memory

Introducing: ChatGPT Edu-Mega-Prompts [Hardman] + several other items re: AI

On 02/06/2023, in adjunct faculty, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, assessment, bots, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital audio, education, education technology, emerging technologies, faculty, higher education, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, journalism, K-12 related, languages and translation, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, learning theories, liberal arts, memory, Natural Language Processing (NLP), open courseware and systems, pedagogy, productivity / tips and tricks, psychology, skills, streams of content, teachers, teaching & learning, tools, training / L&D, vision/possibilities, voice recognition / voice enabled interfaces, by Daniel Christian

Introducing: ChatGPT Edu-Mega-Prompts — from drphilippahardman.substack.com by Dr. Philippa Hardman; with thanks to Ray Schroeder out on LinkedIn for this resource
How to combine the power of AI + learning science to improve your efficiency & effectiveness as an educator

From DSC:
Before relaying some excerpts, I want to say that I get the gist of what Dr. Hardman is saying re: quizzes. But I’m surprised to hear she had so many pedagogical concerns with quizzes. I, too, would like to see quizzes used as an instrument of learning and to practice recall — and not just for assessment. But I would give quizzes a higher thumbs up than what she did. I think she was also trying to say that quizzes don’t always identify misconceptions or inaccurate foundational information.

Excerpts:

The Bad News: Most AI technologies that have been built specifically for educators in the last few years and months imitate and threaten to spread the use of broken instructional practices (i.e. content + quiz).

The Good News: Armed with prompts which are carefully crafted to ask the right thing in the right way, educators can use AI like GPT3 to improve the effectiveness of their instructional practices.

As is always the case, ChatGPT is your assistant. If you’re not happy with the result, you can edit and refine it using your expertise, either alone or through further conversation with ChatGPT.

For example, once the first response is generated, you can ask ChatGPT to make the activity more or less complex, to change the scenario and/or suggest more or different resources – the options are endless.

Philippa recommended checking out Rob Lennon’s streams of content. Here’s an example from his Twitter account:

Everyone’s using ChatGPT.

But almost everyone’s STUCK in beginner mode.

10 techniques to get massively ahead with AI:

(cut-and-paste these prompts?)

— Rob Lennon ? | Audience Growth (@thatroblennon) January 3, 2023

Also relevant/see:

3 Trends That May Unlock AI’s Potential for L&D in 2023 — from learningguild.com by Juan Naranjo

Excerpts:

AI-assisted design and development work
This is the trend most likely to have a dramatic evolution this year.
…
Solutions like large language models, speech generators, content generators, image generators, translation tools, transcription tools, and video generators, among many others, will transform the way IDs create the learning experiences our organizations use. Two examples are:

1. IDs will be doing more curation and less creation:

Many IDs will start pulling raw material from content generators (built using natural language processing platforms like Open AI’s GPT-3, Microsoft’s LUIS, IBM’s Watson, Google’s BERT, etc.) to obtain ideas and drafts that they can then clean up and add to the assets they are assembling. As technology advances, the output from these platforms will be more suitable to become final drafts, and the curation and clean-up tasks will be faster and easier.
Then, the designer can leverage a solution like DALL-E 2 (or a product developed based on it) to obtain visuals that can (or not) be modified with programs like Illustrator or Photoshop (see image below for Dall-E’s “Cubist interpretation of AI and brain science.”

2. IDs will spend less, and in some cases no time at all, creating learning pathways

AI engines contained in LXPs and other platforms will select the right courses for employees and guide these learners from their current level of knowledge and skill to their goal state with substantially less human intervention.

The Creator of ChatGPT Thinks AI Should Be Regulated — from time.com by John Simons

Excerpts:

Somehow, Mira Murati can forthrightly discuss the dangers of AI while making you feel like it’s all going to be OK.
…
A growing number of leaders in the field are warning of the dangers of AI. Do you have any misgivings about the technology?

This is a unique moment in time where we do have agency in how it shapes society. And it goes both ways: the technology shapes us and we shape it. There are a lot of hard problems to figure out. How do you get the model to do the thing that you want it to do, and how you make sure it’s aligned with human intention and ultimately in service of humanity? There are also a ton of questions around societal impact, and there are a lot of ethical and philosophical questions that we need to consider. And it’s important that we bring in different voices, like philosophers, social scientists, artists, and people from the humanities.

Whispers of A.I.’s Modular Future — from newyorker.com by James Somers; via Sam DeBrule

Excerpts:

Gerganov adapted it from a program called Whisper, released in September by OpenAI, the same organization behind ChatGPTand dall-e. Whisper transcribes speech in more than ninety languages. In some of them, the software is capable of superhuman performance—that is, it can actually parse what somebody’s saying better than a human can.
…
Until recently, world-beating A.I.s like Whisper were the exclusive province of the big tech firms that developed them.

Ever since I’ve had tape to type up—lectures to transcribe, interviews to write down—I’ve dreamed of a program that would do it for me. The transcription process took so long, requiring so many small rewindings, that my hands and back would cramp. As a journalist, knowing what awaited me probably warped my reporting: instead of meeting someone in person with a tape recorder, it often seemed easier just to talk on the phone, typing up the good parts in the moment.

From DSC:
Journalism majors — and even seasoned journalists — should keep an eye on this type of application, as it will save them a significant amount of time and/or money.

Microsoft Teams Premium: Cut costs and add AI-powered productivity — from microsoft.com by Nicole Herskowitz

Excerpt:

Built on the familiar, all-in-one collaborative experience of Microsoft Teams, Teams Premium brings the latest technologies, including Large Language Models powered by OpenAI’s GPT-3.5, to make meetings more intelligent, personalized, and protected—whether it’s one-on-one, large meetings, virtual appointments, or webinars.

Retrieval Practice, Scaffolding, and the Socratic Method [Zakrajsek]

On 01/28/2023, in adjunct faculty, colleges, community colleges, engagement / engaging students, experimentation, faculty, higher education, instructional design, law schools, learning, Learning Experience Design, learning theories, memory, metacognition / metacognitive skills, pedagogy, teaching & learning, universities, by Daniel Christian

Retrieval Practice, Scaffolding, and the Socratic Method — from scholarlyteacher.com by Todd Zakrajsek
Revisit the Socratic method by using it to enact retrieval practice and scaffolding in courses and refresh thinking about applying recommendations from the Scholarship of Teaching and Learning (SOTL)

Excerpt:

When students think they know course material because they have collected reams and reams of information, retrieval practice, much like Socratic questioning, forces students to stop, think, reflect, and reconsider. It meets students where they are (e.g., overwhelmed with information), encourages effortful struggle associated with learning (e.g., presents a desirable difficulty), and offers the discipline of practice (or, perhaps, the practice of discipline). The goal of retrieval practice, getting information out, reflects the goal of so many of Socrates’s questions, to make his interlocutors give an account of and become more aware of their thinking.

When faculty chunk up material, assist students as they move through Bloom’s taxonomy, model approaches to help students get started and maintain momentum, make the student an active participant in developing and reflecting on knowledge, they are incorporating key elements of some of the most important recommendations from the Scholarship of Teaching and Learning. All these techniques help students build or generate knowledge.

Learn Smarter Podcast — from learnsmarterpodcast.com

Somewhat along these lines…for some other resources related to the science of learning, see cogx.info’s research database:

Scientific Literature Supporting COGx Programs
COGx programs involve translation of research from over 500 scientific sources. The scientific literature below is a subset of the literature we have used and organized by subject area to facilitate access. In addition, we have worked directly with some of the authors of the scientific literature to help us translate and co-create our programs. Many of the scientific papers cited below were written by COGx Academic Partners.

Topics include:

- Information Processing
- Executive Function
- Long-Term Memory
- Metacognition
- Emotions & Engagement
- Cognitive Diversity

Also see:

USEFUL LEARNING WITH EFRAT FURST (S3E10) — from edcircuit.com with Efrat Furst, Tom Sherrington, and Emma Turner

Shared Course Preparation Checklist — from facultyecommons.com

Excerpt:

Utilizing the same master shell between multiple faculty is a great way to ensure students have the same experience regardless of who is facilitating the course. When developing and facilitating the course, you may want to consider the following areas within the course design and adjust elements to meet your personal preferences. You’ll want to review the following pages of the course and ensure the elements are tailored to meet your expectations and needs.

Rubric for Quality Course Videos — from facultyecommons.com

Excerpt:

Are you concerned about the quality of your recorded videos for your online courses? The Course Video Scoring Rubric below provides you with additional guidance on how to improve the quality of your online course multimedia content.

The rubric is divided into four criteria: Content, Audio, Visuals (Camera), and Visuals (Screen Capture). Each of those criteria contain multiple standards for which you can review your existing content. These specific standards are graded on a scale of 0-2 points, for a total of 26 points.

Download the Video Scoring Rubric to begin analyzing the video content in your courses! For more information on creating quality video in your online course, check out our on-demand webinar Recording Video for Your Online Course.

15 Insights From Learning Science That Help You Master New Things Faster — from medium.com by Eva Keiffenheim

Excerpt (emphasis DSC):

Learning how to learn is the meta-skill that accelerates everything else you do.

Once you understand the fundamentals of learning science, you can save hours every time you learn something new. You become more strategic in approaching new subjects and skills instead of relying on often ineffective learning methods many pick up in school.
…
Below are key insights I’ve learned about how we learn. Every single one will help you understand how your brain learns. By doing so, you’ll make better decisions on your journey to wisdom.

How Instructors Are Adapting to a Rise in Student Disengagement — from edsurge.com by Jeffrey R. Young

Excerpt:

SAN MARCOS, Texas — Live lecture classes are back at most colleges after COVID-19 disruptions, but student engagement often hasn’t returned to normal.

In the past year, colleges have seen a rise in students skipping lectures, and some reports indicate that students are more prone to staring at TikTok or other distractions on their smartphones and laptops during lecture class.

To see what teaching is like on campus these days, I visited Texas State University in October and sat in on three large lecture classes in different subjects.

ChatGPT Advice Academics Can Use Now — from insidehighered.com by Susan D’Agostino
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

Excerpt:

Faculty members and administrators are now reckoning in real time with how—not if—ChatGPT will impact teaching and learning. Inside Higher Ed caught up with 11 academics to ask how to harness the potential and avert the risks of this game-changing technology. The following edited, condensed advice suggests that higher ed professionals should think a few years out, invite students into the conversation and—most of all—experiment, not panic.

Next, consider the tools relative to your course. What are the cognitive tasks students need to perform without AI assistance? When should students rely on AI assistance? Where can an AI aid facilitate a better outcome? Are there efficiencies in grading that can be gained? Are new rubrics and assignment descriptions needed? Will you add an AI writing code of conduct to your syllabus? Do these changes require structural shifts in timetabling, class size or number of teaching assistants?

From DSC:
Faculty members, librarians, academic support staff, instructional designers, and more are going to have to be given some time to maneuver through this new environment. Don’t expect them to instantly have answers. No one does. Or rather, let me say, no one should claim that they have all of the answers.

After playing with in for the past 24 hours, I believe #ChatGPT is going to change the world, including the world of law and legal education. Ignore it at your peril. #AI #innovation #legaltech

— Gabe Teninbaum (@GTeninbaum) December 3, 2022

More interesting results from #ChatGPT. I entered the same prompt about a bicycle accident twice — once bracketed by clear messaging that I was looking for legal advice, once without that messaging. Check out the differences. pic.twitter.com/BJJiGjAvs6

— Jordan Furlong (@jordan_law21) December 6, 2022

Example resources:

Trends in legal technology post-pandemic — by Caroline Boudreau Sweeney
Trends in Legal technology — by CIOReview

Also see:

PODCAST EPISODE 369: USING SPACED REPETITION FOR YOUR LAW SCHOOL AND BAR EXAM STUDIES (W/GABRIEL TENINBAUM)

In this episode we discuss:

Some background on our guest Gabe Teninbaum, and why he’s passionate about spaced repetition
The theory behind spaced repetition and how it works in practice
Using spaced repetition to memorize material as a law student
How early in your study should you start using the spaced repetition technique?
Does learning with spaced repetition as a law student help lay the foundation for bar study?
How you can use the spacedrepetition.com website for your law school and bar exam studies

“10 Must Read Books for Learning Designers” [Garg] + “10 must-read tech books for 2023” [Sanders]

On 11/29/2022, in adjunct faculty, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, Bias | Diversity Equity & Inclusion (DE&I), cloud-based computing / apps / other cloud-related, colleges, community colleges, computer science, corporate universities / corporate training, data related items, education, emerging technologies, ethics, faculty, future, higher education, human-computer interaction (HCI), instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, learning theories, memory, Microsoft, pedagogy, personalized/customized learning, productivity / tips and tricks, research, student-related, teachers, teaching & learning, technology (general), training / L&D, universities, by Daniel Christian

10 Must Read Books for Learning Designers — from linkedin.com by Amit Garg

Excerpt:

From the 45+ #books that I’ve read in last 2 years here are my top 10 recommendations for #learningdesigners or anyone in #learninganddevelopment

Speaking of recommended books (but from a more technical perspective this time), also see:

10 must-read tech books for 2023 — from enterprisersproject.com by Katie Sanders (Editorial Team)
Get new thinking on the technologies of tomorrow – from AI to cloud and edge – and the related challenges for leaders

Learning in the brain — from sites.google.com by Efrat Furst; with thanks to 3-Star Learning Experiences for this resource

Excerpts:

Think of working memory as the reception counter to a huge archive.

To summarize, working memory processing resources are highly limited, and yet meaningful processing is essential for storage in long-term memory. It is therefore important to use these resources effectively when learning. There are many tested and proven effective teaching strategies, but a question that often comes up is when to apply each strategy for the best results?

Learning in the brain- not new, but newly updated:
long-term memory, working memory, interactions, and related strategies –https://t.co/mtxr74egz4 pic.twitter.com/oPC6sUYlXy

— Efrat Furst (@EfratFurst) March 6, 2022

Teaching: Flipping a Class Helps — but Not for the Reason You’d Think — from the Teaching newsletter out at The Chronicle of Higher Education by Beckie Supiano

Excerpt:

The authors propose a different model of flipping that gives their paper its title, “Fail, Flip, Fix, and Feed — Rethinking Flipped Learning: A Review of Meta-Analyses and a Subsequent Meta-Analysis.”

Their model:

Fail: Give students a chance to try solving problems. They won’t have all the information needed to arrive at the solution, but the attempt activates their prior learning and primes them for the coming content.
Flip: Deliver the content ahead of class, perhaps in a video lecture.
Fix: During class time, a traditional lecture can deepen understanding and correct misperceptions.
Feed: Formative assessment lets students check their level of understanding.

I find this paper interesting for a number of reasons. It ties into a challenge I’d like to dig into in the future: the gap that can exist between a teaching approach as described in research literature and as applied in the classroom.

From DSC:
Though I haven’t read this analysis (please accept my apology here), I would hope that it would also mention one of the key benefits of the flipped classroom approach — giving students more control over the pacing of the content. Students can stop, fast-forward, rewind, and pause the content as necessary. This is very helpful for all students, but especially for students who don’t have English as their primary language.

I like this approach because if students fail to solve the problem at first, they will likely be listening more/very carefully as to how to solve it:

Drawing on related research, we proposed a more specific model for flipping, “Fail, Flip, Fix, and Feed” whereby students are asked to first engage in generating solutions to novel problems even if they fail to generate the correct solutions, before receiving instructions.

Plus, students will begin to recall/activate their prior knowledge on a subject in order to try to solve the problem. That retrieval practice in and of itself can be helpful.

Improving the Exit Ticket (How about an Entrance Ticket instead?)

On 11/09/2022, in assessment, education, instructional design, learning, Learning Experience Design, learning theories, memory, pedagogy, student-related, teachers, teaching & learning, United States, by Daniel Christian

Improving the Exit Ticket — from theeffortfuleducator.com by Blake Harvard

Excerpts (emphasis DSC):

So, how can the exit ticket be improved upon? How can it be a more effective assessment of learning?

Allow time for forgetting. The main problem with the traditional usage of the exit ticket is that there’s no time to forget, which leads to the measuring of performance and not learning.

Opt for an entrance ticket. Instead of assessing the day’s lesson as they leave, provide students with an index card (or sticky note or whatever) on their way in the next day and assess their knowledge then. Asking those same questions twenty-four hours after the lesson is much more indicative of their true level of understanding.

From DSC:
Though not quite related to the item above, it does have to do with instructional design:

Instructional Design Mock Interview with Alyssa Clark and Min Tang — from devlinpeck.com

A $500 Million International Project Will Create the Most Detailed Map of the Brain Ever [Gent]

On 10/04/2022, in biology, Daniel S. Christian, faith, memory, research, by Daniel Christian

A $500 Million International Project Will Create the Most Detailed Map of the Brain Ever — from singularityhub.com by Edd Gent

Excerpt:

That’s why the National Institutes of Health’s BRAIN Initiative has just announced $500 million in funding over five years for an effort to characterize and map neuronal and other types of cells across the entire human brain. The project will be spearheaded by the Allen Institute in Seattle, but involves collaborations across 17 other institutions in the US, Europe, and Japan.

“These awards will enable researchers to explore the multifaceted characteristics of the more than 200 billion neurons and non-neuronal cells in the human brain at unprecedented detail and scale,” John Ngai, director of the NIH BRAIN Initiative, said in a statement.

From DSC:
The LORD does awesome work. I wonder how many of these scientists and researchers will become believers while doing this project.

Proverbs 27:1

I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.

10 Arguments for Inciting Learning — from insidehighered.com by Cathy N. Davidson and Christina Katopodis
Active learning has been clearly shown to be more effective than traditional modes, write Cathy N. Davidson and Christina Katopodis, who outline its many merits to those who continue to resist it.

Excerpts:

So what can we do to convince more instructors to actually support and use active learning? Over the past several years, we’ve been researching and interviewing faculty members around the world for our upcoming book on teaching and learning, The New College Classroom. And a number of those faculty have asked us how they can best explain the merits of active learning to colleagues and administrators—and even to students and their parents— who continue to be resistant to it. Here are 10 principles, or convincing arguments, that we’ve shared with them.

“Nothing will change until faculty incentives do.
Until we change our academic reward structures for hiring and promotion, faculty members have no reason to take valuable time out from writing monographs or refereed papers to rethink their role in the classroom. We cannot incite students to learn without inciting—and incentivizing—their instructors first so they will invest in understanding and applying active learning. We’ve already made the case for why such an educational approach is vitally important, so we now say simply to top administrators: let’s do it!

Audre Lorde

Per RetrievalPractice.org — “Explore our newest list of cognitive scientists. You can follow them on Twitter!”

On 06/14/2022, in adjunct faculty, adult learning, assessment, blended learning, blogs / blogging / vlogging, colleges, communities of practice, community colleges, corporate universities / corporate training, digital learning, education, faculty, heutagogy, higher education, homeschooling/homeschoolers, instructional design, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, learning theories, lifelong learning, memory, metacognition / metacognitive skills, microlearning, online learning, Personal Learning Networks (PLNs), personalized/customized learning, presentations, professional development, research, social learning / networks, student teaching/teacher education, teachers, teaching & learning, training / L&D, universities, by Daniel Christian

Have you followed our NEW Twitter list of cognitive scientists yet? #retrievalpractice https://t.co/aXYIblZ37Y

— Retrieval Practice (@RetrieveLearn) June 7, 2022

The Science of Learning: Research Meets Practice [Cook & Boser]

On 05/23/2022, in adjunct faculty, adult learning, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, education, faculty, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning theories, liberal arts, lifelong learning, memory, metacognition / metacognitive skills, parents/guardians, pedagogy, productivity / tips and tricks, professional development, research, skills, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, UK, Uncategorized, United States, universities, vocational / trades, youth, by Daniel Christian

The Science of Learning: Research Meets Practice — from the-learning-agency-lab.com by Alisa Cook and Ulrich Boser; with thanks to Learning Now TV for this resource
Six Research-Based Teaching Practices Are Put Into Practice

Excerpt:

For the nation’s education system, though, the bigger question is: How do we best educate our children so that they learn better, and learn how to learn, in addition to learning what to learn? Additionally, and arguably just as challenging, is: How do we translate this body of research into classroom practice effectively?

Enter the “Science of Learning: Research Meets Practice.” The goal of the project is to get the science of learning into the hands of teaching professionals as well as to parents, school leaders, and students.

“A Podcast Listening Strategy for Learning” + “The Key Idea All Great Books on Learning Have in Common” [Keiffenheim]

On 05/05/2022, in digital audio, digital learning, education technology, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, memory, podcasting, productivity / tips and tricks, tools, by Daniel Christian

A Podcast Listening Strategy for Learning — from learntrepreneurs.com by Eva Keiffenheim
Three steps to make the most of your podcast time

Excerpt (emphasis DSC):

Use apps that help you remember more
You won’t remember much from a podcast if you only listen to it. Your brain needs repetition and elaboration to make new knowledge stick.

Unlike books, you can’t highlight audio?—?or can you?

I listen to my podcasts while biking or walking. Hence, an extremely uncomfortable situation to open a notepad or Roam Research whenever I hear an interesting idea.

But two applications have transformed how I listen to podcasts: Snipd and Airr. Both are audio highlighting tools.

The Key Idea All Great Books on Learning Have in Common — from learntrepreneurs.com by Eva Keiffenheim
And how you can implement the powerful way to learn.
.

Learning Ecosystems

Retrieval Practice, Scaffolding, and the Socratic Method [Zakrajsek]

“Shared Course Preparation Checklist” + other related items that faculty might be interested in

“I believe #ChatGPT is going to change the world, including the world of law & legal education. Ignore it at your peril.” [Teninbaum] Plus other legal-related items.

A $500 Million International Project Will Create the Most Detailed Map of the Brain Ever [Gent]

“A Podcast Listening Strategy for Learning” + “The Key Idea All Great Books on Learning Have in Common” [Keiffenheim]

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