United States

Major announcements from a key vendor in the AI space — NVIDIA

On 03/21/2023, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, art, Artificial Intelligence/Agents/LLMs/and Related, business, cloud-based computing / apps / other cloud-related, collaboration, content development, aggregation, repositories, corporate / business world, creativity, design, emerging technologies, engineering, entrepreneurship, Facebook / Meta Platforms, future, game-changing environment, generational differences, Holographic comms, human-computer interaction (HCI), immersion, innovation, intelligent systems, intelligent tutoring, IT in HE, languages and translation, media/film, Metaverse, multimedia, Natural Language Processing (NLP), new business models, NVIDIA, online media, pace of change, personalized/customized learning, platforms, society, technology (general), tools, United States, user experience (UX), vendors, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, visualizing information, web-based collaboration, Web3, workplace, by Daniel Christian

Explore Breakthroughs in AI, Accelerated Computing, and Beyond at GTC — from nvidia.com
The Conference for the Era of AI and the Metaverse

Addendums on 3/22/23:

Generative AI for Enterprises — from nvidia.com
Custom-built for a new era of innovation and automation.

Excerpt:

Impacting virtually every industry, generative AI unlocks a new frontier of opportunities—for knowledge and creative workers—to solve today’s most important challenges. NVIDIA is powering generative AI through an impressive suite of cloud services, pre-trained foundation models, as well as cutting-edge frameworks, optimized inference engines, and APIs to bring intelligence to your enterprise applications.

NVIDIA AI Foundations is a set of cloud services that advance enterprise-level generative AI and enable customization across use cases in areas such as text (NVIDIA NeMo™), visual content (NVIDIA Picasso), and biology (NVIDIA BioNeMo™). Unleash the full potential with NeMo, Picasso, and BioNeMo cloud services, powered by NVIDIA DGX™ Cloud—the AI supercomputer.

Reflections on “Policy by Waivers Won’t Boost School Innovation” [Horn]

On 03/18/2023, in change, Daniel S. Christian, education, education reform, ideas, innovation, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, legislatures / government / legal, reinvent, society, staying relevant, strategy, teachers, United States, by Daniel Christian

Policy by Waivers Won’t Boost School Innovation — by Michael B. Horn
“Permissionless” beats having to ask for an okay

Excerpt:

In recent conversations, educators and state policymakers have expressed shock to me that district schools aren’t innovating more. With microschools growing and test scores floundering, why aren’t districts seeking permission to reinvent themselves?

As evidence of the opportunities to innovate, many bureaucrats and think tanks point to the vast number of waivers that states offer. The opportunities to move beyond traditional structures and processes do exist, the argument goes.

Yet waivers help far less than most policymakers believe. Until regulators create frameworks where innovation in pursuit of student outcomes is the default and doesn’t require permission, don’t expect a sea change.

From DSC:
TrimTab Groups. That’s what we need more of within K-12 and higher education.

Research shows the only way an organization can truly reinvent itself is to launch a separate organization that has the autonomy to rethink its value proposition, resources, processes, and financial formula.

Below is a graphic I created a while back, but with traditional institutions of higher education in mind.

We need more Trim Tab Groups within K-12 and Higher Education.

??Well this is something else.

GPT-4 passes basically every exam. And doesn’t just pass…
The Bar Exam: 90%
LSAT: 88%
GRE Quantitative: 80%, Verbal: 99%
Every AP, the SAT… pic.twitter.com/zQW3k6uM6Z

— Ethan Mollick (@emollick) March 14, 2023

Description of video:

Sal Khan walks through Khan Academy’s GPT-4 integration (not generally available yet). Folks can join the waitlist at Khanacademy.org. To learn more about Khanmigo, visit: khanacademy.org/khan-labs

We believe that AI has the potential to transform learning in a positive way, but we are also keenly aware of the risks. To test the possibilities, we’re inviting our district partners to opt in to Khan Labs, a new space for testing learning technology. We want to ensure that our work always puts the needs of students and teachers first, and we are focused on ensuring that the benefits of AI are shared equally across society. In addition to teachers and students, we’re inviting the general public to join a waitlist to test Khanmigo. Teachers, students and donors will be our partners on this learning journey, helping us test AI to see if we can harness it as a learning tool for all.

GPT-4 has arrived. It will blow ChatGPT out of the water. — from washingtonpost.com by Drew Harwell and Nitasha Tiku
The long-awaited tool, which can describe images in words, marks a huge leap forward for AI power — and another major shift for ethical norms

Introducing Our Virtual Volunteer Tool for People who are Blind or Have Low Vision, Powered by OpenAI’s GPT-4 — from bemyeyes.com
We are thrilled to announce Be My Eyes Virtual Volunteer™, the first-ever digital visual assistant powered by OpenAI’s new GPT-4 language model.

For example, [GPT-4] passes a simulated bar exam with a score around the top 10% of test takers; in contrast, GPT-3.5’s score was around the bottom 10%.

Source

Here are some incredible things people are already doing with GPT-4

It’s been less than 3.5 hours

? A thread

— Linus (???) (@LinusEkenstam) March 14, 2023

Had my wife close her eyes and describe rooms in her dream home.

In 3 minutes, I made these on Midjourney (h/t @nickfloats)

She was speechless.

She’s now a huge fan of AI and “gets it”

This is the way. pic.twitter.com/sjf3CQYtwa

— Kallaway (@kanekallaway) March 6, 2023

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

On 03/14/2023, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, colleges, digital learning, education technology, emerging technologies, experimentation, faculty/staff, 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?

Teaching: A University-Wide Language for Learning — from chronicle.com by Beckie Supiano

Excerpt (emphasis DSC):

Last week, as I was interviewing Shaun Vecera about a new initiative he directs at the University of Iowa, he made a comment that stopped me in my tracks. The initiative, Learning at Iowa, is meant to create a common vocabulary, based on cognitive science, to support learning across the university. It focuses on “the three M’s for effective learning”: mind-set, metacognition, and memory.

“Not because those are the wrong ways of talking about that. But when you talk about learning, I think you can easily see how these skills transfer across not just courses, but also transfer from the university into a career.”

From DSC:
This reminds me of what I was trying to get at here — i.e., let’s provide folks with more information on learning how to learn.

Lets provide folks with more information on learning how to learn

Also relevant/see:

Changing your teaching takes more than a recipe — — from chronicle.com by Beckie Supiano
Professors have been urged to adopt more effective practices. Why are their results so mixed?

Excerpts:

When the researchers asked their interview subjects how they first learned about peer instruction, many more cited informal discussions with colleagues than cited more formal channels like workshops. Even fewer pointed to a book or an article.

So even when there’s a really well-developed recipe, professors aren’t necessarily reading it.
…
In higher ed, teaching is often seen as something anyone who knows the content can automatically do. But the evidence suggests instead that teaching is an intellectual exercise that adds to subject-matter expertise.

This teaching-specific math knowledge, the researchers note, could be acquired in teacher preparation or professional development, however, it’s usually created on the job.

“Now, I’m much more apt to help them develop a deeper understanding of how people learn from a neuroscientific and cognitive-psychology perspective, and have them develop a model for how students learn.”

Erika Offerdahl, associate vp and director of the Transformational Change Initiative at WSU

From DSC:
I love this part too:

There’s a role here, too, for education researchers. Not every evidence-based teaching practice has been broken into its critical components in the literature,

Challenging ‘Bad’ Online Policies and Attitudes — from insidehighered.com by Susan D’Agostino
Academic and industry leaders spoke with conviction at the SXSW EDU conference this week about approaches that impede educational access to motivated, capable learners.

Excerpts:

“It’s driven by artificial intelligence,” Barnes said of IBM’s training and reskilling effort. “It’s a Netflix-like interface that pushes content. Or an employee can select content…
…
The leaders discussed the ways in which colleges, policymakers, and employers might work together to help more Americans find or advance in viable employment, while also addressing the workforce skills gap. But some “bad” policies and attitudes about online learning undermine their efforts to work together, expand access and deliver outcomes to motivated, capable learners.

“Employers were saying, ‘We have job openings we can’t fill, and we want to work with the education system, but it is so unbelievably frustrating because they’re very rigid, and they don’t want to customize to our needs,’” Hansen said. These employers sought workforce training that could produce a pipeline of learners-turned-employees, and Hansen said they told him, “If you can do that, I’ll pay you.”

Fostering sustainable learning ecosystems [Blessinger]

On 03/13/2023, in 21st century, Africa, Asia, Australia, Canada, change, collaboration, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, culture, curriculum, education, education technology, Europe, formal learning, future, future of higher education, game-changing environment, global / globalization, Google, higher education, ideas, informal learning, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, legislatures / government / legal, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, platforms, policy, society, strategy, technology (general), tools, training / L&D, UK, United States, vision/possibilities, youth, by Daniel Christian

Fostering sustainable learning ecosystems — from linkedin.com by Patrick Blessinger

Excerpt (emphasis DSC):

Learning ecosystems
As today’s global knowledge society becomes increasingly interconnected and begins to morph into a global learning society, it is likely that formal, nonformal, and informal learning will become increasingly interconnected. For instance, there has been an explosion of new self-directed e-learning platforms such as Khan Academy, Open Courseware, and YouTube, among others, that help educate billions of people around the world.

A learning ecosystem includes all the elements that contribute to a learner’s overall learning experience. The components of a learning ecosystem are numerous, including people, technology platforms, knowledge bases, culture, governance, strategy, and other internal and external elements that have an impact on learning. Therefore, moving forward, it is crucial to integrate learning across formal, nonformal, and informal learning processes and activities in a more strategic way.

Working To Incorporate Legal Technology Into Your Practice Isn’t Just A Great Business Move – It’s Required [Williams]

On 03/11/2023, in 21st century, Bias | Diversity Equity & Inclusion (DE&I), Canada, experimentation, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, the downsides of how people use tech, tools, United States, vendors, by Daniel Christian

Working To Incorporate Legal Technology Into Your Practice Isn’t Just A Great Business Move – It’s Required — from abovethelaw.com by Chris Williams

Excerpt:

According to Model Rule 1.1 of the ABA Model Rules of Professional Conduct: “A lawyer shall provide competent representation to a client. Competent representation requires the legal knowledge, skill, thoroughness and preparation reasonably necessary for the representation.”

In 2012, the ABA House of Delegates voted to amend Comment 8 to Model Rule 1.1 to include explicit guidance on lawyers’ use of technology.

If Model Rule 1.1 isn’t enough of a motivator to dip your feet in legal tech, maybe paying off that mortgage is. As an extra bit of motivation, it may benefit you to pin the ABA House of Delegate’s call to action on your motivation board.

Also relevant/see:

While courts still use fax machines, law firms are using AI to tailor arguments for judges — from cbc.ca by Robyn Schleihauf

Excerpt (emphasis DSC):

What is different with AI is the scale by which this knowledge is aggregated. While a lawyer who has been before a judge three or four times may have formed some opinions about them, these opinions are based on anecdotal evidence. AI can read the judge’s entire history of decision-making and spit out an argument based on what it finds.

The common law has always used precedents, but what is being used here is different — it’s figuring out how a judge likes an argument to be framed, what language they like using, and feeding it back to them.

And because the legal system builds on itself — with judges using prior cases to determine how a decision should be made in the case before them — these AI-assisted arguments from lawyers could have the effect of further entrenching a judge’s biases in the case law, as the judge’s words are repeated verbatim in more and more decisions. This is particularly true if judges are unaware of their own biases.

Cutting through the noise: The impact of GPT/large language models (and what it means for legal tech vendors) — from legaltechnology.com by Caroline Hill

Excerpts:

Given that we have spent time over the past few years telling people not to get to overestimate the capability of AI, is this the real deal?

“Yeah, I think it’s the real thing because if you look at why legal technologies have not had the adoption rate historically, language has always been the problem,” Katz said. “Language has been hard for machines historically to work with, and language is core to law. Every road leads to a document, essentially.”
…
Katz says: “There are two types of things here. They would call general models GPT one through four, and then there’s domain models, so a legal specific large language model.
…
“What we’re going to see are large-ish, albeit not the largest model that’s heavily domain tailored is going to beat a general model in the same way that a really smart person can’t beat a super specialist. That’s where the value creation and the next generation of legal technology is going to live.”

Fresh Voices in Legal Tech with Kristen Sonday — from legaltalknetwork.com by Dennis Kennedy and Tom Mighell with Kristen Sonday

What would higher ed (or even K-12) look like if you could completely scrap it and start over? [Carty]

On 03/11/2023, in business side of he, colleges, community colleges, cost of getting a degree, dangers of the status quo, Design Thinking, higher education, K-12 related, learning ecosystem, liberal arts, reinvent, United States, universities, vision/possibilities, vocational / trades, writing, by Daniel Christian

Transfers From Community College Continue to Fall — from insidehighered.com by Sara Weissman
Despite the decline in transfers, a new report also says six-year college completion rates among transfer students improved.

Excerpt:

Transfers between community colleges and four-year institutions continued to drop last fall, an ongoing trend since the onset of the COVID-19 pandemic, according to a new report from the National Student Clearinghouse Research Center. But the report also contains some good news, including that six-year college completion rates among transfer students improved, despite the disruptive nature of the pandemic.
…
“Upward transfer has continued to decline pretty steadily at this point in every year since the pandemic,” Shapiro said during a media briefing Wednesday. “This suggests that baccalaureate attainment is beginning to appear increasingly out of reach for community college students,” particularly for students enrolled in urban and suburban community colleges, which saw steeper declines in transfers to universities than community colleges in towns or rural areas.

These 20 jobs are the most “exposed” to AI, ChatGPT, researchers say + other AI-related items

On 03/11/2023, in Africa, Artificial Intelligence/Agents/LLMs/and Related, Asia, Australia, Canada, career development, change, Europe, global / globalization, India, society, UK, United States, workplace, by Daniel Christian

These 20 jobs are the most “exposed” to AI, ChatGPT, researchers say — from cbsnews-com.cdn.ampproject.org

Excerpt:

New research examining the effects of language modeling AI like ChatGPT on different occupations and industries finds that certain jobs, like telemarketers and teachers, are more “exposed” to the technology than others, such as psychologists and counselors.

Also relevant/see:

Must read: the 100 most cited AI papers in 2022 — from zeta-alpha.com by Sergi Castella i Sapé; with titles, citation counts, and affiliations.

How will Language Modelers like ChatGPT Affect Occupations and Industries? — from papers.ssrn.com by Edward W. Felten, Manav Raj, and Robert Seamans

An inside look at a 5th grade classroom using ChatGPT [abcnews.go.com]

On 03/11/2023, in Artificial Intelligence/Agents/LLMs/and Related, content development, aggregation, repositories, creativity, education, education technology, experimentation, future, human-computer interaction (HCI), ideas, intelligent systems, K-12 related, learning, learning ecosystem, teachers, tools, United States, vendors, by Daniel Christian

An inside look at a 5th grade classroom using ChatGPT — from abcnews.go.com
Kentucky teacher Donnie Piercey uses ChatGPT with his fifth frade students.

Excerpt:

“Like every other educator, I had that concern. Is this something that students are only going to use to cheat? So I started to think about like, ‘OK, what role is AI — artificial intelligence — going to play in the classroom?'” Piercey, the 2021 Kentucky Teacher of the Year, told “Good Morning America.” “And the more that I thought about it, I realized that there’s a lot more good that can come about through AI as opposed to negative things that can come in the classroom.”

Love it or hate it, academics can’t ignore the already pervasive technology. [McMurtrie]

On 03/11/2023, in 21st century, 24x7x365 access, adjunct faculty, change, colleges, community colleges, digital learning, disruption, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), instructional design, intelligent systems, intelligent tutoring, IT in HE, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, online media, online tutoring, platforms, productivity / tips and tricks, professional development, student-related, teaching & learning, tools, United States, universities, by Daniel Christian

ChatGPT is Everywhere — from chronicle.com by Beth McMurtrie
Love it or hate it, academics can’t ignore the already pervasive technology.

Excerpt:

Many academics see these tools as a danger to authentic learning, fearing that students will take shortcuts to avoid the difficulty of coming up with original ideas, organizing their thoughts, or demonstrating their knowledge. Ask ChatGPT to write a few paragraphs, for example, on how Jean Piaget’s theories on childhood development apply to our age of anxiety and it can do that.

Other professors are enthusiastic, or at least intrigued, by the possibility of incorporating generative AI into academic life. Those same tools can help students — and professors — brainstorm, kick-start an essay, explain a confusing idea, and smooth out awkward first drafts. Equally important, these faculty members argue, is their responsibility to prepare students for a world in which these technologies will be incorporated into everyday life, helping to produce everything from a professional email to a legal contract.

“Artificial-intelligence tools present the greatest creative disruption to learning that we’ve seen in my lifetime.”

Sarah Eaton, associate professor of education at the University of Calgary

6 Tenets of Postplagiarism: Writing in the Age of #ArtificialIntelligence – In my 2021 book, #Plagiarism in #HigherEducation, I introduce the idea of life in the post-plagiarism era. Here I expand on those ideas.https://t.co/DGzelD9phc pic.twitter.com/hHej4e55zq

— Dr. Sarah Elaine Eaton?? (@DrSarahEaton) February 25, 2023

Artificial intelligence and academic integrity, post-plagiarism — from universityworldnews.com Sarah Elaine Eaton; with thanks to Robert Gibson out on LinkedIn for the resource

Excerpt:

The use of artificial intelligence tools does not automatically constitute academic dishonesty. It depends how the tools are used. For example, apps such as ChatGPT can be used to help reluctant writers generate a rough draft that they can then revise and update.

Used in this way, the technology can help students learn. The text can also be used to help students learn the skills of fact-checking and critical thinking, since the outputs from ChatGPT often contain factual errors.

When students use tools or other people to complete homework on their behalf, that is considered a form of academic dishonesty because the students are no longer learning the material themselves. The key point is that it is the students, and not the technology, that is to blame when students choose to have someone – or something – do their homework for them.

There is a difference between using technology to help students learn or to help them cheat. The same technology can be used for both purposes.

From DSC:
These couple of sentences…

In the age of post-plagiarism, humans use artificial intelligence apps to enhance and elevate creative outputs as a normal part of everyday life. We will soon be unable to detect where the human written text ends and where the robot writing begins, as the outputs of both become intertwined and indistinguishable.

…reminded me of what’s been happening within the filmmaking world for years (i.e., such as in Star Wars, Jurrasic Park, and many others). It’s often hard to tell what’s real and what’s been generated by a computer.

DC: This doesn’t surprise me. But it’s yet another example of opaqueness involving technology

On 03/07/2023, in 21st century, 24x7x365 access, A/V -- audio/visual, digital photography, digital video, ethics, legislatures / government / legal, morals/values, society, the downsides of how people use tech, United States, by Daniel Christian

FBI, Pentagon helped research facial recognition for street cameras, drones — from washingtonpost.com by Drew Harwell
Internal documents released in response to a lawsuit show the government was deeply involved in pushing for face-scanning technology that could be used for mass surveillance

Excerpt:

The FBI and the Defense Department were actively involved in research and development of facial recognition software that they hoped could be used to identify people from video footage captured by street cameras and flying drones, according to thousands of pages of internal documents that provide new details about the government’s ambitions to build out a powerful tool for advanced surveillance.

From DSC:
This doesn’t surprise me. But it’s yet another example of opaqueness involving technology. And who knows to what levels our Department of Defense has taken things with AI, drones, and robotics.

K–12 teachers are quitting. What would make them stay? [McKinsey & Company]

On 03/07/2023, in career development, change, education, game-changing environment, K-12 related, leadership, learning ecosystem, society, strategy, teachers, United States, youth, by Daniel Christian

K–12 teachers are quitting. What would make them stay? — by McKinsey & Company

Excerpts:

When school districts can’t attract and retain enough teachers, students suffer. And the COVID-19 pandemic has only compounded the nation’s education talent challenges. To improve our understanding of what makes K–12 teachers want to stay, leave, or return to their jobs, McKinsey surveyed more than 1,800 US educators, school leaders, and school mental health professionals at the end of the 2021–22 school year (see sidebar “About the research”). Approximately one-third of respondents said they planned to leave their role before the next school year began. That equates to roughly 900,000 teachers across the nation. Our research also revealed that this pending turnover could further exacerbate inequality, hampering efforts to create more resilient and equitable K–12 education systems.2 While this stated intention to leave has historically not panned out, it suggests an unhealthiness to the profession that administrators should be mindful of.

Teachers who are thinking of leaving cite compensation, unreasonable expectations, and an inability to protect their well-being as top motivators.

‘ChatGPT Already Outperforms a lot of Junior Lawyers’: An Interview With Richard Susskind — from law.com by Laura Beveridge
For the last 20 years, the U.K. author and academic has been predicting that technology will revolutionise the legal industry. With the buzz around generative AI, will his hypothesis now be proven true?

Excerpts:

For this generation of lawyers, their mission and legacy ought to be to build the systems that replace our old ways of working, he said. Moreover, Susskind identified new work for lawyers, such as legal process analyst or legal data scientist, emerging from technological advancement.

“These are the people who will be building the systems that will be solving people’s legal problems in the future.

“The question I ask is: imagine when the underpinning large language model is GPT 8.5.”

Blue J Legal co-founder Benjamin Alarie on how AI is powering a new generation of legal tech — from canadianlawyermag.com by Tim Wilbur

Excerpts:

We founded Blue J with the idea that we should be able to bring absolute clarity to the law everywhere and on demand. The name that we give to this idea is the legal singularity. I have a book with assistant professor Abdi Aidid called The Legal Singularity coming out soon on this idea.

The book paints the picture of where we think the law will go in the next several decades. Our intuition was not widely shared when we started the book and Blue J.

Since last November, though, many lawyers and journalists have been able to play with ChatGPT and other large language models. They suddenly understand what we have been excited about for the last eight years.

Neat Trick/Tip to Add To Your Bag! — from iltanet.org by Brian Balistreri

Excerpt:

If you need instant transcription of a Audio File, Word Online now allows you to upload a file, and it will transcribe, mark speaker changes, and provide time marks. You can use video files, just make sure they are small or office will kick you out.

Generative AI Is Coming For the Lawyers — from wired.com by Chris Stoken-Walker
Large law firms are using a tool made by OpenAI to research and write legal documents. What could go wrong?

Excerpts:

The rise of AI and its potential to disrupt the legal industry has been forecast multiple times before. But the rise of the latest wave of generative AI tools, with ChatGPT at its forefront, has those within the industry more convinced than ever.

“I think it is the beginning of a paradigm shift,” says Wakeling. “I think this technology is very suitable for the legal industry.”
…
The technology, which uses large datasets to learn to generate pictures or text that appear natural, could be a good fit for the legal industry, which relies heavily on standardized documents and precedents.

“Legal applications such as contract, conveyancing, or license generation are actually a relatively safe area in which to employ ChatGPT and its cousins,” says Lilian Edwards, professor of law, innovation, and society at Newcastle University. “Automated legal document generation has been a growth area for decades, even in rule-based tech days, because law firms can draw on large amounts of highly standardized templates and precedent banks to scaffold document generation, making the results far more predictable than with most free text outputs.”

But the problems with current generations of generative AI have already started to show.

Learning Ecosystems

Reflections on “Teaching: A University-Wide Language for Learning” [Supiano]

Challenging ‘Bad’ Online Policies and Attitudes [D’Agostino]

Working To Incorporate Legal Technology Into Your Practice Isn’t Just A Great Business Move – It’s Required [Williams]

DC: This doesn’t surprise me. But it’s yet another example of opaqueness involving technology

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