{"id":87465,"date":"2023-07-07T01:00:50","date_gmt":"2023-07-07T05:00:50","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=87465"},"modified":"2023-07-07T16:33:59","modified_gmt":"2023-07-07T20:33:59","slug":"ai-for-education-webinars-barrett-co-plus-other-items-re-ai-in-our-learning-ecosystems","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2023\/07\/07\/ai-for-education-webinars-barrett-co-plus-other-items-re-ai-in-our-learning-ecosystems\/","title":{"rendered":"AI for Education Webinars [Barrett & Co.] plus other items re: AI in our learning ecosystems"},"content":{"rendered":"

AI for Education Webinars<\/strong><\/a> — from youtube.com by Tom Barrett and others<\/p>\n

\"AI<\/a><\/p>\n

\n

Post-AI Assessment Design<\/strong><\/a> — from drphilippahardman.substack.com by Dr. Philippa Hardman
\nA simple, three-step guide on how to design assessments in a post-AI world
\n<\/em><\/p>\n

Excerpt:<\/em><\/p>\n

Step 1: Write Inquiry-Based Objectives<\/strong>
\nInquiry-based objectives focus not just on the acquisition of knowledge but also on the development of skills and behaviours,\u00a0like critical thinking, problem-solving, collaboration and research skills.<\/p>\n

They do this by requiring learners not just to recall or \u201cdescribe back\u201d 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.<\/p>\n

\"Step<\/a><\/p>\n

.<\/span><\/p>\n

\n

Massive Disruption Now: What AI Means for Students, Educators, Administrators and Accreditation Boards<\/strong><\/a>
\n— from stefanbauschard.substack.com by Stefan Bauschard; via Will Richardson on LinkedIn
\nThe 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.<\/em><\/p>\n

Excerpts:<\/em><\/p>\n

Just for a minute,\u00a0consider how education would change if the following were true<\/strong> \u2013<\/p>\n

    \n
  • AIs \u201challucinated\u201d less than humans<\/li>\n
  • AIs could write in our own voices<\/li>\n
  • AIs could accurately do math<\/li>\n
  • AIs understood the unique academic (and eventually developmental) needs of each student and adapt instruction to that student<\/li>\n
  • AIs could teach anything any student wanted or need to know any time of day or night<\/li>\n
  • AIs could do this at a fraction of the cost of a human teacher or professor<\/li>\n<\/ul>\n

    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).\u00a0If 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.\u00a0\u00a0If 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.\u00a0\u00a0AIs will become more intelligent than us, perhaps in\u00a010-20 years\u00a0(LeCun), though there could be unanticipated breakthroughs that lower the time frame to a few years or less (Benjio); it\u2019s just a question of when, not \u201cif.\u201d<\/strong><\/span><\/p><\/blockquote>\n

    \n

    On one creative use of AI<\/strong><\/a> — from aiandacademia.substack.com by Bryan Alexander
    \nA new practice with pedagogical possibilities<\/em><\/p>\n