{"id":88097,"date":"2023-08-05T09:44:16","date_gmt":"2023-08-05T13:44:16","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=88097"},"modified":"2023-08-05T12:14:15","modified_gmt":"2023-08-05T16:14:15","slug":"navigating-the-future-of-learning-in-a-digitally-disrupted-world-cailey-several-other-ai-in-education-items","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2023\/08\/05\/navigating-the-future-of-learning-in-a-digitally-disrupted-world-cailey-several-other-ai-in-education-items\/","title":{"rendered":"“Navigating the Future of Learning in a Digitally-Disrupted World” [Cailey] + several other AI in education items"},"content":{"rendered":"

Navigating the Future of Learning in a Digitally-Disrupted World<\/a> <\/strong>— from thinklearningstudio.org by Russell Cailey<\/p>\n

Are we on the frontier of unveiling an unseen revolution in education? The hypothesis is that this quiet upheaval\u2019s importance is far more significant than we imagine. As our world adjusts, restructures, and emerges from a year which launched an era of mass AI, so too does a new academic year dawn for many \u2013 with hope and enthusiasm about new roles, titles, or simply just a new mindset. Concealed from sight, however, I believe a significant transformative wave has started and will begin to reshape our education systems and push us into a new stage of innovative teaching practice whether we desire it or not. The risk and hope is that the quiet revolution remains outside the regulator\u2019s and ministries\u2019 purview, which could risk a dangerous fragmentation of education policy and practice, divorced from the actualities of the world \u2018in and outside school\u2019.<\/p>\n

“This goal can be achieved through continued support for introducing more new areas of study, such as \u2018foresight and futures\u2019, in the high school classroom.”<\/strong><\/span><\/p><\/blockquote>\n

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Four directions for assessment redesign in the age of generative AI<\/a><\/strong>— from timeshighereducation.com by Julia Chen
\nThe rise of generative AI has led universities to rethink how learning is quantified. Julia Chen offers four options for assessment redesign that can be applied across disciplines<\/em><\/p>\n

Direction 1: From written description to multimodal explanation and application<\/strong><\/p>\n

Direction 2: From literature review alone to referencing lectures<\/strong><\/p>\n

Direction 3: From presentation of ideas to defence of views<\/strong><\/p>\n

Direction 4: From working alone to student-staff partnership<\/strong><\/p>\n

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