BIG RAPIDS, MI – A Michigan university is believed to be the first in the country to use artificial intelligence (AI) to create virtual students that will enroll in classes and participate in lessons and assignments.
Ferris State University, which has one of just three undergraduate AI programs in the U.S., has developed two AI students who are enrolling at Ferris State as freshmen this semester and taking classes alongside human classmates.
At first, Ann and Fry will only be able to observe the class, but the goal is for the AI students to soon be able to speak during classroom discussions and have two-way conversations with their classmates, Thompson said.
BIG RAPIDS, Mich. (WOOD) — As Ferris State University gets ready for its spring semester, two virtual students will begin classes as part of a new artificial intelligence experiment.
Ferris State University offers one of three AI undergraduate programs in the entire country.
“We are leaders in the artificial intelligence area, and why not put us to the test?” said Dr. Kasey Thompson, special assistant to the president for innovation and entrepreneurship at Ferris State.
Students at Ferris State University in Michigan will soon be sharing the classroom with AI-powered freshman “students” who will enroll in classes alongside them, MLive reports.
And no, they won’t have humanoid robot bodies — they’ll be interacting with students via computers, microphones, and speakers.
In an experiment led by associate professor Kasey Thompson, AI students dubbed Ann and Fry will be listening — or scanning through? — lectures, work on assignments, and even actively participate in discussions with other students, per the report.
AI & “Un-Personalised” Learning — from drphilippahardman.substack.com by Dr. Philippa Hardman Exploring the full potential of AI to improve human learning, beyond the 1:1 AI tutor
In this week’s blog post we will look at AI from a different angle and ask: what are the pros and cons of using AI for personalisation? And what’s the potential impact of using AI to optimise and scale more connected, communal learning experiences?
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TL;DR: while personalised learning has some benefits for some learner outcomes, the social interaction and connected aspects of communal learning are proven to offer similar academic benefits, as well as additional socio-cultural benefits for a broader range of students.
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AI for “Un-Personalised” Learning
The next question is, of course: how could we use AI to scale the positive outcomes of “un-personalised”, communal learning?
New York Governor Kathy Hochul wants to make New York the nation’s leader in artificial intelligence research and development. As part of her State of the State address on Tuesday, Hochul proposed the creation of Empire AI – a consortium of the state’s research universities and other institutions that would form an artificial intelligence computing center in upstate New York.
Empire AI would include seven founding institutions—Columbia University, Cornell University, New York University, Rensselaer Polytechnic Institute, the State University of New York (SUNY), the City University of New York (CUNY), and the Simons Foundation.
North Carolina AI Education Guidance Release — from stefanbauschard.substack.com by Stefan Bauschard “A” grade in my mind; it just needs to anticipate the near future a bit more
TLDR The Guidance
*North Carolina has arguably issued the best AI guidance to date (IMHO), and I explain why below (my highlighted version is here). This is in no way a knock on the other guidance reports, as I think they offer a lot them of very important and essential guidance. I just really like how NC packages it and the emphasis they put on certain things.
Tertiary Education in the UK needs a fresh idea. What we need is an initiative on the same scale as The Open University, kicked off over 50 years ago.
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It is clear that an educational vision is needed and I think the best starting point is that outlined and executed by Paul LeBlanc at SNHU. It is substantial, well articulated and has worked in what has become the largest University in the US.
It would be based on the competence model, with a focus on skills shortages. Here’s a starter with 25 ideas, a manifesto of sorts, based on lessons learnt from other successful models:
Non-traditional students in terms of age and background
Quick and easy application process
Personalised learning using AI
Multimodal from the start
Full range of summarisation, create self-assessment, dialogue tools
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.
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.
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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
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.
Be creative and conscious of internal bias and ethics. Focus on DEI and access.
Encourage students to use apps and tools to start moving toward an integrated curriculum using AI.
Prepare students for jobs of the future by partnering with industry to solve real problems.
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.
The Rise of Learning Societies — from educationnext.org by Alan Gottlieb A small experiment in rural Idaho holds big promise for student success
Excerpt (emphasis DSC):
The basic idea is this: Some parents who, for a variety of reasons, hesitate to send their children to a traditional brick-and-mortar school have neither the time, inclination, or temperament to homeschool or to monitor a full-time online program. Learning Societies provide an intimate environment where kids, supervised by professional educators, learn online and in small, in-person groups for six hours a day.Gem Prep leaders describe it as a sweet spot between traditional schooling and at-home online learning. It is particularly well suited to rural areas.
Learning Societies have the potential to achieve a happy medium that combines the strengths of both homeschooling (or online learning from home) and a traditional brick-and-mortar school.
Using Drawing as a Powerful Learning Tool — from edutopia.org by Selim Tlili When students draw something they’re learning about, they’re more likely to remember key details.
One of my main goals as a science teacher is to open students up to seeing all of those beautiful and interesting details. I do that by having students draw things and clearly write what they observe. Drawing something requires students to look at their subject far longer than they are accustomed. Writing what they see forces them to consciously acknowledge it. I explain to students that just as every single human is unique, so is every coin, plant, and salt crystal.
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.)
What does this all mean for the first day of class? Approach that first day with “learning-centered” in your mind. Focus on learning. Learning is all about curiosity and desire. Desire to know, to figure things out, to be surprised, all getting that dopamine flowing throughout the brain: That is what learning-centered is all about. An exam is best thought of as feedback, showing whether students are learning, not a date to cover on the first day and dread every class period in the meantime. An exam should never be the reason to learn, it should always be an indication of learning. Don’t spend your first 45 or 85 minutes focused solely on exams, term paper deadlines, and attendance policies. That moves teaching toward an artificial transactional arrangement where students learn in exchange for points and grades.
From DSC: I would highly recommend starting out with a major HOOK. Some question, some video, some recording/piece of audio, etc. that would provoke interest, curiosity, or even some emotion. On that first day, the following item MUST be addressed if you expect to engage your students:
Why is this class/topic relevant?
Start with that. Immediately. The other stuff can be introduced later on, as Todd mentions.
The EdResearch for Action Overview Series summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. Authors – leading experts from across the field of education research – are charged with highlighting key findings from research that provide concrete, strategic insight on persistent challenges sourced from district and state leaders.
Central Question
What evidence-based practices can schools and districts implement to identify and support students experiencing homelessness?
Systems thinking and change strategies can be used to improve the overall functioning of a system. Because instructional designers typically use systems thinking to facilitate behavioral changes and improve institutional performance, they are uniquely positioned to be change agents at higher education institutions.
In higher education, instructional designers are often seen as “change agents” because they help to facilitate behavioral changes and improve performance at their institutions. Due to their unique position of influence among higher education leaders and faculty and their use of systems thinking, instructional designers can help bridge institutional priorities and the specific needs of various stakeholders. COVID-19 and the switch to emergency remote teaching raised awareness of the critical services instructional designers provide, including preparing faculty to teach—and students to learn—in well-designed learning environments. Today, higher education institutions increasingly rely on the experience and expertise of instructional designers.
Figure 1. How Instructional Designers Employ Systems Thinking .
We need to be asking our students “How did you put your ideas into the world today?”.
To be human is to be entrepreneurial.
One of my favorite mom friends asks her young school-aged kids every day, “What did you make today?”
I love how subtly subversive this question is. Not, “How was school today?” “Were you good today?” or, “How’s [insert school subject] going?” But, “How did you put your ideas out into the world today?”
That simple question understands this fundamental truth: to be human is to create, to employ our imaginations and partake in forming the world we want to live in.
Microschools are not new. In fact, they are as old as learning itself.
Funding and operations can be difficult within a microschool model. Programs and other organizations can support planning, design and implementation.
Microschools are meeting strong market demand for more personalized, more contextualized and more relevant learning for every student. Programs like ASU Prep’s Microschool in a Box make it possible for more learners to become future-ready with access to affordable, relational microschool learning.
Nate McClennen
The Science of Classroom Design — from edutopia.org by Youki Terada and Stephen Merrill Our comprehensive, all-in, research-based look at the design of effective learning spaces.
Topics include:
Light
Ventilation and air quality
Complexity and color
Data walls
Nature, plants, and greenery
Representation
Students can experience representation in classrooms by seeing their own or peers’ artifacts on walls and in shared virtual spaces, or by being exposed to images and references that mirror their interests, passions, and backgrounds.
“We need more high-impact learning practices in prison” — from college-inside.beehiiv.com by Charlotte West Internships, apprenticeships, and work learning opportunities allow incarcerated students to keep learning after they graduate.
Maine and other states like Colorado are trying to tackle this issue through internships and employment opportunities that allow incarcerated students and graduates to put their professional knowledge and skills into practice — and in some cases, earn a living wage while doing so.
Employment and professional training opportunities inside were a major theme at the 2023 National Conference for Higher Education in Prison, where 800 educators, administrators, students and alumni from dozens of prison education programs gathered in Atlanta, Georgia last week.
While federal law mandates public schools provide an appropriate education to students with disabilities, it’s often up to parents to enforce it.
Schwarten did what few people have the resources to do: she hired a lawyer and requested a due process hearing. It’s like a court case. And it’s intended to resolve disputes between families and schools over special education services.
It’s also a traumatic and adversarial process for families and schools that can rack up hundreds of thousands of dollars in legal fees and destroy relationships between parents and district employees. And even when families win, children don’t always get the public education they deserve.
But computer science lessons like the ones at Dzantik’i Heeni Middle School are relatively rare. Despite calls from major employers and education leaders to expand K-12 computer science instruction in response to the workforce’s increasing reliance on digital technology, access to the subject remains low — particularly for Native American students.
Only 67 percent of Native American students attend a school that offers a computer science course, the lowest percentage of any demographic group, according to a new study from the nonprofit Code.org. A recent report from the Kapor Foundation and the American Indian Science and Engineering Society, or AISES, takes a deep look at why Native students’ access to computer and technology courses in K-12 is so low, and examines the consequences.
Understanding the Disconnect
We often find ourselves in professional development sessions that starkly contrast with the interactive and student-centred learning environments we create. We sit as passive recipients rather than active participants, receiving generic content that seldom addresses our unique experiences or teaching challenges.
This common scenario highlights a significant gap in professional development: the failure to apply the principles of adult learning, or andragogy, which acknowledges that educators, like their students, benefit from a learning process that is personalised, engaging, and relevant.
The irony is palpable — while we foster environments of inquiry and engagement in our classrooms, our learning experiences often lack these elements.
The disconnect prompts a vital question: If we are to cultivate a culture of lifelong learning among our students, shouldn’t we also embody this within our professional growth? It’s time for the professional development of educators to reflect the principles we hold dear in our teaching practices.
