expectations

“Colleges are wasting valuable time. They can’t keep AI out of the classroom.” [Gulya] + other items re: AI in our Learning Ecosystems

On 10/30/2023, in adjunct faculty, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, business side of he, change, colleges, community colleges, education technology, emerging technologies, expectations, experimentation, faculty, future, future of higher education, game-changing environment, generational differences, higher education, innovation, instructional design, intelligent systems, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, personalized/customized learning, platforms, strategy, student-related, teachers, technology (general), tools, United States, universities, writing, by Daniel Christian

Teaching writing in the age of AI — from the Future of Learning (a Hechinger Report newsletter) by Javeria Salman

ChatGPT can produce a perfectly serviceable writing “product,” she said. But writing isn’t a product per se — it’s a tool for thinking, for organizing ideas, she said.

“ChatGPT and other text-based tools can’t think for us,” she said. “There’s still things to learn when it comes to writing because writing is a form of figuring out what you think.”

When students could contrast their own writing to ChatGPT’s more generic version, Levine said, they were able to “understand what their own voice is and what it does.”

Grammarly’s new generative AI feature learns your style — and applies it to any text — from techcrunch.com by Kyle Wiggers; via Tom Barrett

But what about text? Should — and if so, how should — writers be recognized and remunerated for AI-generated works that mimic their voices?

Those are questions that are likely to be raised by a feature in Grammarly, the cloud-based typing assistant, that’s scheduled to launch by the end of the year for subscribers to Grammarly’s business tier. Called “Personalized voice detection and application,” the feature automatically detects a person’s unique writing style and creates a “voice profile” that can rewrite any text in the person’s style.

Is AI Quietly Weaving the Fabric of a Global Classroom Renaissance? — from medium.com by Robert the Robot
In a world constantly buzzing with innovation, a silent revolution is unfolding within the sanctuaries of learning—our classrooms.

From bustling metropolises to serene hamlets, schools across the globe are greeting a new companion—Artificial Intelligence (AI). This companion promises to redefine the essence of education, making learning a journey tailored to each child’s unique abilities.

The advent of AI in education is akin to a gentle breeze, subtly transforming the academic landscape. Picture a classroom where each child, with their distinct capabilities and pace, embarks on a personalized learning path. AI morphs this vision into reality, crafting a personalized educational landscape that celebrates the unique potential harbored within every learner.

AI Books for Educators — from aiadvisoryboards.wordpress.com by Barbara Anna Zielonka

Books have always held a special place in my heart. As an avid reader and AI enthusiast, I have curated a list of books on artificial intelligence specifically tailored for educators. These books delve into the realms of AI, exploring its applications, ethical considerations, and its impact on education. Share your suggestions and let me know which books you would like to see included on this list.

SAIL: ELAI recordings, AI Safety, Near term AI/learning — by George Siemens

We held our fourth online Empowering Learners for the Age of AI conference last week. We sold out at 1500 people (a Whova and budget limit). The recordings/playlist from the conference can now be accessed here.

How might you alter your teaching if in 5 years you knew: [Stefan Bauschard]

On 10/24/2023, in adjunct faculty, change, colleges, community colleges, expectations, experimentation, faculty, future, future of higher education, game-changing environment, generational differences, higher education, homeschooling/homeschoolers, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, online learning, pedagogy, student teaching/teacher education, student-related, teachers, teaching & learning, trends, United States, universities, by Daniel Christian

From DSC:
Interesting fodder for thought, for sure. Thanks Stefan.

“Disconnect grows between law firm service and client expectation” [Hill] + other legaltech-related items

On 07/29/2023, in Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, entrepreneurship, expectations, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, United States, universities, vendors, by Daniel Christian

Disconnect grows between law firm service and client expectation, survey finds — from legaltechnology.com by Caroline Hill

Over 90% of in-house counsel and three quarters of private practice lawyers said that the legal sector is slow to embrace data, technology and new delivery models – a significant increase on the 64% who felt the same way last year.

In terms of the disconnect, 96% of in-house counsel agreed with the statement that what law firms provide is out of kilter with what clients expect. The majority (78%) of private practice lawyers also largely agreed.

ndaOK Unleashes Next-Level Efficiency in Legal Tech with GPT-4 Powered NDA Review — from legaldive.com by Christina Pennell
AI-driven legal tool promises to reduce NDA review times by over 90%

AUSTIN, Tex. — ndaOK, an innovator in AI-powered legal technology, today announces the launch of its next-generation non-disclosure agreement (NDA) review system. This advanced solution leverages OpenAI’s GPT-4 large multimodal model, a first among legal technology companies, offering unprecedented performance and efficiency in reviewing NDAs.

Capitalizing on the computational power and versatility of GPT-4, ndaOK accurately reviews and edits documents based on a user’s pre-determined requirements without the need for human assistance or input. This unique capability makes ndaOK faster and easier to deploy than any other AI-based contract review solution.

And here are two relevant postings that I missed a while back:

ANALYSIS: Meet the Law Schools Leading the Way in Innovation — from news.bloomberglaw.com by Francis Boustany

As law firms, businesses, and their clients adapt to the new realities of the legal and business worlds, law schools must prepare students in new ways—beyond traditional law school curricula and teaching methods—to give students an experience and education that better prepares them for their post-graduation careers.

Bloomberg Law launched its inaugural Law School Innovation Program as a means of promoting, acknowledging, and connecting the law schools that are innovating in the legal education space and providing their students with new ways of learning the law.

In this reimagined version of law school, students are taught to have ‘an entrepreneur’s mind’ — from fastcompany.com by Grace Buono
The University of Richmond program asks students not only to think like lawyers, but as entrepreneurs.

The demand for good lawyers is nothing new and, each year, law schools churn out graduates equipped with virtually the same skills as decades of law students before them. But one school is trying to change that.

The University of Richmond’s Legal Business Design Hub has students focus on the strategy, design, and operations of legal services in addition to their regular coursework, applying what the program calls “an entrepreneur’s mind” to their studies.

Reflections on Joshua 1:9

On 03/06/2023, in Daniel S. Christian, expectations, faith, hearts -- matters of the heart, relationships, religion, by Daniel Christian

Joshua 1:9 — from biblegateway.com

⁹Have I not commanded you? Be strong and courageous. Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go.”

From DSC:
For me, “being with you” isn’t enough — at least in the sense of how I’ve historically thought about that phrase. As the years went by, I needed the LORD to be ACTIVELY with me. Taking action, not just watching. Participating, not just observing.

The older I’ve gotten, the more I realize that the LORD is very active in my/our lives. In fact, I think that if we knew the extent of His activities, our minds would likely be blown.

That doesn’t address all of the “but why?” questions I and others have. But I appreciate the LORD being active. I need Him to be active. And I think that He expects me to be active in return — to make use of the talents/gifts that He gave to me. These days, I’m trying to figure out what that next chapter looks like for my family and me.

From DSC:
For those seeking a doctorate in education: Here’s a potential topic for your doctoral thesis.

Homelessness is a huge issue. It’s a complex issue, with many layers, variables, and causes to it. I once heard Oprah Winfrey say that we are all one to two steps away from being homeless, and I agree with that.

But as I was passing a homeless person asking for money on the exit ramp from a local highway the other day, I wondered what place, if any, education played (or didn’t play) in people’s lives. Was/is there any common denominator or set of experiences with their education that we can look at? If so, can we use design thinking to get at some of those root issues? For examples:

Was school easy for them? Hard for them?
A source of joy for them? A source of pain for them?
Were they engaged or disengaged?
Were they able to pursue their interests and passions?

It might turn out that education had little to do with things. It could have been health issues, broken relationships, systemic issues, the loss of a job, addictions, intergenerational “chains,” or many other things.

But it’s worth someone researching this. Such studies and interviews could turn up some helpful directions and steps to take for our future.

#homelessness #society #education #passions #participation
#research #educationreform #K12 #lifelonglearning

How to survive as the only remote person in the hybrid room [Stevens]

On 11/09/2022, in A/V -- audio/visual, accessibility / UDL, collaboration, communications, corporate / business world, distance education, expectations, face-to-face, ideas, IT in HE, remote teaching and learning, tools, using teams, vendors, videoconferencing, web-based collaboration, by Daniel Christian

How to survive as the only remote person in the hybrid room — from protocol.com by Tim Stevens
Experts weigh in on how remote tech workers can be seen and heard when everyone in a meeting is in the office.

Excerpt:

The hybrid approach to remote work can meet the needs of diverse teams of people, but too often those who sign in from afar can feel left out, absent from impromptu hallway discussions or outright ignored on Zoom calls.

When you’re on the outside it’s tempting to just stay quiet and hope things will improve, but if your team isn’t aware of your struggles, things will only get worse. I spoke with three experts in remote work and here are their pro tips on how to survive and even thrive.

Addendum on 11/14/22:

84% of meetings have at least one remote participant — from inavateonthenet.net

Excerpt:

A report commissioned by Crestron has found that 84% of employees regularly have at least one remote participant in their meetings.

The report, titled Tackling the Modern Workplace by the Numbers, explores employee behaviors and preferences in a hybrid workplace, the technology tools they need and lack, and what employers are (and could be) doing to enable more consistently productive collaboration remotely and in-office.

“The findings of this report reveal that for the first time in years, we have a reliable sense of what to expect from the enterprise workplace in terms of where work is done and how meetings have to be held,” said Brad Hintze, exec VP, global marketing, Crestron. “If every meeting isn’t equipped to be hybrid, the data unequivocally shows teams will experience challenges in staying connected to each other, to leadership, and to the company culture, no matter where they’re working.”

Student Preference for Online Learning Up 220% Since Pre-Pandemic — from campustechnology.com by Rhea Kelly

Excerpt:

According to a recent Educause survey, the number of students expressing preferences for courses that are mostly or completely online has increased 220% since the onset of the pandemic, from 9% in 2020 (before March 11) to 29% in 2022. And while many students still prefer learning mostly or completely face-to-face, that share has dropped precipitously from 65% in 2020 to 41% this year.

“These data point to student demand for online instructional elements, even for fully face-to-face courses,” Educause stated.

Also relevant/see:

A Surge in Young Undergrads, Fully Online — from insidehighered.com by Susan D’Agostino
Tens of thousands of 18- to 24-year-olds are now enrolling at Western Governors, Southern New Hampshire and other national online institutions. Does this represent a change in student behavior?

ABA cleans up accreditation rules surrounding distance education for law schools — from highereddive.com by Lilah Burke

Dive Brief (emphasis DSC):

Recent amendments to American Bar Association accreditation standards addressed definitions of distance education, but Leo Martinez, immediate past chair of the ABA Council for the Section of Legal Education and Admissions to the Bar, says the resolution won’t change much for law schools without waivers allowing them to conduct extra distance education.
The changes, made at the ABA’s annual meeting in August, were meant to clarify language in accreditation standards.
The ABA, which serves as the accreditor for 199 law schools and programs, requires waivers for institutions that want to offer more than one-third of J.D. program credits online. But it remains interested in reviewing distance education.

From DSC:
For an industry in the 21st century whose main accreditation/governance body for law schools still won’t let more online learning occur without waivers…

…how can our nation expect future lawyers and law firms to be effective in an increasingly tech-enabled world?

Here’s the pace of change in the world today:

The exponential pace of change is like warp speed for the U.S.S. Enterprise (Star Trek) or the hyperdrive on the Millennium Falcon (Star Wars).

Yet here’s the pace that the American Bar Association (@ABAesq) has been taking — and continues to take — at least in the area of supporting online-based learning as well as in developing sandboxes/new methods of improving access to justice (#A2J):

.

It’s high time the ABA did their research re: online-based learning and majorly picked up their pace. Undergraduate online-based education started back in the late 1990’s for crying out loud! (And the number of students taking one or more of their courses completely online has been increasing ever since that time.)

Plus, many law school students are adults who have jobs as well as families. They often don’t have the time nor the money to travel to campuses in order to take part in something that they could have easily accomplished online.

It’s also appropriate to recognize here that the current learning ecosystems out there continue to move more towards hybrid/blended learning models as well as a hyflex model.

The ABA is not serving law school students nor our citizenry well at all in this regard.

“The rise of the self-service [legal] delivery model” plus four other legal-related items

On 06/12/2022, in 21st century, 24x7x365 access, career development, change, communications, computer science, expectations, future, ideas, innovation, law schools, legal reform, legal technologies, legislatures / government / legal, mobile technologies, programming, UK, United States, by Daniel Christian

How has your legal service delivery model changed as we look forward to post-pandemic life? — from legal.thomsonreuters.com

Excerpt:

The rise of the self-service delivery model
Self-service for legal clients was already a trend before COVID, a trend that accelerated during the shutdowns. Clients now expect to be able to find answers themselves to many of their basic legal questions. Call it the Google-fication of legal service delivery. Clients also want to be able to see their matter statuses without having to take the time to call their lawyers, possibly incurring a charge.

Below are some other legal-related items:

Law Schools Are Changing Thanks To Legal Tech — from lawyer-monthly.com
New digital skills courses are rapidly being added to undergraduate law degrees in the UK. While the first students are currently studying the digital skills course, it’s expected that further students will take part over the coming months. Here, we explore what digital skills courses in law schools are covering.

Pioneers and Pathfinders: Bob Ambrogi — from seyfarth.com by J. StephenPoor

Description of podcast:

For anyone following the rapidly evolving area of legal technology, today’s guest will be a familiar voice. Bob Ambrogi—lawyer, journalist, media consultant, and blogger—has been working at the intersection of law, media, and technology for 40 years. He is known internationally for his expertise in legal technology, legal practice, and legal ethics. He’s won numerous awards for his blog and his leading role on the cutting edge of change in the industry, including being named to Fastcase 50 and Legal Rebels Trailblazers. Before entering the blogosphere, Bob was an editor at a number of mainstream legal publications.

In today’s conversation, we talk about Bob’s journey as a journalist, his views on the current state of mainstream media, the potential of regulatory reform to further disrupt the industry, and the growing diversity of the legal technology industry.

***

>$425M in investment has poured into #contractmanagement in 2022. Here’s a ? on (i) possible reasons this is happening and (ii) where this market is going /1https://t.co/bYaWxOiY4Y

— Noah Waisberg (@nwaisb) May 17, 2022

Founders Forum invests in fintech-focused virtual law startup Chronos Law — from globallegalpost.com by Ben Edwards
Chronos will be rebranded Founders Law as part of the deal

Bohills said: “Most tech businesses require flexible legal services that don’t fit the traditional law firm model. I designed the firm to scale with the ambitious startups we support. This new investment will enable us to further recruit and satisfy the growing demand from the tech sector and its need for a new way to access legal advice.

From Instructional Design to Learning Experience Design: Understanding the Whole Student — a podcast out at campustechnology.com by Rhea Kelly, Mark Milliron, and Kim Round

Excerpt:

These days, we hear a lot about the “new normal” in higher education. Remote and hybrid learning is here to stay, offering students more flexibility in their learning journeys. But what if the new normal is not enough? It’s time to go beyond the new normal and consider the “new possible” — how to put together the best of face-to-face, online and hybrid to create powerful learning experiences based on a deep understanding of the whole student. We spoke to Mark Milliron, senior vice president of Western Governors University and executive dean of the Teachers College, and Kim Round, academic programs director and associate dean of the Teachers College, about their vision for reimagining education and why learning experience design is essential to student success.

Another interesting podcast:

How to create flexibility for students and ourselves — from teachinginhighered.com with Kevin Kelly

Rethinking the Faculty Role in Students’ Career Readiness — from insidehighered.com by Rachel Toor; with thanks to Ryan Craig for this solid, well-written resource
It’s time for all of us on campuses, not just the people in career services, to step up and help offer the competencies employers say they’re looking for, Rachel Toor writes.

Excerpts:

Career centers on campuses can offer students coaching, resources and connections. But, as Angle points out, they tend to be a just-in-time service. They are also, he says, “scary places for a lot of students.” Many young people don’t want to face the reality of life after graduation. Often, it’s a case of too little, too late.

Instead, they come to people they know—professors like me—for help with cover letters and résumés. And while I can comment on language, until recently I had no idea about how most résumés are read first by a version of R2-D2 and his little robot friends who make up automated tracking systems. If an applicant doesn’t include the right keywords in a résumé or cover letter, into the trash bin they go.

The truth is, I have not applied for a job in 15 years; for many of my colleagues it’s been even longer, and some of them have never worked outside academe. It’s not surprising that employers are seeing recent college grads—smart students, hard workers—who don’t know how to present themselves as potential employees.

From DSC:
I can relate to that part about R2-D2 reading the resumes first (i.e., trying to get by the Applicant Tracking Systems before one’s resume ever makes it in front of the eyes of a fellow human being). Many faculty/staff members and members of administrations haven’t been out interviewing in a long while. So it can be a rude awakening when they/we need to do that.

Also, I wanted to say that it’s not fair to assess the learners coming out of higher education using a different set of learning objectives:

That is, faculty members within higher ed have one set of learning objectives and their students work hard to learn and meet those learning objectives. Unfortunately, those students did what was asked of them, and then they…
…come to find out that the corporate/business/legal/etc. worlds have different ideas about what they should know and be able to do. That is, these other organizations and communities of practice are assessing them on different sets of learning objectives that these same students didn’t cover. Some (many?) of these graduates leave their interviews discouraged and think, “Well, it must be me.” Or they can leave frustrated and angry at their former institutions who didn’t prepare them for this new assessment.

As I’ve said on this blog before, this disconnect is not fair to the students/graduates. We need more mechanisms by which faculty and staff members within higher ed can work more collaboratively with those within the corporate world to better align the learning objectives and the curriculum being covered. If this doesn’t occur more frequently, the constant appearance and growth of new alternatives will likely continue to build further momentum (as they should, given the incredibly steep price of obtaining a degree these days!).

P.S. This disconnect of learning objectives can also be found in what happens with legal education — including having to pass today’s Bar Exams — and then these graduates get out into the real world to find employers who are frustrated that these graduates don’t have the “right”/necessary skills.

“The incentive structure is for law schools to teach students how to pass the bar exam, not necessarily to do the things that employers expect,” Gallini said.

A quote from this article, which I also
want to thank Ryan Craig for.

The State of Student Success & Engagement in Higher Education [Instructure]

On 12/01/2021, in adjunct faculty, Africa, Asia, Australia, blended learning, Canada, Canvas - and other Instructure-related items, career development, CMS/LMS, collaboration, colleges, communications, community colleges, digital learning, education technology, engagement / engaging students, Europe, expectations, experimentation, faculty, health, higher education, hybrid learning, India, instructional design, leadership, learning ecosystem, online learning, pedagogy, skills, staying relevant, strategy, student-related, teaching & learning, trends, UK, United States, universities, using teams, vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, by Daniel Christian

The State of Student Success & Engagement in Higher Education — from instructure.com (authors of the Canvas LMS)
Our 2021 Global Student engagement and success study uncovers vital stats and key trends to help education institutions thrive through today’s education challenges.

Excerpt:

Connect students with alumni and potential employers through virtual networking, internships/externships, mentorship programs, and strategic partnerships.
Align curriculum with workforce outcomes and offer opportunities for students to showcase skill sets.
Close the perceived awareness gap of work/career readiness programs on campus with alumni programming highlighting the success of campus career resources.
Embed career exploration throughout the higher education experience and provide actionable insights into employment trends.

The Disruption Of Legal Services Is Here — from forbes.com by John Arsneault

Excerpt:

For the first time in those 12 years, I am now convinced we are on the precipice of the promised disruption in legal. Not because anyone in the law firms are driving toward this — but because venture capital and tech innovators have finally turned their attention to the industry.

Legal services are a much smaller overall market than, say, retail, financial services or biotech. In the world of disruption and the promised gold rush for the companies that do the disrupting, size matters. Legal has just been low on the industry list. Its number is now up.

It’s easy to Monday morning quarterback that industry now. Easy to see how big of a threat Amazon was to those companies. But when you are being rewarded for doing what you have always done and what your predecessors always did, it’s easy to miss what is around the bend. By the time those companies’ executives realized Amazon was a direct competitor with a much better fulfillment model, it was too late.

Discovery Education Collaborates with AWS to Enhance Recommendation Engine — from discoveryeducation.com

Excerpt:

SILVER SPRING, MD [On Monday,?September 27, 2021] — Discovery Education—a worldwide edtech leader supporting learning wherever it takes place — announced that it has enhanced its K-12 learning platform with Amazon Web Services (AWS) machine learning capabilities. The pioneering use of machine learning within the Discovery Education platform helps educators spend less time searching for digital resources and more time teaching.
…
Several months of planning and deep collaboration with AWS enabled Discovery Education to innovatively integrate Amazon Personalize technology into the “Just For You” area of its K-12 platform. The “Just For You” row connects educators to a unique, personalized set of resources based on the grade level taught, preferences, and assets used in the past.

“For some time, educators have desired more resources to help personalize teaching and learning. ML technology is already being used to curate our entertainment experiences, help with workforce productivity, and more, and it’s exciting to see this innovation is being integrated into classrooms,” said Alec Chalmers, Director, EdTech and GovTech Markets at AWS.

From DSC:
It looks like Amazon continues to make inroads into the education space. Team up this type of recommendation engine with an AI that’s pulling the latest skills that are needed for — and embedded within — job descriptions and you have a learning powerhouse.

Disruption ahead…?

Also see:

How Machine Learning Is Having an Impact on Education — from techlearning.com by Erik Ofgang
Discovery Education has partnered with Amazon Web Services to enhance its platform with machine learning. It’s one of many ways machine learning is being used in K-12 today.

Growth Mindset Leadership & The Pygmalion Effect — from by Trevor Ragan and the Learning Lab; featuring Robert Rosenthal, Christine Rubie-Davies, and Michael Merznich. With thanks to Chris Church, Tenured Professor and prior Associate Dean of Academic Programs at the WMU-Cooley Law School
Our mindsets impact others more than we realize. As leaders, we can use this to improve the learning environment.

Excerpt:

We know that our individual mindsets (growth mindset & fixed mindset) can impact our capacity to grow. But how do our mindsets impact others?

Renowned researcher, Robert Rosenthal outlines his work and shows how our expectations can have a huge impact on the performance and development of the people around us.

Christine Rubie-Davies from the University of Auckland shows us how teacher expectations play a role in student development.

From DSC:
I highly recommend that all professors, teachers and student teachers, trainers — and even those supervising others — check this piece out! Nice work Trevor & Company! Below are some snapshots from this presentation.

Learning Ecosystems

“Disconnect grows between law firm service and client expectation” [Hill] + other legaltech-related items

Reflections on Joshua 1:9

How to survive as the only remote person in the hybrid room [Stevens]

In the USA, the perspectives of the ABA re: online-based learning — and their take on the pace of change — are downright worrisome. [Christian]

“The rise of the self-service [legal] delivery model” plus four other legal-related items

Reflections on “Rethinking the Faculty Role in Students’ Career Readiness” [Toor]

The Disruption Of Legal Services Is Here [Arsneault]

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