pedagogy

Some ideas & resources re: how we could use AI to enhance our learning ecosystems

On 05/09/2023, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, accessibility / UDL, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, blogs / blogging / vlogging, cloud-based computing / apps / other cloud-related, collaboration, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, design, digital learning, education technology, elearning, emerging technologies, future, game-changing environment, graphics, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, learning ecosystem, Learning Experience Design, NVIDIA, pedagogy, personalized/customized learning, platforms, podcasting, simulations, tools, training / L&D, United States, universities, usability, user experience (UX), using teams, vendors, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, Web3, by Daniel Christian

Brainyacts #57: Education Tech— from thebrainyacts.beehiiv.com by Josh Kubicki

Excerpts:

Let’s look at some ideas of how law schools could use AI tools like Khanmigo or ChatGPT to support lectures, assignments, and discussions, or use plagiarism detection software to maintain academic integrity.

Personalized learning
Virtual tutors and coaches
Interactive simulations
Enhanced course materials
Collaborative learning
Automated assessment and feedback
Continuous improvement
Accessibility and inclusivity

AI Will Democratize Learning — from td.org by Julia Stiglitz and Sourabh Bajaj

Excerpts:

In particular, we’re betting on four trends for AI and L&D.

Rapid content production
Personalized content
Detailed, continuous feedback
Learner-driven exploration

In a world where only 7 percent of the global population has a college degree, and as many as three quarters of workers don’t feel equipped to learn the digital skills their employers will need in the future, this is the conversation people need to have.
…
Taken together, these trends will change the cost structure of education and give learning practitioners new superpowers. Learners of all backgrounds will be able to access quality content on any topic and receive the ongoing support they need to master new skills. Even small L&D teams will be able to create programs that have both deep and broad impact across their organizations.

The Next Evolution in Educational Technologies and Assisted Learning Enablement — from educationoneducation.substack.com by Jeannine Proctor

Excerpt:

Generative AI is set to play a pivotal role in the transformation of educational technologies and assisted learning. Its ability to personalize learning experiences, power intelligent tutoring systems, generate engaging content, facilitate collaboration, and assist in assessment and grading will significantly benefit both students and educators.

How Generative AI Will Enable Personalized Learning Experiences — from campustechnology.com by Rhea Kelly

Excerpt:

With today’s advancements in generative AI, that vision of personalized learning may not be far off from reality. We spoke with Dr. Kim Round, associate dean of the Western Governors University School of Education, about the potential of technologies like ChatGPT for learning, the need for AI literacy skills, why learning experience designers have a leg up on AI prompt engineering, and more. And get ready for more Star Trek references, because the parallels between AI and Sci Fi are futile to resist.

The Promise of Personalized Learning Never Delivered. Today’s AI Is Different — from the74million.org by John Bailey; with thanks to GSV for this resource

Excerpts:

There are four reasons why this generation of AI tools is likely to succeed where other technologies have failed:

1. Smarter capabilities
2. Reasoning engines
3. Language is the interface
4. Unprecedented scale

Latest NVIDIA Graphics Research Advances Generative AI’s Next Frontier — from blogs.nvidia.com by Aaron Lefohn
NVIDIA will present around 20 research papers at SIGGRAPH, the year’s most important computer graphics conference.

Excerpt:

NVIDIA today introduced a wave of cutting-edge AI research that will enable developers and artists to bring their ideas to life — whether still or moving, in 2D or 3D, hyperrealistic or fantastical.

Around 20 NVIDIA Research papers advancing generative AI and neural graphics — including collaborations with over a dozen universities in the U.S., Europe and Israel — are headed to SIGGRAPH 2023, the premier computer graphics conference, taking place Aug. 6-10 in Los Angeles.

The papers include generative AI models that turn text into personalized images; inverse rendering tools that transform still images into 3D objects; neural physics models that use AI to simulate complex 3D elements with stunning realism; and neural rendering models that unlock new capabilities for generating real-time, AI-powered visual details.

Also relevant to the item from Nvidia (above), see:

Unreal Engine’s Metahuman Creator — with thanks to Mr. Steven Chevalia for this resource

Excerpt:

MetaHuman is a complete framework that gives any creator the power to use highly realistic human characters in any way imaginable.

It includes MetaHuman Creator, a free cloud-based app that enables you to create fully rigged photorealistic digital humans in minutes.

5 Playful Strategies That Reduce Language Learning Anxiety — from edutopia.org by Paige Tutt
We visited a classroom in Denmark to see how a playful learning philosophy can put students at ease and make language learning joyful and engaging.

Excerpt:

Instead of trying to convince students that their fears aren’t warranted, Belouahi makes a point of creating a positive, mistake-friendly classroom where students feel comfortable experimenting. One of the ways she does this is by incorporating playful learning strategies. “It doesn’t have to be perfect from the beginning,” Belouahi says. “The goal is for them to use their English language as much as possible and as best as they can. Not perfectly.”

Here are five playful learning strategies from Belouahi’s classroom designed to make the act of learning a new language less daunting, and more joyful, social, and engaging.

Also from edutopia.org, see:

An Innovative Way for High School Students to Take Control of Their Own Learning — by Shelby Scoffield
Giving students a chance to build a project based on a rubric they created can increase engagement and investment.

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

3 Simple Yet Powerful Ways to Build Relationships With Your Students — by Jori Krulder
Use these interactive strategies to build strong relationships with middle and high school students without sacrificing teaching time.
Activating Learning by Milling to Music
When students pretend they’re at a fancy party making small talk, a simple brainstorm for writing ideas becomes more lively, more cooperative—and more effective.

The future of education in a world of AI [Mollick]

On 04/12/2023, in 21st century, 24x7x365 access, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, education, education technology, emerging technologies, experimentation, faculty, flipping -- inverted learning, future, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, pedagogy, personalized/customized learning, platforms, teachers, teaching & learning, universities, by Daniel Christian

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

Excerpt:

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

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

Also relevant/see:

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

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

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

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

How can we teach and assess with ChatGPT? [Chowdhury & Fosso Wamba]

On 03/27/2023, in assessment, education technology, emerging technologies, instructional design, learning ecosystem, Learning Experience Design, pedagogy, platforms, teachers, teaching & learning, UK, by Daniel Christian

How can we teach and assess with ChatGPT? — from timeshighereducation.com by Soumyadeb Chowdhury and Samuel Fosso Wamba
A guide to designing teaching and assessments that encourage students to learn with and about ChatGPT

Excerpts:

Design activities that require reflection:
Link essay-type assignments to novel case studies:
Ask for more in essay assessments:
Discuss openly the importance of human skills in their future careers:

Also relevant/see:

ChatGPT can generate, but can it create? — from ecampusnews.com Dr. Lee Ann Dickerson; with thanks to Ray Schroeder for posting this resource on LinkedIn
The AI chatbot is taking many of us in education by surprise and startling more of us to attention

Also relevant/see:

Some thoughts on AI, education and intellectual milieus.

— Henrik Karlsson (@phokarlsson) March 22, 2023

Also relevant/see:

AI in the Classroom, Teachers as Learners, Denver-bound, and more — from ed3.beehiiv.com by Scott Meyer
The most exciting ideas in education, hand-picked for you

Using AI to Help Organize Lesson Plans [Valenzuela] + several other items from edutopia.org

On 03/22/2023, in education, engagement / engaging students, experimentation, ideas, instructional design, K-12 related, Learning Experience Design, participation, pedagogy, productivity / tips and tricks, teachers, United States, by Daniel Christian

Using AI to Help Organize Lesson Plans — from edutopia.org by Jorge Valenzuela
Artificial intelligence tools like ChatGPT can help educators find activities that are set up to teach designated skills.

Excerpt:

My middle school students have to write a personal narrative about their experience with leadership and service. Which two or three specific Common Core State Standards are relevant to this task?
Now rewrite those standards into three to four “I can” statements. Although the chatbot can give you a great starting point, you may need to reword these into learning goals better suited for your students.
What formative assessments (formal and informal) can I use to check my students’ understanding of these standards?
Given your “I can” statements, what lessons can I teach to help my students write their best personal narratives?
Which high-yielding strategies can I use to teach these lessons? I aim to engage all my learners in tandem with increasing academic achievement.
You mentioned using “differentiated instruction.” What methods can I use to support my English language learners to improve their narratives?
Please provide the sources you used for your responses with websites.

10 Powerful Ways to End Your Lessons — from edutopia.org by Andrew Boryga
Instead of cleaning up or going over homework assignments, try these creative activities that can help students make sense of new material—and have fun in the process.

Excerpts:

4. Create News “Headlines” or “Six-word Summaries”: Pair students off and tell them to imagine they’re writing news headlines that summarize what they’ve learned. Challenge each pair to write at least two headlines, then come back together to review the headlines. Alternatively, you can do this as an entire class activity, writing the headlines suggested by students on your whiteboard.
…
5. Traffic Light: …Before students leave the room, they take sticky notes and write one thing they learned in the lesson and place it on the green light, one thing they’re still mulling over and place it on yellow light, and one thing they’re struggling to understand and place it on the red light.

2 Ways to Encourage Better Note-Taking — from edutopia.org by Marianna Ruggerio
Do your high school students think that taking notes during class means writing down everything you say? You can teach them effective note-taking skills that increase their engagement.

Distance Learning Strategies to Bring Back to the Classroom — from edutopia.org by Sarah Cooper
When schools closed, teachers were forced to get creative—and they’ve learned things they can use when they’re back at school.

“6 Ways to Use ChatGPT to Save Time” [Finley] + “Using AI to make teaching easier & more impactful” [Mollick]

On 03/18/2023, in adjunct faculty, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, assessment, colleges, community colleges, education, education technology, emerging technologies, experimentation, faculty, future, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, pedagogy, productivity / tips and tricks, professional development, science, skills, teachers, teaching & learning, universities, vision/possibilities, by Daniel Christian

On the K-12 side of things:

6 Ways to Use ChatGPT to Save Time — from edutopia.org by Todd Finley
Teachers can use the artificial intelligence tool to effectively automate some routine tasks.

Excerpt:

In the paragraphs that follow, I’ve divided these tasks into the following categories: planning instruction, handouts and materials, differentiation, correspondence, assessment, and writing instruction and feedback. Welcome to the revolution.

Lesson plans: Ask ChatGPT to write a lesson plan on, say, Westward Expansion. The tool composes assessments, activities, scaffolding, and objectives. Want that in the form of problem-based learning or revised for a flipped classroom? ChatGPT can adjust the lesson plan according to your instructions.

I’m a high school math and science teacher who uses ChatGPT, and it’s made my job much easier — from businessinsider-com.cdn.ampproject.org by Aaron Mok; with thanks to Robert Gibson on LinkedIn for this resource

Excerpt:

Shannon Ahern, a high school math and science teacher, was afraid that ChatGPT would take her job.
But her mind changed after she started using the AI for class prep, which saved her hours of time.
Here’s how Ahern is using ChatGPT to make her job easier, as told to Insider’s Aaron Mok.

On the higher education side of things:

Using AI to make teaching easier & more impactful — from oneusefulthing.substack.com by Ethan Mollick
Here are five strategies and prompts that work for GPT-3.5 & GPT-4

Excerpt:

But one thing that is not changing is the best way for people to learn. We have made large advances in recent years in understanding pedagogy – the science of learning. We know some of the most effective techniques for making sure material sticks and that it can be retrieved and used when needed most.

Unfortunately, many of these advanced pedagogical techniques are time-consuming to prepare, and many instructors are often overworked and do not have the resources and time to add them to their teaching repertoire. But AI can help. In the rush to deliver AI benefits directly to students, the role of teachers is often overlooked.

Teaching: What You Need to Know About ChatGPT — from chronicle.com by Beth McMurtrie

Excerpt:

Digital literacy is more important than ever. Artificial-intelligence tools, and generative AI in particular, raise a host of ethical, political, economic, and social questions. Plus, this tech is soon going to be everywhere, including students’ future professions. (The technology behind ChatGPT, in fact, just got an upgrade this week.) Colleges need to figure out how to graduate digitally savvy students in all disciplines.

“The integration of technology into our lives is so pervasive that the restriction of education about AI to the computer scientists and the computer engineers makes no more sense than the restriction of taking English classes by English majors,” said Weber.

Designing Virtual Edtech Faculty Development Workshops That Stick: 10 Guiding Principles — from er.educause.edu by Tolulope (Tolu) Noah
These ten principles offer guidance on ways to design and facilitate effective and engaging virtual workshops that leave faculty feeling better equipped to implement new edtech tools.

Excerpt:

I share here ten guiding principles that have shaped my design and facilitation of virtual synchronous edtech workshops. These guiding principles are based on lessons learned in both my previous role as a professional learning specialist at a major technology company and my current role as a faculty developer at a university. In the spirit of James M. Lang’s book Small Teaching, my hope is that the principles shared here may prompt reflection on the small yet impactful moves academic technology specialists, instructional designers, and educational developers can make to create virtual learning experiences whereby faculty leave feeling better equipped to implement the edtech tools they have learned.

Somewhat relevant/see:

Evidence-Based Learning Design 101 — by Dr. Philippa Hardman
A practical guide on how to bake the science of learning into the art of course design

Excerpt:

As I reflect on the experience and what I’ve learned so far, I thought I’d share a response to the question I probably get asked most: what process do you use to go from an idea to a designed learning experience?

So, let’s do a rapid review of the four step process I and my bootcamp alumni use – aka the DOMS™? process – to go from zero to a designed learning experience.

ChatGPT as a teaching tool, not a cheating tool [Rose]

On 03/14/2023, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, colleges, digital learning, education technology, emerging technologies, experimentation, faculty, future, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, IT in HE, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, professional development, teaching & learning, tools, UK, United States, universities, by Daniel Christian

ChatGPT as a teaching tool, not a cheating tool — from timeshighereducation.com by Jennifer Rose
How to use ChatGPT as a tool to spur students’ inner feedback and thus aid their learning and skills development

Excerpt:

Use ChatGPT to spur student’s inner feedback
One way that ChatGPT answers can be used in class is by asking students to compare what they have written with a ChatGPT answer. This draws on David Nicol’s work on making inner feedback explicit and using comparative judgement. His work demonstrates that in writing down answers to comparative questions students can produce high-quality feedback for themselves which is instant and actionable. Applying this to a ChatGPT answer, the following questions could be used:

Which is better, the ChatGPT response or yours? Why?
What two points can you learn from the ChatGPT response that will help you improve your work?
What can you add from your answer to improve the ChatGPT answer?
How could the assignment question set be improved to allow the student to demonstrate higher-order skills such as critical thinking?
How can you use what you have learned to stay ahead of AI and produce higher-quality work than ChatGPT?

Promoting Student Agency in Learning [Rachelle Dené Poth]

On 03/07/2023, in education, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, more voice more choice more control, participation, passions, pedagogy, project-based learning, real-world assignments, skills, student-related, teachers, youth, by Daniel Christian

Promoting Student Agency in Learning — from rdene915.com by Rachelle Dené Poth

Excerpts (emphasis DSC):

In many conversations, teachers are starting to shift from what has been a focus on “learning loss” and instead focus on reflecting on the skills that students gained by learning in different yet challenging ways. Some skills such as digital citizenship, how to collaborate and build relationships when not in the classroom together, and essential technology skills. Teachers learned a lot about themselves and the importance of reflecting on their practice. We learned in new ways and now, we have to continue to provide more authentic and meaningful learning experiences for all students.

From DSC:
I couldn’t agree more. There was a different type of learning going on during the pandemic. And that type of learning will be very helpful as our students live the rest of their days in an increasingly Volatile, Uncertain, Complex, and Ambiguous (VOCA) world. That kind of learning wasn’t assessed in our normal standardized tests. It may not have shown up in official transcripts. But it will come in handy in the real world.

When students experience learning that is meaningful, purposeful, and relevant to their lives, it boosts student engagement and amplifies their learning potential, to better prepare students for their future careers.

— Rachelle Dené Poth

Using Stories to Support Mathematical Thinking in Young Students [Crawford-McKinney & Özgün-Koca]

On 03/02/2023, in education, Emotion, homeschooling/homeschoolers, ideas, K-12 related, pedagogy, student-related, teachers, teaching & learning, writing, by Daniel Christian

Using Stories to Support Mathematical Thinking in Young Students — from edutopia.org by Kathleen Crawford-McKinney and Asli Özgün-Koca
Children’s books often contain valuable lessons that can help young students begin to think like mathematicians.

Excerpt:

Many students and teachers view math as a subject for numbers and computation, instead of one that benefits from discussion and interpretation. Based on our experience as children’s literature and mathematics teacher-educators, we’ve found that providing the context to mathematical problems through literature supports students’ learning—children’s books can be used to integrate math and literacy and to provide context for math.

Also from edutopia.org, see:

Things Professional Writers Do That Students Should Too — by Andrew Boryga
Everyone gets stumped when they begin a new writing project—even the professionals. Here are some strategies the world’s best writers use to push past the doldrums and generate higher-quality writing.

Excerpt:

Asking students to read aloud, while focusing on things like tone, sentence structure, and cadence, is a simple, effective, and researched-backed way to improve their writing—particularly during the revision stage.

That insight got us thinking about other easy strategies—used by real pros—that students can also employ to improve their writing.

The Power of a Compliment — by Scott Wisniewski
A project that invites students to anonymously compliment their classmates and teachers has improved the culture at one high school.

Excerpt:

A small act of kindness can change the complexion of someone’s day. Giving someone a compliment, telling them how much they mean to you, or just sharing words of encouragement can change a person’s overall outlook.

Some Ideas for Using ChatGPT in Middle and High School Classes

On 02/24/2023, in Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, education technology, innovation, instructional design, K-12 related, Learning Experience Design, pedagogy, teachers, teaching & learning, tools, writing, by Daniel Christian

Some Ideas for Using ChatGPT in Middle and High School Classes — from edutopia.org by Geoff Richman
Teachers can use tools like ChatGPT as one strategy in their efforts to teach students how to think critically and write effectively.

Excerpts:

There can be an upside, however. In a social studies classroom, students might craft a prompt about a topic they’ve been considering and then examine the machine’s response in forensic detail. This may involve a sentence-by-sentence dissection of what the AI has written. By unearthing possible inconsistencies or straight-up inaccuracies, students reinforce their correct understanding of the topic.
…
For a playful exercise, share two or three pieces of human writing from the past year or two and slip in an example from ChatGPT, and have students discuss what makes these examples human—or decidedly not. Nuance, passion, and, perhaps, even fallibility will be clues that students can investigate.

Brief reflections on “Does ‘Flipped Learning’ Work? A New Analysis Dives Into the Research” [Young]

On 02/22/2023, in adjunct faculty, colleges, community colleges, Daniel S. Christian, faculty, higher education, instructional design, law schools, learning, Learning Experience Design, learning preferences, pedagogy, research, student-related, teaching & learning, United States, universities, by Daniel Christian

Does ‘Flipped Learning’ Work? A New Analysis Dives Into the Research — from edsurge.com by Jeffrey R. Young

Excerpt:

The researchers do think that flipped learning has merit — if it is done carefully. They end their paper by presenting a model of flipped learning they refer to as “fail, flip, fix and feed,” which they say applies the most effective aspects they learned from their analysis. Basically they argue that students should be challenged with a problem even if they can’t properly solve it because they haven’t learned the material yet, and then the failure to solve it will motivate them to watch the lecture looking for the necessary information. Then classroom time can be used to fix student misconceptions, with a mix of a short lecture and student activities. Finally, instructors assess the student work and give feedback.

From DSC:
Interesting. I think their “fail, flip, fix and feed” method makes sense.

Also, I do think there’s merit in presenting information ahead of time so that students can *control the pace* of listening/processing/absorbing what’s being relayed. (This is especially helpful for native language differences.) If flipped learning would have been a part of my college experience, it would have freed me from just being a scribe. I could have tried to actually process the information while in class.

Podcast Special: Using Generative AI in Education — from drphilippahardman.substack.com by Dr. Philippa Hardman
An exploration of the risks and benefits of Generative AI in education, in conversation with Mike Palmer

Excerpt:

Among other things, we discussed:

The immediate challenges that Generative AI presents for learning designers, educators and students.
The benefits & opportunities that Generative AI might offer the world of education, both in terms of productivity and pedagogy.
How bringing together the world of AI and the world of learning science, we might revolutionise the way we design and deliver learning experiences.

Speaking of podcasts, this article lists some podcasts to check out for those working in — or interested in — higher education.

Also relevant/see:

Teachers: Treat ChatGPT as Your Assistant, Not Your Enemy — from by Maria Andersen

Also relevant/see:

Are librarians the next prompt engineers? — from linkedin.com by Laura Solomon

Excerpt:

Without the right prompt, AI fails to provide what someone might be looking for. This probably is a surprise to no one, especially librarians. If you remember the days before Google, you know exactly how this tended to play out. Google became dominant in large part to its inherent ability to accept natural language queries.
A small industry is now popping up to provide people with the correct, detailed prompts to get what they want when interacting with AI. The people doing this work are referred to as “prompt engineers.”
Prompt engineers aren’t just people who write queries to be directed to an AI. They also have tend to have a great deal of technical expertise and a deep understanding of how artificial intelligences and natural language can intersect.
Prompt engineers don’t work for free.

The above item links to The Most Important Job Skill of This Century — from theatlantic.com by Charlie Warzel
Your work future could depend on how well you can talk to AI.

Also relevant/see:

My class required AI. Here’s what I’ve learned so far. — from oneusefulthing.substack.com by Ethan Mollick
(Spoiler alert: it has been very successful, but there are some lessons to be learned)

Excerpt:

I fully embraced AI for my classes this semester, requiring students to use AI tools in a number of ways. This policy attracted a lot of interest, and I thought it worthwhile to reflect on how it is going so far. The short answer is: great! But I have learned some early lessons that I think are worth passing on.

AI is everywhere already
Even if I didn’t embrace AI, it is also clear that AI is now everywhere in classes. For example, students used it to help them come up with ideas for class projects, even before I even taught them how to do that. As a result, the projects this semester are much better than previous pre-AI classes. This has led to greater project success rates and more engaged teams. On the downside, I find students also raise their hands to ask questions less. I suspect this might be because, as one of them told me, they can later ask ChatGPT to explain things they didn’t get without needing to speak in front of the class. The world of teaching is now more complicated in ways that are exciting, as well as a bit unnerving.

Learning Ecosystems

Some ideas & resources re: how we could use AI to enhance our learning ecosystems

Bruff: “Did you know that the entire collection of teaching guides written by the Vanderbilt Center for Teaching has been shared?”

How can we teach and assess with ChatGPT? [Chowdhury & Fosso Wamba]

Designing Virtual Edtech Faculty Development Workshops That Stick: 10 Guiding Principles [Noah]

ChatGPT as a teaching tool, not a cheating tool [Rose]

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