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

Google NotebookLM (experiment)

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

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

 

Education evolves to match the speed of tech innovation — from Tech predictions for 2024 and beyond — from allthingsdistributed.com
Higher education alone cannot keep up with the rate of technological change. Industry-led skills-based training programs will emerge that more closely resemble the journeys of skilled tradespeople. This shift to continuous learning will benefit individuals and businesses alike.

Similar to the software development processes of decades past, we have reached a pivotal point with tech education, and we will see what was once bespoke on-the-job-training for a few evolve into industry-led skills-based education for many.

We have seen glimpses of this shift underway for years. Companies like Coursera, who originally focused on consumers, have partnered with enterprises to scale their upskilling and reskilling efforts. Degree apprenticeships have continued to grow in popularity because education can be specialized by the employer, and apprentices can earn as they learn. But now, companies themselves are starting to seriously invest in skills-based education at scale.

All of these programs enable learners at different points in their career journey to gain the exact skills they need to enter in-demand roles, without the commitment of a traditional multi-year program.

But there will be many industries where the impact of technology outpaces traditional educational systems. To meet the demands of business, we will see a new era of industry-led educational opportunities that can’t be ignored.

From DSC:
It seems to me that this is saying that higher education is not able to — nor will it be able to in the future — match the speed of innovation taking place today. Therefore, alternatives will continue to hit the learning landscapes/radar. For example, Amazon’s CTO, Dr. Werner Vogels, mentioned Amazon’s efforts here:

Amazon just announced that it has already trained 21 million tech learners across the world in tech skills. And it’s in part thanks to programs like the Mechatronics and Robotics Apprenticeship and AWS Cloud Institute.

 

From DSC:
Wouldn’t it be nice to be able to gift someone an article or access to a particular learning module? This would be the case whether you are a subscriber to that vendor/service or not. I thought about this after seeing the following email from MLive.com.
.

MLive.com's gift an article promotion from December 2023; one must be a subscriber though to gift an article

.

Not only is this a brilliant marketing move — as recipients can get an idea of the services/value offered — but it can provide concrete information to someone.

Perhaps colleges and universities should take this idea and run with it. They could gift courses and/or individual lectures! Doing so could open up some new revenue streams, aid adult learners in their lifelong learning pathways, and help people build new skills — all while helping market the colleges and universities. Involved faculty/staff members could get a percentage of the sales. Sounds like a WIN-WIN to me.

 

Learning and employment record use cases -- from the National Governors Association

LERs Are Hot. What Are States Going To Do With Them?

Governors and state leaders are concerned about the current labor shortage, occurring during a time when many skilled workers are underemployed or even unemployed. Skills-based approaches to hiring and recruiting can shift that dynamic—making pathways to good careers accessible to a wider segment of the workforce and opening up new pools of talent for employers. They do so by focusing on what workers know and can do, not on the degrees or credentials they’ve earned.

That’s the theory. But a lot hinges on how things actually play out on the ground.

Technology will play a key role, and many states have zeroed in on learning and employment records—essentially digital resumes with verified records of people’s skills, educational experiences, and work histories—as an essential tool. A lot of important work is going into the technical design and specifications.

This project, on the other hand, aims to take a step back and look at the current state of play when it comes to the use cases for LERs. Just a few of the key questions:

  • How might employers, education providers, government agencies, and workers themselves actually use them? Will they?
  • In what areas do state policymakers have the most influence over key stakeholders and the most responsibility to invest?
  • What actions are needed now to ensure that LERs, and skills-based hiring more broadly, actually widen access to good jobs—rather than setting up a parallel system that perpetuates many of today’s inequities?
 

3 Questions for Deborah Dougherty on Higher Ed’s Past and Future — from insidehighered.com by Joshua Kim
A conversation with the director of the Andison Center for Teaching Excellence at Alma College about higher ed in 2060.

From DSC:
I was hoping to see a bit more from Deborah’s answer to where she sees higher education (including Alma College) might end up 35 years from now. Her answer seemed like business as usual —  the status quo. Nothing will change (hopefully, in her perspective). If that’s the case, many will be shut out of higher education. We can do better. I don’t mean to bash a residential, liberal arts, collegiate experience. I worked for such an institution for 10 years! But it needs to be augmented. New business models. More access. 


Butler University launches two-year college with degrees free to most students — from chalkbeat.org by MJ Slaby

Students can earn an associate degree from Butler University at no cost to them, and continue on to earn a bachelor’s degree for $10,000, thanks to a new program.

On Friday, Butler announced it is opening a new two-year college on campus that will offer  associate degrees in business and allied health. The program will start enrolling students in fall 2025.

The program is focused on Indianapolis-area students from low-income backgrounds, including students who are undocumented. The university said in its Friday announcement that it wants to make college more accessible and affordable for previously underserved students, and help them navigate the college-going process.

 

 

Exploring blockchain’s potential impact on the education sector — from e27.co by Moch Akbar Azzihad M
By the year 2024, the application of blockchain technology is anticipated to have a substantial influence on the education sector

Areas mentioned include:

  • Credentials that are both secure and able to be verified
  • Records of accomplishments that are not hidden
  • Enrollment process that is both streamlined and automated
  • Storage of information that is both secure and decentralised
  • Financing and decentralised operations
 

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

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

ELEMENTARY SCHOOL

AI-generated Animated Drawing of artwork

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

.

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

HIGH SCHOOL

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


Though not necessarily about education, also see:

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

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

 

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

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

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

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


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

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

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

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

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

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

 

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

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

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

Beth also mentioned/link to:


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

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

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

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


Teaching writing in the age of AI — from the Future of Learning (a Hechinger Report newsletter) by Javeria Salman

ChatGPT can produce a perfectly serviceable writing “product,” she said. But writing isn’t a product per se — it’s a tool for thinking, for organizing ideas, she said.

“ChatGPT and other text-based tools can’t think for us,” she said. “There’s still things to learn when it comes to writing because writing is a form of figuring out what you think.”

When students could contrast their own writing to ChatGPT’s more generic version, Levine said, they were able to “understand what their own voice is and what it does.”




Grammarly’s new generative AI feature learns your style — and applies it to any text — from techcrunch.com by Kyle Wiggers; via Tom Barrett

But what about text? Should — and if so, how should — writers be recognized and remunerated for AI-generated works that mimic their voices?

Those are questions that are likely to be raised by a feature in Grammarly, the cloud-based typing assistant, that’s scheduled to launch by the end of the year for subscribers to Grammarly’s business tier. Called “Personalized voice detection and application,” the feature automatically detects a person’s unique writing style and creates a “voice profile” that can rewrite any text in the person’s style.


Is AI Quietly Weaving the Fabric of a Global Classroom Renaissance? — from medium.com by Robert the Robot
In a world constantly buzzing with innovation, a silent revolution is unfolding within the sanctuaries of learning—our classrooms.

From bustling metropolises to serene hamlets, schools across the globe are greeting a new companion—Artificial Intelligence (AI). This companion promises to redefine the essence of education, making learning a journey tailored to each child’s unique abilities.

The advent of AI in education is akin to a gentle breeze, subtly transforming the academic landscape. Picture a classroom where each child, with their distinct capabilities and pace, embarks on a personalized learning path. AI morphs this vision into reality, crafting a personalized educational landscape that celebrates the unique potential harbored within every learner.


AI Books for Educators — from aiadvisoryboards.wordpress.com by Barbara Anna Zielonka

Books have always held a special place in my heart. As an avid reader and AI enthusiast, I have curated a list of books on artificial intelligence specifically tailored for educators. These books delve into the realms of AI, exploring its applications, ethical considerations, and its impact on education. Share your suggestions and let me know which books you would like to see included on this list.


SAIL: ELAI recordings, AI Safety, Near term AI/learning — by George Siemens

We held our fourth online Empowering Learners for the Age of AI conference last week. We sold out at 1500 people (a Whova and budget limit). The recordings/playlist from the conference can now be accessed here.

 

60+ Ideas for ChatGPT Assignments — from stars.library.ucf.edu by Kevin Yee, Kirby Whittington, Erin Doggette, and Laurie Uttich

60+ ideas for using ChatGPT in your assignments today


Artificial intelligence is disrupting higher education — from itweb.co.za by Rennie Naidoo; via GSV
Traditional contact universities need to adapt faster and find creative ways of exploring and exploiting AI, or lose their dominant position.

Higher education professionals have a responsibility to shape AI as a force for good.


Introducing Canva’s biggest education launch — from canva.com
We’re thrilled to unveil our biggest education product launch ever. Today, we’re introducing a whole new suite of products that turn Canva into the all-in-one classroom tool educators have been waiting for.

Also see Canva for Education.
Create and personalize lesson plans, infographics,
posters, video, and more. 
100% free for
teachers and students at eligible schools.


ChatGPT and generative AI: 25 applications to support student engagement — from timeshighereducation.com by Seb Dianati and Suman Laudari
In the fourth part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for the AI tool to boost student engagement


There are two ways to use ChatGPT — from theneurondaily.com

  1. Type to it.
  2. Talk to it (new).


Since then, we’ve looked to it for a variety of real-world business advice. For example, Prof Ethan Mollick posted a great guide using ChatGPT-4 with voice as a negotiation instructor.

In a similar fashion, you can consult ChatGPT with voice for feedback on:

  • Job interviews.
  • Team meetings.
  • Business presentations.



Via The Rundown: Google is using AI to analyze the company’s Maps data and suggest adjustments to traffic light timing — aiming to cut driver waits, stops, and emissions.


Google Pixel’s face-altering photo tool sparks AI manipulation debate — from bbc.com by Darren Waters

The camera never lies. Except, of course, it does – and seemingly more often with each passing day.
In the age of the smartphone, digital edits on the fly to improve photos have become commonplace, from boosting colours to tweaking light levels.

Now, a new breed of smartphone tools powered by artificial intelligence (AI) are adding to the debate about what it means to photograph reality.

Google’s latest smartphones released last week, the Pixel 8 and Pixel 8 Pro, go a step further than devices from other companies. They are using AI to help alter people’s expressions in photographs.



From Digital Native to AI-Empowered: Learning in the Age of Artificial Intelligence — from campustechnology.com by Kim Round
The upcoming generation of learners will enter higher education empowered by AI. How can institutions best serve these learners and prepare them for the workplace of the future?

Dr. Chris Dede, of Harvard University and Co-PI of the National AI Institute for Adult Learning and Online Education, spoke about the differences between knowledge and wisdom in AI-human interactions in a keynote address at the 2022 Empowering Learners for the Age of AI conference. He drew a parallel between Star Trek: The Next Generation characters Data and Picard during complex problem-solving: While Data offers the knowledge and information, Captain Picard offers the wisdom and context from on a leadership mantle, and determines its relevance, timing, and application.


The Near-term Impact of Generative AI on Education, in One Sentence — from opencontent.org by David Wiley

This “decreasing obstacles” framing turned out to be helpful in thinking about generative AI. When the time came, my answer to the panel question, “how would you summarize the impact generative AI is going to have on education?” was this:

“Generative AI greatly reduces the degree to which access to expertise is an obstacle to education.”

We haven’t even started to unpack the implications of this notion yet, but hopefully just naming it will give the conversation focus, give people something to disagree with, and help the conversation progress more quickly.


How to Make an AI-Generated Film — from heatherbcooper.substack.com by Heather Cooper
Plus, Midjourney finally has a new upscale tool!


Eureka! NVIDIA Research Breakthrough Puts New Spin on Robot Learning — from blogs.nvidia.com by Angie Lee
AI agent uses LLMs to automatically generate reward algorithms to train robots to accomplish complex tasks.

From DSC:
I’m not excited about this, as I can’t help but wonder…how long before the militaries of the world introduce this into their warfare schemes and strategies?


The 93 Questions Schools Should Ask About AI — from edweek.org by Alyson Klein

The toolkit recommends schools consider:

  • Purpose: How can AI help achieve educational goals?
  • Compliance: How does AI fit with existing policies?
  • Knowledge: How can schools advance AI Literacy?
  • Balance: What are the benefits and risks of AI?
  • Integrity: How does AI fit into policies on things like cheating?
  • Agency: How can humans stay in the loop on AI?
  • Evaluation: How can schools regularly assess the impact of AI?
 
 

The Learning & Employment Records (LER) Ecosystem Map — with thanks to Melanie Booth on LinkedIn for this resource
Driving Opportunity and Equity Through Learning & Employment Records

The Learning & Employment Records (LER) Ecosystem Map

Imagine A World Where…

  • Everyone is empowered to access learning and earning opportunities based on what they know and can do, whether those skills and abilities are obtained through degrees, work experiences, or independent learning.
  • People can capture and communicate the skills and competencies they’ve acquired across their entire learning journey — from education, experience and service — with more ease, confidence, and clarity than a traditional resume.
  • Learners and earners control their information and can curate their skills to take advantage of every opportunity they are truly qualified to pursue, opening up pathways that help address systemic inequities.
  • Employers can tap into a wider talent pool and better match applicants to opportunities with verifiable credentials that represent skills, competencies, and achievements.

This is the world that we believe can be created by Learning and Employment Records (LERs), i.e. digital records of learning and work experiences that are linked to and controlled by learners and earners. An interoperable, well-governed LER ecosystem has the potential to transform the future of work so that it is more equitable, efficient, and effective for everyone involved— individuals, training and education providers, employers, and policymakers.


Also per Melanie Booth, see:

 

The Misunderstanding About Education That Cost Mark Zuckerberg $100 Million — from danmeyer.substack.com by Dan Meyer
Personalized learning can feel isolating. Whole class learning can feel personal. This is hard to understand.

Excerpt (emphasis DSC):

Last week, Matt Barnum reported in Chalkbeat that the Chan Zuckerberg Initiative is laying off dozens of staff members and pivoting away from the personalized learning platform they have funded since 2015 with somewhere near $100M.

I have tried to illustrate as often as my subscribers will tolerate that students don’t particularly enjoy learning alone with laptops within social spaces like classrooms. That learning fails to answer their questions about their social identity. It contributes to their feelings of alienation and disbelonging. I find this case easy to make but hard to prove. Maybe we just haven’t done personalized learning right? Maybe Summit just needed to include generative AI chatbots in their platform?

What is far easier to prove, or rather to disprove, is the idea that “whole class instruction must feel impersonal to students,” that “whole class instruction must necessarily fail to meet the needs of individual students.”

From DSC:
I appreciate Dan’s comments here (as highlighted above) as they are helpful in my thoughts regarding the Learning from the Living [Class] Room vision. They seem to be echoed here by Jeppe Klitgaard Stricker when he says:

Personalized learning paths can be great, but they also entail a potential abolishment or unintended dissolution of learning communities and belonging.

Perhaps this powerful, global, Artificial Intelligence (AI)-backed, next-generation, lifelong learning platform of the future will be more focused on postsecondary students and experiences — but not so much for the K12 learning ecosystem.

But the school systems I’ve seen here in Michigan (USA) represent systems that address a majority of the class only. These one-size-fits-all systems don’t work for many students who need extra help and/or who are gifted students. The trains move fast. Good luck if you can’t keep up with the pace.

But if K-12’ers are involved in a future learning platform, the platform needs to address what Dan’s saying. It must address students questions about their social identity and not contribute to their feelings of alienation and disbelonging. It needs to support communities of practice and learning communities.

 

The Public Is Giving Up on Higher Ed — from chronicle.com by Michael D. Smith
Our current system isn’t working for society. Digital alternatives can change that.

Excerpts:

I fear that we in the academy are willfully ignoring this problem. Bring up student-loan debt and you’ll hear that it’s the government’s fault. Bring up online learning and you’ll hear that it is — and always will be — inferior to in-person education. Bring up exclusionary admissions practices and you’ll hear something close to, “Well, the poor can attend community colleges.”

On one hand, our defensiveness is natural. Change is hard, and technological change that risks making traditional parts of our sector obsolete is even harder. “A professor must have an incentive to adopt new technology,” a tenured colleague recently told me regarding online learning. “Innovation adoption will occur one funeral at a time.”

But while our defense of the status quo is understandable, maybe we should ask whether it’s ethical, given what we know about the injustice inherent in our current system. I believe a happier future for all involved — faculty, administrators, and students — is within reach, but requires we stop reflexively protecting our deeply flawed system. How can we do that? We could start by embracing three fundamental principles.

1. Digitization will change higher education.

2. We should want to embrace this change.

3. We have a way to embrace this change.

I fear that we in the academy are willfully ignoring this problem. Bring up student-loan debt and you’ll hear that it’s the government’s fault. Bring up online learning and you’ll hear that it is — and always will be — inferior to in-person education. Bring up exclusionary admissions practices and you’ll hear something close to, “Well, the poor can attend community colleges.”

 

 
© 2024 | Daniel Christian