents, learning ecosystem, Learning Experience Design, student-related, teachers, technology (general), youth, by Daniel Christian

Unboxing the Future of Education:“A Sneak Peek into a Day in the Life of a Student in 2040” — from thinklearningstudio.org by Russell Cailey

Excerpts:

To explore this question, I collaborated with my new friend Chat GPT to create a concept of what a day in the life of a 2040 student might look like. The results were fascinating, providing a glimpse into the possible future of education.

In response to our collaborative moment, I would like to pose three guiding questions to the audience:

How might we re-imagine education to create a more holistic and meaningful learning experience for our students as we move forward towards 2040?

How might we cultivate a sense of curiosity, wonder, and creativity in our students, and how might this foster a deeper engagement with learning?

How might we expand the definition of “education” beyond the confines of the classroom and foster lifelong learning and growth in our students?

From DSC:
I appreciated this interesting thought experiment re: the future of learning in the year 2040. I appreciate Russell’s statement where he says:

To conduct a thorough and accurate foresight project, it is crucial to explore multiple potential futures. While the scenario presented here is intended to be playful and imaginative, it represents only one possible outcome among many. I encourage readers to share their scenarios and perspectives in the comments, as this will help to create a more robust and diverse exploration of the future.

Learning Ecosystems

A Spotify model of personalised higher education [Rosemann & Betts]

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