{"id":90398,"date":"2024-02-05T13:15:43","date_gmt":"2024-02-05T18:15:43","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=90398"},"modified":"2024-02-05T13:15:43","modified_gmt":"2024-02-05T18:15:43","slug":"integrating-ai-into-your-teaching-numerous-other-items-re-ai-in-our-learning-ecosystems","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2024\/02\/05\/integrating-ai-into-your-teaching-numerous-other-items-re-ai-in-our-learning-ecosystems\/","title":{"rendered":"Integrating AI into your teaching + numerous other items re: AI in our Learning Ecosystems"},"content":{"rendered":"

Augment teaching with AI – this teacher has it sussed…<\/strong><\/a> — from donaldclarkplanb.blogspot.com by Donald Clark<\/p>\n

Emphasis (emphasis DSC):<\/span><\/em><\/p>\n

You\u2019re a teacher who wants to integrate AI into your teaching. What do you do? I often get asked how should I start with AI in my school or University. This, I think, is one answer.<\/p>\n

Continuity with teaching<\/strong>
\nOne school has got this exactly right in my opinion. Meredith Joy Morris has implemented ChatGPT into the teaching process. The teacher does their thing and the chatbot picks up where the teacher stops, augmenting and scaling the teaching and learning process, passing the baton to the learners who carry on.<\/strong> <\/span>This gives the learner a more personalised experience, encouraging independent learning by using the undoubted engagement that 1:1 dialogue provides.<\/p>\n

There\u2019s no way any teacher can provide this carry on support with even a handful of students, never mind a class of 30 or a course with 100. Teaching here is \u2018extended\u2019 and \u2018scaled\u2019 by AI. The feedback from the students was extremely positive.<\/span><\/strong><\/p>\n

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Reflections on Teaching in the AI Age<\/strong><\/a> — from by Jeffrey Watson<\/p>\n

The transition which AI forces me to make is no longer to evaluate\u00a0writings, but to evaluate\u00a0writers. I am accustomed to grading essays impersonally with an objective rubric, treating the text as distinct from the author and commenting only on the features of the text. I need to transition to evaluating students a bit more holistically, as philosophers \u2013 to follow along with them in the early stages of the writing process, to ask them to present their ideas orally in conversation or in front of their peers, to push them to develop the intellectual virtues that they will need if they are not going to be mastered by the algorithms seeking to manipulate them. That\u2019s the sort of development I\u2019ve meant to encourage all along, not paragraph construction and citation formatting. If my grading practices incentivize outsourcing to a machine intelligence, I need to change my grading practices.<\/p>\n

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4 AI Imperatives for Higher Education in 2024<\/strong><\/a> — from campustechnology.com by Rhea Kelly<\/p>\n

[Bryan Alexander] <\/em>There’s a crying need for faculty and staff professional development about generative AI. The topic is complicated and fast moving. Already the people I know who are seriously offering such support are massively overscheduled. Digital materials are popular. Books are lagging but will gradually surface. I hope we see more academics lead more professional development offerings.<\/p>\n

For an academic institution to take emerging AI seriously it might have to set up a new body. Present organizational nodes are not necessarily a good fit.<\/p>\n

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A Technologist Spent Years Building an AI Chatbot Tutor. He Decided It Can\u2019t Be Done.<\/strong><\/a> — from edsurge.com by Jeffrey R. Young
\nIs there a better metaphor than ‘tutor’ for what generative AI can do to help students and teachers?<\/em><\/p>\n

When Satya Nitta worked at IBM, he and a team of colleagues took on a bold assignment: Use the latest in artificial intelligence to build a new kind of personal digital tutor.<\/p>\n

This was before ChatGPT existed, and fewer people were talking about the wonders of AI. But Nitta was working with what was perhaps the highest-profile AI system at the time, IBM\u2019s Watson. That AI tool had pulled off some big wins, including\u00a0beating humans on the Jeopardy quiz show in 2011.<\/p>\n

Nitta says he was optimistic that Watson could power a generalized tutor, but he knew the task would be extremely difficult. \u201cI remember telling IBM top brass that this is going to be a 25-year journey,\u201d he recently told EdSurge.<\/p>\n

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Teachers stan AI in education\u2013but need more support<\/strong><\/a> — from eschoolnews.com by Laura Ascione<\/p>\n

What are the advantages of AI in education?
\n<\/strong>Canva\u2019s study found 78 percent of teachers are interested in using AI education tools, but their experience with the technology remains limited, with 93 percent indicating they know \u201ca little\u201d or \u201cnothing\u201d about it \u2013 though this lack of experience hasn\u2019t stopped teachers quickly discovering and considering its benefits:<\/p>\n