Key Points

After a successful career as a recording artist, David “TC” Ellis created Studio 4 in St. Paul to spot budding music stars.
It became a hangout spot for creative young people, most of whom had “dropped out of school due to boredom and a sense that school wasn’t relevant to their lives and dreams.”
Ellis and colleagues then opened the High School for Recording Arts in 1998.

AI for Education Webinars [Barrett & Co.] plus other items re: AI in our learning ecosystems

On 07/07/2023, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, Asia, assessment, Australia, bots, change, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, digital learning, digital textbooks, education, education reform, education technology, educational games / serious games, emerging technologies, ethics, experimentation, faculty/staff, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, library / librarians, morals/values, multimedia, new media literacies, online media, personalized/customized learning, platforms, productivity / tips and tricks, skills, society, staying relevant, student teaching/teacher education, student-related, teachers, teaching & learning, textbooks, the downsides of how people use tech, tools, United States, universities, vendors, vision/possibilities, youth, by Daniel Christian

AI for Education Webinars — from youtube.com by Tom Barrett and others

Post-AI Assessment Design — from drphilippahardman.substack.com by Dr. Philippa Hardman
A simple, three-step guide on how to design assessments in a post-AI world

Excerpt:

Step 1: Write Inquiry-Based Objectives
Inquiry-based objectives focus not just on the acquisition of knowledge but also on the development of skills and behaviours, like critical thinking, problem-solving, collaboration and research skills.

They do this by requiring learners not just to recall or “describe back” concepts that are delivered via text, lecture or video. Instead, inquiry-based objectives require learners to construct their own understanding through the process of investigation, analysis and questioning.

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Massive Disruption Now: What AI Means for Students, Educators, Administrators and Accreditation Boards
— from stefanbauschard.substack.com by Stefan Bauschard; via Will Richardson on LinkedIn
The choices many colleges and universities make regarding AI over the next 9 months will determine if they survive. The same may be true for schools.

Excerpts:

Just for a minute, consider how education would change if the following were true –

AIs “hallucinated” less than humans
AIs could write in our own voices
AIs could accurately do math
AIs understood the unique academic (and eventually developmental) needs of each student and adapt instruction to that student
AIs could teach anything any student wanted or need to know any time of day or night
AIs could do this at a fraction of the cost of a human teacher or professor

Fall 2026 is three years away. Do you have a three year plan? Perhaps you should scrap it and write a new one (or at least realize that your current one cannot survive). If you run an academic institution in 2026 the same way you ran it in 2022, you might as well run it like you would have in 1920. If you run an academic institution in 2030 (or any year when AI surpasses human intelligence) the same way you ran it in 2022, you might as well run it like you would have in 1820. AIs will become more intelligent than us, perhaps in 10-20 years (LeCun), though there could be unanticipated breakthroughs that lower the time frame to a few years or less (Benjio); it’s just a question of when, not “if.”

On one creative use of AI — from aiandacademia.substack.com by Bryan Alexander
A new practice with pedagogical possibilities

Excerpt:

Look at those material items again. The voiceover? Written by an AI and turned into audio by software. The images? Created by human prompts in Midjourney. The music is, I think, human created. And the idea came from a discussion between a human and an AI?
…
How might this play out in a college or university class?

Imagine assignments which require students to craft such a video. Start from film, media studies, or computer science classes. Students work through a process:

Generative Textbooks — from opencontent.org by David Wiley

Excerpt (emphasis DSC):

I continue to try to imagine ways generative AI can impact teaching and learning, including learning materials like textbooks. Earlier this week I started wondering – what if, in the future, educators didn’t write textbooks at all? What if, instead, we only wrote structured collections of highly crafted prompts? Instead of reading a static textbook in a linear fashion, the learner would use the prompts to interact with a large language model. These prompts could help learners ask for things like:

overviews and in-depth explanations of specific topics in a specific sequence,
examples that the learner finds personally relevant and interesting,
interactive practice – including open-ended exercises – with immediate, corrective feedback,
the structure of the relationships between ideas and concepts,
etc.

Also relevant/see:

.

Generating The Future of Education with AI — from aixeducation.com

Designed for K12 and Higher-Ed Educators & Administrators, this conference aims to provide a platform for educators, administrators, AI experts, students, parents, and EdTech leaders to discuss the impact of AI on education, address current challenges and potentials, share their perspectives and experiences, and explore innovative solutions. A special emphasis will be placed on including students’ voices in the conversation, highlighting their unique experiences and insights as the primary beneficiaries of these educational transformations.

How Teachers Are Using ChatGPT in Class — from edweek.org by Larry Ferlazzo

Excerpt:

The use of generative AI in K-12 settings is complex and still in its infancy. We need to consider how these tools can enhance student creativity, improve writing skills, and be transparent with students about how generative AI works so they can better understand its limitations. As with any new tech, our students will be exposed to it, and it is our task as educators to help them navigate this new territory as well-informed, curious explorers.

Japan emphasizes students’ comprehension of AI in new school guidelines — from japantimes.co.jp by Karin Kaneko; via The Rundown

Excerpt:

The education ministry has emphasized the need for students to understand artificial intelligence in new guidelines released Tuesday, setting out how generative AI can be integrated into schools and the precautions needed to address associated risks.

Students should comprehend the characteristics of AI, including its advantages and disadvantages, with the latter including personal information leakages and copyright infringement, before they use it, according to the guidelines. They explicitly state that passing off reports, essays or any other works produced by AI as one’s own is inappropriate.

AI’s Teachable Moment: How ChatGPT Is Transforming the Classroom — from cnet.com by Mark Serrels
Teachers and students are already harnessing the power of AI, with an eye toward the future.

Excerpt:

Thanks to the rapid development of artificial intelligence tools like Dall-E and ChatGPT, my brother-in-law has been wrestling with low-level anxiety: Is it a good idea to steer his son down this path when AI threatens to devalue the work of creatives? Will there be a job for someone with that skill set in 10 years? He’s unsure. But instead of burying his head in the sand, he’s doing what any tech-savvy parent would do: He’s teaching his son how to use AI.

In recent months the family has picked up subscriptions to AI services. Now, in addition to drawing and sculpting and making movies and video games, my nephew is creating the monsters of his dreams with Midjourney, a generative AI tool that uses language prompts to produce images.

The AI Dictionary for Educators — from blog.profjim.com

To bridge this knowledge gap, I decided to make a quick little dictionary of AI terms specifically tailored for educators worldwide. Initially created for my own benefit, I’ve reworked my own AI Dictionary for Educators and expanded it to help my fellow teachers embrace the advancements AI brings to education.

7 Strategies to Prepare Educators to Teach With AI — from edweek.org by Lauraine Langreo; NOTE: Behind paywall

Does the ADA Require Captions for Internet Videos? — from boia.org

Excerpt:

According to Accessibility.com, at least 2,387 web accessibility lawsuits were filed in 2022. Those lawsuits were either filed under the Americans with Disabilities Act (ADA) or California’s Unruh Act; any violation of the ADA is considered a violation of the Unruh Act.

While the plaintiffs cited a variety of issues, multimedia accessibility is a common point of concern. In 2015, the National Association of the Deaf (NAD) and other plaintiffs settled a lawsuit with Netflix, which cited a lack of captions for certain featured movies and TV shows.

That prompts an interesting question: Does the ADA require captions for internet videos — and if so, how can businesses make sure that they’re compliant?

267: College Learning Disability Specialist Elizabeth Hamblet and 7 Steps to College Success (Author Series) — from learnsmarterpodcast.com

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET welcome back College Learning Disability Specialist Elizabeth Hamblet to discuss her new book 7 Steps to College Success: A Pathway for Students with Disabilities. She discusses the origin story of the book and the disconnect between what college disability services can do for learners and what learners and parents expect. She talks about reading this book when the learner is in 8th grade because of the specific impact it can have on parent and learner decisions on course selection. Elizabeth discusses how parents and learners can get surprised in the college disability process. Elizabeth talks about the critical importance of non-academic skills and how the drive for success in high school can stand in the way of independence necessary for college success.

What Web Designers Can Learn From Apple’s Assistive Access Feature — from boia.org

Excerpt:

If you’re interested in accessible digital design, pay attention to Apple. The company seems to approach accessibility from the perspective of users with disabilities.

Apple’s messaging treats accessibility as a fundamental design principle: Accessibility must be built into digital systems from the start, not tacked on as an afterthought. In other words, they take an accessibility-first mindset, and their commitment seems consistent.

The company’s track record continued in May 2023, when Apple announced its latest suite of accessibility features to launch later that year. One of these features, Assistive Access for iPhone and iPad, holds valuable lessons that web designers can apply to their own work.

Here’s what Apple accomplished with Assistive Access, plus a few ways web designers can achieve similar goals.

101 creative ideas to use AI in education, a crowdsourced collection [Nerantzi, Abegglen, Karatsiori, & Martínez-Arboleda (Eds.)]

On 06/28/2023, in Africa, Artificial Intelligence/Agents/LLMs/and Related, Asia, assessment, Australia, Canada, creativity, digital learning, education, education technology, educational games / serious games, emerging technologies, engagement / engaging students, entrepreneurship, Europe, experimentation, graphics, human-computer interaction (HCI), ideas, India, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning ecosystem, Learning Experience Design, participation, platforms, presentations, productivity / tips and tricks, professional development, project-based learning, skills, student-related, teachers, tools, UK, United States, vendors, vision/possibilities, visualizing information, writing, youth, by Daniel Christian

101 creative ideas to use AI in education, A crowdsourced collection — from zenodo.org by Chrissi Nerantzi, Sandra Abegglen, Marianna Karatsiori, & Antonio Martínez-Arboleda (Eds.); with thanks to George Veletsianos for this resource

As an example, here’s one of the ideas from the crowdsourced collection:

On a somewhat related note, also see:

Merlyn Mind launches education-focused LLMs for classroom integration of generative AI — from venturebeat.com by Victor Dey

Excerpt:

Merlyn Mind, an AI-powered digital assistant platform, announced the launch of a suite of large language models (LLMs) specifically tailored for the education sector under an open-source license.

Designing courses in an age of AI — from teachinginhighered.com by Maria Andersen
Maria Andersen shares about designing courses in an age of artificial intelligence (AI) on episode 469 of the Teaching in Higher Ed podcast.

With generative AI, we have an incredible acceleration of change happening.

Maria Andersen

A Six-Episode Podcast on Reading Comprehension [Wexler]

On 06/27/2023, in education, education reform, K-12 related, podcasting, reading, society, sociology, student-related, youth, by Daniel Christian

I’m Hosting a Six-Episode Podcast on Reading Comprehension — from nataliewexler.substack.com by Natalie Wexler
Called “Reading Comprehension Revisited,” it’s the inaugural season of the Knowledge Matters Podcast.

Excerpt:

We needed to identify people to interview—classroom teachers, district leaders, maybe a reading researcher—and then I would need to interview them. I would also need to write the scripts, incorporating audio clips from the interviews. Then I would need to record the narration, which someone would have to integrate with the interview clips. Plus a lot of other stuff I wasn’t even aware of.

But I’m delighted to report that we’ve actually done it! The first episode is set to drop on June 28th, and you can listen to the trailer right now, here. You’ll also find links on that page to various podcast platforms where you can subscribe.

From DSC:
If you don’t mind providing me with feedback here on what you think of this new podcast (as new recordings become available), I’d appreciate it.

Our Learning Future from A to Z — from gettingsmart.com by Louka Parry

Key Points

Schools and organizations are human systems, filled with opportunities.
And yet there is a profound difference between building from a foundation of schooling and building from a foundation of learning.

Rather than simply replicate and scale the arrangements of schooling, we must seize the possibility to shift from a schooling system to a learning ecosystem to truly empower learners, educators, and parents to create a virtuous future for themselves and their communities.

Louka Parry

Our challenge will be how we choose to redesign and remake our experiences, environments, and ecosystems so that we unlock our true creative potential and thrive in the future.

What do higher education students want from online learning? — from mckinsey.com by Felipe Child, Marcus Frank, Jonathan Law, and Jimmy Sarakatsannis
What over 7000 students across 17 countries value most in online education

A collection (built over 20 years) of recommended books for children: from EYFS to KS5. [Tolkien]

On 06/26/2023, in education, engagement / engaging students, homeschooling/homeschoolers, instructional design, K-12 related, learning ecosystem, love of learning, reading, story, storytelling, student teaching/teacher education, student-related, teachers, UK, youth, by Daniel Christian

After 20 years as a classroom teacher & senior leader, I've collated lists of all the best stories and non-fiction I've bought, bookmarked or reviewed in my career and put together this collection of recommended books for children: from EYFS to KS5. https://t.co/8tGflWVXKS

— Tom Tolkien (@tomtolkien) March 13, 2023

Various teaching ideas for the little folks out there!

On 06/08/2023, in education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, Learning Experience Design, learning hubs & pods & microschooling, pedagogy, student-related, teachers, United States, vendors, youth, by Daniel Christian

15 Creative Activities Inspired By The Gratitude Tree

Excerpt:

Prepare to plant seeds of gratitude in your classroom with our collection of 15 unique activities featuring The Gratitude Tree. These creative experiences aim to nurture a culture of appreciation among your students; empowering them to recognize and celebrate the positive aspects of their lives.

Gratitude Rocks

20 If I Were President Activities: Empowering Students To Lead And Make A Difference

Excerpt:

As teachers, it’s our responsibility to encourage our students to be the best versions of themselves! As a spin from this, why not encourage your students to envision themselves as future presidents! The following activities are designed to foster critical thinking, develop leadership skills, and ignite a sense of civic responsibility in our young learners. Together, we’ll inspire our students to explore their ideas and values as well as the power they hold to create positive change in their communities!

18 Fun Elephant Activities For Preschoolers

Excerpt:

Get ready to explore the enchanting world of elephants through a variety of engaging activities designed specifically for preschoolers. Our collection of 18 activities will not only ignite their imagination but also help them develop essential skills across different domains. Let’s dive right in and make learning a trunkload of fun!

23 Quirky Math Activity For Kindergarteners

Excerpt:

Let’s make math exciting and engaging for your little learners! With the help of our 23 unique activities, you’ll be able to help your littles develop essential math skills while having a blast. We’ve covered everything from basic number concepts to shape and pattern recognition. So, without further adieu, let’s get the party started with a number hunt!

Several items re: higher education

On 06/08/2023, in adjunct faculty, business side of he, colleges, community colleges, dangers of the status quo, Daniel S. Christian, faculty/staff, higher education, learning, learning ecosystem, Learning Experience Design, policy, student-related, teaching & learning, United States, universities, by Daniel Christian

Discount Rates At Colleges Continue To Increase As Colleges Explore Alternate Pricing Strategies — from forbes.com by Lucie Lapovsky

Excerpt (emphasis DSC):

Since 2012, 65 private colleges and universities with enrollment of 500 students or more, that I know of, have reduced their tuition, and commensurately reduced their discount rate. Several more schools are planning price resets for fall 2024. Schools use this strategy to increase the number of students who will consider them, and this approach has been successful for more than 80 percent of the schools which have reduced their published price.

From DSC:
What I learned of economics in college would agree with this last bit. As the price goes down, demand goes up. And conversely, as the price goes up, demand goes down. As Lucie points out, many people don’t know about the heavily discounted prices within higher education. I’ve been fighting for price decreases for over 15 years…clearly, I haven’t had much success in that area.

As the price goes down, the demand goes up.

Excerpts from Kristen Trader’s recent posting on LinkedIn:
(Emphasis DSC)

AI-assisted cheating isn’t a temptation if students have a reason to care about their own learning.

Yesterday I happened to listen to two different podcasts that ended up resonating with one another and with an idea that’s been rattling around inside my head with all of this moral uproar about generative AI:

** If we trust students – and earn their trust in return – then they will be far less motivated to cheat with AI or in any other way. **

First, the question of motivation. On the Intentional Teaching podcast, while interviewing James Lang and Michelle Miller on the impact of generative AI, Derek Bruff points out (drawing on Lang’s Cheating Lessons book) that if students have “real motivation to get some meaning out of [an] activity, then there’s far less motivation to just have ChatGPT write it for them.” Real motivation and real meaning FOR THE STUDENT translates into an investment in doing the work themselves.
…
Then I hopped over to one of my favorite podcasts – Teaching in Higher Ed – where Bonni Stachowiak was interviewing Cate Denial about a “pedagogy of kindness,” which is predicated on trusting students and not seeing them as adversaries in the work we’re doing.

So the second key element: being kind and trusting students, which builds a culture of mutual respect and care that again diminishes the likelihood that they will cheat.
…
Again, human-centered learning design seems to address so many of the concerns and challenges of the current moment in higher ed. Maybe it’s time to actually practice it more consistently. #aiineducation #higheredteaching #inclusiveteaching

How liberal arts colleges can make career services a priority — from highereddive.com by John Boyer
Creating internships and focusing on short-term experiences has a big impact, the longtime undergraduate dean at the University of Chicago says.

Virginia to eliminate degree requirements for most state jobs — from hrdive.com/ by Kathryn Moody
State movement on the issue reflects ongoing private sector interest in reducing reliance on four-year degrees for hiring purposes.

GETTING STARTED WITH MICROCREDENTIALS: A PRIMER FOR HIGHER EDUCATION LEADERS — from cps.northeastern.edu by Ellen Stoddard | Allison Ruda | Emilee Trieckel | Sean R. Gallagher; with thanks to Goldie Blenstyk for this resource

3 Ways Campus Leaders Can Prepare Students for Technology Transformation in the Workforce — from campustechnology.comby Sandra Loughlin, Ph.D.
Consider these strategies for equipping students with the tech skills they will need to succeed post-graduation.

TI-ADDIE: A Trauma-Informed Model of Instructional Design — from er.educause.edu by Ali Carr-Chellman and Treavor Bogard
Adjusting the ADDIE model of instructional design specifically to accommodate trauma offers an opportunity to address the collective challenges that designers, instructors, and learners have faced during the current learning moment.

Online learning: Is it worth trying? — from social-and-emotional-learning.educationtechnologyinsights.com by Dr. Miko Nino

From DSC:
Dr. Nino makes several solid points in this article. The article won’t let me copy/paste some excerpts for you, but I would encourage you to look at it.

I would add a few things:

The huge advantage of online-based learning is that a significant amount of learning-related data is automatically captured and doesn’t need to be manually entered (if such manually entered data ever does get entered…which most of it doesn’t).
Learners have much more control over the pacing within the digital realm — i.e., which media they want to use as well as stopping/fast-forwarding/rewinding certain kinds of media.
Most people are now required to be lifelong learners — where convenience and time-savings become very important factors in continuing one’s education
And finally, as AI and other technologies continue to make their way forward, it will be hard to beat online-based and/or hybrid-based learning.

Homeschool Talks is an informative podcast about all things homeschooling.

On 06/06/2023, in homeschooling/homeschoolers, instructional design, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, love of learning, parents/guardians, participation, passions, personalized/customized learning, podcasting, student-related, technologies for your home, youth, by Daniel Christian

.
Homeschool Talks is an informative podcast about all things homeschooling.

Changed by Our Journey: Engaging Students through Simulive Learning — from er.educause.edu by Lisa Lenze and Megan Costello
In this article, an instructor explains how she took an alternative approach to teaching—simulive learning—and discusses the benefits that have extended to her in-person classrooms.

Excerpts:

Mustering courage, Costello devised a novel way to (1) share the course at times other than when it was regularly scheduled and (2) fully engage with her students in the chat channel during the scheduled class meeting time. Her solution, which she calls simulive learning, required her to record her lectures and watch them with her students. (Courageous, indeed!)

Below, Costello and I discuss what simulive learning looks like, how it works, and how Costello has taken her version of remote synchronous teaching forward into current semesters.

Megan Costello: I took a different approach to remote synchronous online learning at the start of the pandemic. Instead of using traditional videoconferencing software to hold class, I prerecorded, edited, and uploaded videos of my lectures to a streaming website. This website allowed me to specify a time and date to broadcast my lectures to my students. Because the lectures were already prepared, I could watch and participate in the chat with my students as we encountered the materials together during the scheduled class time. I drove conversations in chat, asked questions, and got students engaged as we covered materials for the day. The students had my full attention.

Professors Plan Summer AI Upskilling, With or Without Support — from insidehighered.com by Susan D’Agostino
Academics seeking respite from the fire hose of AI information and hot takes launch summer workshops. But many of the grass-roots efforts fall short of meeting demand.

Excerpt:

In these summer faculty AI workshops, some plan to take their first tentative steps in redesigning assignments to recognize the AI-infused landscape. Others expect to evolve their in-progress teaching-with-AI practices. At some colleges, full-time staff will deliver the workshops or pay participants for professional development time. But some offerings are grassroots efforts delivered by faculty volunteers attended by participants on their own time. Even so, many worry that the efforts will fall short of meeting demand.

From DSC:
We aren’t used to this pace of change. It will take time for faculty members — as well as Instructional Designers, Instructional Technologists, Faculty Developers, Learning Experience Designers, Librarians, and others — to learn more about AI and its implications for teaching and learning. Faculty are learning. Staff are learning. Students are learning. Grace is needed. And faculty/staff modeling what it is to learn themselves is a good thing for students to see as well.

Also relevant/see:

It takes a village… Reflections on sustainable learning design — from The Educationalist (educationalist.substack.com) by Alexandra Mihai

Excerpts:

This can be done first and foremost through collaboration, bringing more people at the table, in a meaningful workflow, whereby they can make the best use of their expertise. Moreover, we need to take a step back and keep the big picture in mind, if we want to provide our students with a valuable experience.
…
This is all about creating and nurturing partnerships. Thinking in an inclusive way about who is at the table when we design our courses and our programmes and who we are currently missing. Generally speaking, the main actors involved should be: teaching staff, learning design professionals (under all their various names) and students. Yes, students. Although we are designing for their learning, they are all too often not part of the process.

In order to yield results, collaborative practice needs to be embedded in the institutional fabric, and this takes time. Building silos happens fast, breaking them is a long term process. Creating a culture of dialogue, with clear and replicable processes is key to making collaborative learning design work.

From DSC:
To me, Alexandra is addressing the topic of using teams to design, develop, and teach/offer courses. This is where a variety of skills and specialties can come together to produce an excellent learning experience. No one individual has all of the necessary skills — nor the necessary time. No way.

What new grads can expect as they enter the working world — from mckinsey.com by Patrick Guggenberger, Dana Maor, Michael Park, and Patrick Simon

Excerpt:

May 21, 2023 It’s officially the season of caps, gowns, and stoles—and new grads are gearing up for entry into the world of work at a time when organizations are undergoing massive shifts. “The shifts include complex questions about how to organize for speed to shore up resilience, find the right balance between in-person and remote work models, address employees’ declining mental health, and build new institutional capabilities at a time of rapid technological change, among others,” write Patrick Guggenberger, Dana Maor, Michael Park, and Patrick Simon in a new report. These changes have significant implications for structures, processes, and people. How can new grads set themselves up for success in a quickly evolving environment? If you’re a soon-to-be new grad or know one, check out our newly refreshed special collection for insights and interviews on topics including productivity, hybrid work models, worker preferences, tech trends, and much more.

On a somewhat relevant posting (it has to do with career development as well), also see:

From Basic to Brand: How to Build and Use a Purposeful LinkedIn Profile — from er.educause.edu by Ryan MacTaggart and Laurie Burruss
Developing a professional brand helps higher education professionals establish meaningful work-related connections and build credibility in their area of expertise.

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