{"id":97149,"date":"2025-10-23T13:15:06","date_gmt":"2025-10-23T17:15:06","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=97149"},"modified":"2025-10-25T17:47:11","modified_gmt":"2025-10-25T21:47:11","slug":"how-do-we-optimize-an-ai-to-support-learning-downes-several-other-items-re-ai-in-our-les","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2025\/10\/23\/how-do-we-optimize-an-ai-to-support-learning-downes-several-other-items-re-ai-in-our-les\/","title":{"rendered":"“How do we optimize an AI to support learning?” [Downes] + several other items re: AI in our LE’s"},"content":{"rendered":"

There is no God Tier video model<\/strong><\/a> — from downes.ca by Stephen Downes<\/p>\n

From DSC:<\/span><\/em>
\nStephen has some solid reflections and asks some excellent questions in this posting, including:<\/strong><\/span><\/p>\n

The question is: how do we optimize an AI to support learning? Will one model be enough? Or do we need different models for different learners in different scenarios?<\/strong><\/span><\/p><\/blockquote>\n

\n

A More Human University: The Role of AI in Learning<\/strong><\/a> — from er.educause.edu by Robert Placido
\nFar from heralding the collapse of higher education, artificial intelligence offers a transformative opportunity to scale meaningful, individualized learning experiences across diverse classrooms.<\/em><\/p>\n

The narrative surrounding artificial intelligence (AI) in higher education is often grim. We hear dire predictions of an “impending collapse,” fueled by fears of rampant cheating, the erosion of critical thinking, and the obsolescence of the human educator.Footnote1\u00a0This dystopian view, however, is a failure of imagination. It mistakes the death rattle of an outdated pedagogical model for the death of learning itself. The truth is far more hopeful: AI is not an asteroid coming for higher education. It is a catalyst that can finally empower us to solve our oldest, most intractable problem: the inability to scale deep, engaged, and truly personalized learning.<\/strong><\/span><\/p>\n

\n

Claude for Life Sciences<\/strong><\/a> — from anthropic.com<\/p>\n

Increasing the rate of scientific progress is a core part of Anthropic\u2019s public benefit mission.<\/p>\n

We are focused on building the tools to allow researchers to make new discoveries \u2013 and eventually, to allow AI models to make these discoveries autonomously.<\/p>\n

Until recently, scientists typically used Claude for individual tasks, like writing code for statistical analysis or summarizing papers. Pharmaceutical companies and others in industry also use it for tasks across the rest of their business, like sales, to fund new research. Now, our goal is to make Claude capable of supporting the entire process, from early discovery through to translation and commercialization.<\/p>\n

To do this, we\u2019re rolling out\u00a0several improvements<\/a>\u00a0that aim to make Claude a better partner for those who work in the life sciences, including researchers, clinical coordinators, and regulatory affairs managers.<\/p>\n

\n

AI as an access tool for neurodiverse and international staff<\/strong> <\/a>— from timeshighereducation.com by Vanessa Mar-Molinero
\nUsed transparently and ethically, GenAI can level the playing field and lower the cognitive load of repetitive tasks for admin staff, student support and teachers<\/em><\/p>\n

Where AI helps without cutting academic corners
\n<\/strong>When framed as accessibility and quality enhancement, AI can support staff to complete standard tasks with less friction. However, while it supports clarity, consistency and inclusion, generative AI (GenAI) does not replace disciplinary expertise, ethical judgement or the teacher\u2013student relationship. These are ways it can be put to effective use:<\/p>\n

    \n
  • Drafting and tone calibration:<\/strong> …<\/li>\n
  • Language scaffolding:<\/strong> …<\/li>\n
  • Structure and templates:<\/strong> ..<\/li>\n
  • Summarise and prioritise:<\/strong> …<\/li>\n
  • Accessibility by default:<\/strong> …<\/li>\n
  • Idea generation for\u00a0<\/strong>pedagogy<\/strong>:<\/strong> …<\/li>\n
  • Translation and cultural mediation:<\/strong> …<\/li>\n<\/ul>\n
    \n

    Beyond learning design: supporting pedagogical innovation in response to AI<\/strong><\/a> — from timeshighereducation.com by Charlotte von Essen
    \nTo avoid an unwinnable game of catch-up with technology, universities must rethink pedagogical improvement that goes beyond scaling online learning<\/em><\/p>\n