Learning Experience Design

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

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?”

“NYC High School Reimagines Career & Technical Education for the 21st Century” [Bauld] + several other items re: the K12 learning ecosystem

On 06/17/2024, in Bias | Diversity Equity & Inclusion (DE&I), career development, change, changing business models, collaboration, communications, creativity, digital audio, digital video, education, education reform, education technology, engagement / engaging students, engineering, entrepreneurship, experimentation, ideas, innovation, instructional design, journalism, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, maker movement, media/film, more voice more choice more control, multimedia, neurodivergent/special needs, play, podcasting, real-world assignments, robotics, skills, society, sociology, strategy, student-related, teachers, United States, vision/possibilities, vocational / trades, by Daniel Christian

NYC High School Reimagines Career & Technical Education for the 21st Century — from the74million.org by Andrew Bauld
Thomas A. Edison High School is providing students with the skills to succeed in both college and career in an unusually creative way.

From DSC:
Very interesting to see the mention of an R&D department here! Very cool.

Baker said ninth graders in the R&D department designed the essential skills rubric for their grade so that regardless of what content classes students take, they all get the same immersion into critical career skills. Student voice is now so integrated into Edison’s core that teachers work with student designers to plan their units. And he said teachers are becoming comfortable with the language of career-centered learning and essential skills while students appreciate the engagement and develop a new level of confidence.
…
The R&D department has grown to include teachers from every department working with students to figure out how to integrate essential skills into core academic classes. In this way, they’re applying one of the XQ Institute’s crucial Design Principles for innovative high schools: Youth Voice and Choice.
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Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

Student Enterprise: Invite Learners to Launch a Media Agency or Publication — from gettingsmart.com by Tom Vander Ark

Key Points

Client-connected projects have become a focal point of the Real World Learning initiative, offering students opportunities to solve real-world problems in collaboration with industry professionals.
Organizations like CAPS, NFTE, and Journalistic Learning facilitate community connections and professional learning opportunities, making it easier to implement client projects and entrepreneurship education.

Important trend: client projects. Work-based learning has been growing with career academies and renewed interest in CTE. Six years ago, a subset of WBL called client-connected projects became a focal point of the Real World Learning initiative in Kansas City where they are defined as authentic problems that students solve in collaboration with professionals from industry, not-for-profit, and community-based organizations….and allow students to: engage directly with employers, address real-world problems, and develop essential skills.

Portrait of a Community to Empower Learning Transformation — from gettingsmart.com by Rebecca Midles and Mason Pashia

Key Points

The Community Portrait approach encourages diverse voices to shape the future of education, ensuring it reflects the needs and aspirations of all stakeholders.
Active, representative community engagement is essential for creating meaningful and inclusive educational environments.

The Portrait of a Graduate—a collaborative effort to define what learners should know and be able to do upon graduation—has likely generated enthusiasm in your community. However, the challenge of future-ready graduates persists: How can we turn this vision into a reality within our diverse and dynamic schools, especially amid the current national political tensions and contentious curriculum debates?

The answer lies in active, inclusive community engagement. It’s about crafting a Community Portrait that reflects the rich diversity of our neighborhoods. This approach, grounded in the same principles used to design effective learning systems, seeks to cultivate deep, reciprocal relationships within the community. When young people are actively involved, the potential for meaningful change increases exponentially.

Q&A: Why Schools Must Redesign Learning to Include All Students — from edtechmagazine.com by Taashi Rowe
Systems are broken, not children, says K–12 disability advocate Lindsay E. Jones.

Although Lindsay E. Jones came from a family of educators, she didn’t expect that going to law school would steer her back into the family business. Over the years she became a staunch advocate for children with disabilities. And as mom to a son with learning disabilities and ADHD who is in high school and doing great, her advocacy is personal.

Jones previously served as president and CEO of the National Center for Learning Disabilities and was senior director for policy and advocacy at the Council for Exceptional Children. Today, she is the CEO at CAST, an organization focused on creating inclusive learning environments in K–12. EdTech: Focus on K–12 spoke with Jones about how digital transformation, artificial intelligence and visionary leaders can support inclusive learning environments.

Our brains are all as different as our fingerprints, and throughout its 40-year history, CAST has been focused on one core value: People are not broken, systems are poorly designed. And those systems are creating a barrier that holds back human innovation and learning.

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.

How Humans Do (and Don’t) Learn [Hardman]

On 06/03/2024, in active learning, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, instructional design, learning, Learning Experience Design, motivation, productivity / tips and tricks, psychology, research, training / L&D, by Daniel Christian

How Humans Do (and Don’t) Learn— from drphilippahardman.substack.com by Dr. Philippa Hardman
One of the biggest ever reviews of human behaviour change has been published, with some eye-opening implications for how we design & deliver learning experiences

Excerpts (emphasis DSC):

This month, researchers from the University of Pennsylvania published one of the biggest ever reviews of behaviour change efforts – i.e. interventions which do (and don’t) lead to behavioural change in humans.
…
Research into human behaviour change suggests that, in order to impact capability in real, measurable terms, we need to rethink how we typically design and deliver training.

The interventions which we use most frequently to behaviour change – such as video + quiz approaches and one off workshops – have a negligible impact on measurable changes in human behaviour.

For learning professionals who want to change how their learners think and behave, this research shows conclusively the central importance of:

1. Shifting attention away from the design of content to the design of context.
2. Delivering sustained cycles of contextualised practice, support & feedback.

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.

The Magic of Storytelling: Lessons from Penn Jillette [Kelly] + Most Important Transferable Skills 2024–2028 [Brandon]

On 06/03/2024, in corporate / business world, corporate universities / corporate training, instructional design, Learning Experience Design, simulations, skills, staying relevant, story, storytelling, training / L&D, workplace, by Daniel Christian

The Magic of Storytelling: Lessons from Penn Jillette — from learningguild.com by David Kelly
This fall we’re celebrating 20 Years of DevLearn. As part of that celebration, I’m reflecting on the insights I’ve gained from some of my favorite DevLearn keynote speakers over the years. I kick off this series by revisiting The Magic of Storytelling and Learning from Penn Jillette, from DevLearn 2016.

At the heart of Jillette’s message is the power of storytelling. He demonstrates that, much like a magician’s performance, effective learning experiences are crafted from engaging narratives. These stories, although selectively told, can ethically captivate and teach, making the learning process more impactful. Jillette’s career itself is a story of transformation and adaptation, one that resonates deeply with the ongoing journey of a learning professional.

Also from The Learning Guild, see:

AI’s Fusion with Hands-On Workshops Is Transforming Learning — from learningguild.com by Markus Bernhardt

Complementing these conversational approaches are learning experiences enhanced with AI. I highlighted the fast-growing role of immersive scenarios and simulations, produced in tandem with AI and powered through AI in their delivery.

Moreover, the integration of voice interactions, advanced image processing, and augmented reality (AR) and virtual reality (VR) technologies provides additional tools to enrich learning experiences.
…
The rapid adoption of AI signifies a real shift for our industry, and we are able to see sparks of what is coming our way throughout 2024 and beyond.

Practicing difficult conversations
One of the most compelling applications I’ve seen lies in managerial and leadership training, specifically in navigating complex interpersonal dynamics: practicing difficult conversations. Through interactions with sophisticated avatars capable of mimicking a diverse range of employee personalities and behaviors, learners can engage in realistic scenarios that challenge their communication skills.

Beyond AI: Why Technical Skill Development is Your Next Strategic Advantage — from learningguild.com by Bill Brandon

Table 1. Most Important Transferable Skills 2024–2028

Transferable Skill	Description
Problem-solving	The ability to identify, analyze, and solve complex problems.
Critical thinking	The ability to think objectively, analyze information, and form sound judgments.
Communication (written & verbal)	The ability to effectively convey ideas and information to others, both in writing and verbally.
Collaboration	The ability to work effectively with others to achieve a common goal.
Creativity & innovation	The ability to think creatively and come up with new ideas and solutions.
Digital literacy & competency	The ability of everyone from CEO to workers to use digital tools and technologies effectively.
Data analysis & interpretation	The ability to collect, analyze, and interpret data to draw meaningful conclusions.
Self-directed learning & adaptability	The ability to take initiative to learn new things and adapt to change.
Time management & organization	The ability to manage time effectively and stay organized.
Emotional intelligence & empathy	The ability to understand and manage one’s own emotions, and the emotions of others.

Also for the L&D world, see:

When Business Is Just a Game — from bloomberg.com by Robb Mandelbaum
Corporate trainer Abilitie uses simulations to teach lessons in management.

When is the high-stakes, high-pressure world of the C-suite just a game? When executives at emerging companies Compuline and Nanotel met on a Wednesday evening in May to manage existing products and roll out new ones, that’s exactly what it was. The “executives” were students in…

Khan Academy & Microsoft partner to expand access to AI tools

On 05/23/2024, in Artificial Intelligence/Agents/LLMs/and Related, education, education reform, education technology, emerging technologies, K-12 related, learning agents, learning ecosystem, Learning Experience Design, mathematics, Microsoft, platforms, productivity / tips and tricks, teachers, tools, trends, United States, vendors, by Daniel Christian

Khan Academy and Microsoft partner to expand access to AI tools that personalize teaching and help make learning fun — from news.microsoft.com

[On 5/21/24] at Microsoft Build, Microsoft and Khan Academy announced a new partnership that aims to bring these time-saving and lesson-enhancing AI tools to millions of educators. By donating access to Azure AI-optimized infrastructure, Microsoft is enabling Khan Academy to offer all K-12 educators in the U.S. free access to the pilot of Khanmigo for Teachers, which will now be powered by Azure OpenAI Service.

The two companies will also collaborate to explore opportunities to improve AI tools for math tutoring in an affordable, scalable and adaptable way with a new version of Phi-3, a family of small language models (SLMs) developed by Microsoft.

Also see/referenced:

Also relevant/see:

Khan Academy and Microsoft are teaming up to give teachers a free AI assistant — from fastcompany.com by Steven Melendez
AI assistant Khanmigo can help time-strapped teachers come up with lesson ideas and test questions, the companies say.

Khan Academy’s AI assistant, Khanmigo, has earned praise for helping students to understand and practice everything from math to English, but it can also help teachers devise lesson plans, formulate questions about assigned readings, and even generate reading passages appropriate for students at different levels. More than just a chatbot, the software offers specific AI-powered tools for generating quizzes and assignment instructions, drafting lesson plans, and formulating letters of recommendation.
…
Having a virtual teaching assistant is especially valuable in light of recent research from the RAND Corporation that found teachers work longer hours than most working adults, which includes administrative and prep work outside the classroom.

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.

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2024 EDUCAUSE Horizon Report® Teaching and Learning Edition

Trends
As a first activity, we asked the Horizon panelists to provide input on the macro trends they believe are going to shape the future of postsecondary teaching and learning and to provide observable evidence for those trends. To ensure an expansive view of the larger trends serving as context for institutions of higher education, panelists provided input across five trend categories: social, technological, economic, environmental, and political. Given the widespread impacts of emerging AI technologies on higher education, we are also including in this year’s report a list of “honorary trends” focused on AI. After several rounds of voting, the panelists selected the following trends as the most important:

Learning On Purpose | What problem do you want to solve? [Weise]

On 05/12/2024, in Design Thinking, education, education reform, Emotion, engagement / engaging students, ideas, instructional design, K-12 related, learning, Learning Experience Design, motivation, project-based learning, real-world assignments, reinvent, society, student-related, teachers, United States, by Daniel Christian

Learning On Purpose | What problem do you want to solve? — from michelleweise.substack.com by Dr. Michelle R. Weise

I quickly decided to take a different tack with my students, and instead asked each of them, “What problem in the world do you think you want to solve? If you could go to a school of hunger, poverty, Alzheimer’s disease, mental health … what kind of school would you want to attend?” This is when they started nodding vigorously.

What each of them identified was a grand challenge, or what Stanford d.school Executive Director Sarah Stein Greenberg has called: purpose learning. In a great talk for Wired, Greenberg asks,

What if students declared missions not majors? Or even better, what if they applied to the School of Hunger or the School of Renewable Energy? These are real problems that society doesn’t have answers to yet. Wouldn’t that fuel their studies with some degree of urgency and meaning and real purpose that they don’t yet have today?

Information Age vs Generation Age Technologies for Learning — from opencontent.org by David Wiley

Remember (emphasis DSC)

the internet eliminated time and place as barriers to education, and
generative AI eliminates access to expertise as a barrier to education.

Just as instructional designs had to be updated to account for all the changes in affordances of online learning, they will need to be dramatically updated again to account for the new affordances of generative AI.

The Curious Educator’s Guide to AI | Strategies and Exercises for Meaningful Use in Higher Ed — from ecampusontario.pressbooks.pub by Kyle Mackie and Erin Aspenlieder; via Stephen Downes

This guide is designed to help educators and researchers better understand the evolving role of Artificial Intelligence (AI) in higher education. This openly-licensed resource contains strategies and exercises to help foster an understanding of AI’s potential benefits and challenges. We start with a foundational approach, providing you with prompts on aligning AI with your curiosities and goals.

The middle section of this guide encourages you to explore AI tools and offers some insights into potential applications in teaching and research. Along with exposure to the tools, we’ll discuss when and how to effectively build AI into your practice.

The final section of this guide includes strategies for evaluating and reflecting on your use of AI. Throughout, we aim to promote use that is effective, responsible, and aligned with your educational objectives. We hope this resource will be a helpful guide in making informed and strategic decisions about using AI-powered tools to enhance teaching and learning and research.

Annual Provosts’ Survey Shows Need for AI Policies, Worries Over Campus Speech — from insidehighered.com by Ryan Quinn
Many institutions are not yet prepared to help their faculty members and students navigate artificial intelligence. That’s just one of multiple findings from Inside Higher Ed’s annual survey of chief academic officers.

Only about one in seven provosts said their colleges or universities had reviewed the curriculum to ensure it will prepare students for AI in their careers. Thuswaldner said that number needs to rise. “AI is here to stay, and we cannot put our heads in the sand,” he said. “Our world will be completely dominated by AI and, at this point, we ain’t seen nothing yet.”

Is GenAI in education more of a Blackberry or iPhone? — from futureofbeinghuman.com by Andrew Maynard
There’s been a rush to incorporate generative AI into every aspect of education, from K-12 to university courses. But is the technology mature enough to support the tools that rely on it?

In other words, it’s going to mean investing in concepts, not products.

This, to me, is at the heart of an “iPhone mindset” as opposed to a “Blackberry mindset” when it comes to AI in education — an approach that avoids hard wiring in constantly changing technologies, and that builds experimentation and innovation into the very DNA of learning.
…
For all my concerns here though, maybe there is something to being inspired by the Blackberry/iPhone analogy — not as a playbook for developing and using AI in education, but as a mindset that embraces innovation while avoiding becoming locked in to apps that are detrimentally unreliable and that ultimately lead to dead ends.

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays — from sciencedirect.com by Johanna Fleckenstein, Jennifer Meyer, Thorben Jansen, Stefan D. Keller, Olaf Köller, and Jens Möller

Highlights

Randomized-controlled experiments investigating novice and experienced teachers’ ability to identify AI-generated texts.
Generative AI can simulate student essay writing in a way that is undetectable for teachers.
Teachers are overconfident in their source identification.
AI-generated essays tend to be assessed more positively than student-written texts.

Can Using a Grammar Checker Set Off AI-Detection Software? — from edsurge.com by Jeffrey R. Young
A college student says she was falsely accused of cheating, and her story has gone viral. Where is the line between acceptable help and cheating with AI?

Use artificial intelligence to get your students thinking critically — from timeshighereducation.com by Urbi Ghosh
When crafting online courses, teaching critical thinking skills is crucial. Urbi Ghosh shows how generative AI can shape how educators can approach this

ChatGPT shaming is a thing – and it shouldn’t be — from futureofbeinghuman.com by Andrew Maynard
There’s a growing tension between early and creative adopters of text based generative AI and those who equate its use with cheating. And when this leads to shaming, it’s a problem.

Excerpt (emphasis DSC):

This will sound familiar to anyone who’s incorporating generative AI into their professional workflows. But there are still many people who haven’t used apps like ChatGPT, are largely unaware of what they do, and are suspicious of them. And yet they’ve nevertheless developed strong opinions around how they should and should not be used.

From DSC:
Yes…that sounds like how many faculty members viewed online learning, even though they had never taught online before.

Learning Ecosystems

How Humans Do (and Don’t) Learn [Hardman]

The Magic of Storytelling: Lessons from Penn Jillette [Kelly] + Most Important Transferable Skills 2024–2028 [Brandon]

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