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The (almost daily) AI posting!

On 04/26/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, change, colleges, community colleges, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, disruption, education, education technology, elearning, emerging technologies, experimentation, future, game-changing environment, higher education, innovation, instructional design, intelligent systems, intelligent tutoring, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, legislatures / government / legal, music, online learning, online media, online tutoring, pace of change, personalized/customized learning, professional development, teachers, teaching & learning, tools, training / L&D, United States, universities, usability, user experience (UX), user interface design, vendors, vision/possibilities, by Daniel Christian

EdTech Is Going Crazy For AI — from joshbersin.com by Josh Bersin

Excerpts:

This week I spent a few days at the ASU/GSV conference and ran into 7,000 educators, entrepreneurs, and corporate training people who had gone CRAZY for AI.

No, I’m not kidding. This community, which makes up people like training managers, community college leaders, educators, and policymakers is absolutely freaked out about ChatGPT, Large Language Models, and all sorts of issues with AI. Now don’t get me wrong: I’m a huge fan of this. But the frenzy is unprecedented: this is bigger than the excitement at the launch of the i-Phone.

Second, the L&D market is about to get disrupted like never before. I had two interactive sessions with about 200 L&D leaders and I essentially heard the same thing over and over. What is going to happen to our jobs when these Generative AI tools start automatically building content, assessments, teaching guides, rubrics, videos, and simulations in seconds?

The answer is pretty clear: you’re going to get disrupted. I’m not saying that L&D teams need to worry about their careers, but it’s very clear to me they’re going to have to swim upstream in a big hurry. As with all new technologies, it’s time for learning leaders to get to know these tools, understand how they work, and start to experiment with them as fast as you can.

Speaking of the ASU+GSV Summit, see this posting from Michael Moe:

EIEIO…Brave New World
By: Michael Moe, CFA, Brent Peus, Owen Ritz

Excerpt:

Last week, the 14th annual ASU+GSV Summit hosted over 7,000 leaders from 70+ companies well as over 900 of the world’s most innovative EdTech companies. Below are some of our favorite speeches from this year’s Summit…

***

Also see:

Imagining what’s possible in lifelong learning: Six insights from Stanford scholars at ASU+GSV — from acceleratelearning.stanford.edu by Isabel Sacks

Excerpt:

High-quality tutoring is one of the most effective educational interventions we have – but we need both humans and technology for it to work. In a standing-room-only session, GSE Professor Susanna Loeb, a faculty lead at the Stanford Accelerator for Learning, spoke alongside school district superintendents on the value of high-impact tutoring. The most important factors in effective tutoring, she said, are (1) the tutor has data on specific areas where the student needs support, (2) the tutor has high-quality materials and training, and (3) there is a positive, trusting relationship between the tutor and student. New technologies, including AI, can make the first and second elements much easier – but they will never be able to replace human adults in the relational piece, which is crucial to student engagement and motivation.

A guide to prompting AI (for what it is worth) — from oneusefulthing.org by Ethan Mollick
A little bit of magic, but mostly just practice

Excerpt (emphasis DSC):

Being “good at prompting” is a temporary state of affairs. The current AI systems are already very good at figuring out your intent, and they are getting better. Prompting is not going to be that important for that much longer. In fact, it already isn’t in GPT-4 and Bing. If you want to do something with AI, just ask it to help you do the thing. “I want to write a novel, what do you need to know to help me?” will get you surprisingly far.
…

The best way to use AI systems is not to craft the perfect prompt, but rather to use it interactively. Try asking for something. Then ask the AI to modify or adjust its output. Work with the AI, rather than trying to issue a single command that does everything you want. The more you experiment, the better off you are. Just use the AI a lot, and it will make a big difference – a lesson my class learned as they worked with the AI to create essays.

From DSC:
Agreed –> “Being “good at prompting” is a temporary state of affairs.” The User Interfaces that are/will be appearing will help greatly in this regard.

From DSC:
Bizarre…at least for me in late April of 2023:

Excerpt from Lore Issue #28: Drake, Grimes, and The Future of AI Music — from lore.com

Here’s a summary of what you need to know:

  • The rise of AI-generated music has ignited legal and ethical debates, with record labels invoking copyright law to remove AI-generated songs from platforms like YouTube.
  • Tech companies like Google face a conundrum: should they take down AI-generated content, and if so, on what grounds?
  • Some artists, like Grimes, are embracing the change, proposing new revenue-sharing models and utilizing blockchain-based smart contracts for royalties.
  • The future of AI-generated music presents both challenges and opportunities, with the potential to create new platforms and genres, democratize the industry, and redefine artist compensation.

The Need for AI PD — from techlearning.com by Erik Ofgang
Educators need training on how to effectively incorporate artificial intelligence into their teaching practice, says Lance Key, an award-winning educator.

“School never was fun for me,” he says, hoping that as an educator he could change that with his students. “I wanted to make learning fun.”  This ‘learning should be fun’ philosophy is at the heart of the approach he advises educators take when it comes to AI. 

Coursera Adds ChatGPT-Powered Learning Tools — from campustechnology.com by Kate Lucariello

Excerpt:

At its 11th annual conference in 2023, educational company Coursera announced it is adding ChatGPT-powered interactive ed tech tools to its learning platform, including a generative AI coach for students and an AI course-building tool for teachers. It will also add machine learning-powered translation, expanded VR immersive learning experiences, and more.

Coursera Coach will give learners a ChatGPT virtual coach to answer questions, give feedback, summarize video lectures and other materials, give career advice, and prepare them for job interviews. This feature will be available in the coming months.

From DSC:
Yes…it will be very interesting to see how tools and platforms interact from this time forth. The term “integration” will take a massive step forward, at least in my mind.

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The Good and the Bad of Solo Practice, Per Clio’s Latest Legal Trends Report for Solos [Ambrogi]

On 04/23/2023, in business, career development, law schools, Legal operations, legislatures / government / legal, trends, United States, workplace, by Daniel Christian

The Good and the Bad of Solo Practice, Per Clio’s Latest Legal Trends Report for Solos — from lawnext.com by Bob Ambrogi

Excerpt:

As a solo myself, I can tell you that there is much to be said for practicing on your own – freedom and independence not least among them. In fact, during 2022’s “Great Resignation,” a third of lawyers who quit their jobs did so to start their own solo practices, according to Legal Trends for Solo Law Firms, a report published today by law practice management company Clio.

But there are also disadvantages to practicing alone and challenges unique to solo lawyers, as this latest report documents.

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The end of the Carnegie Unit?! Could be. “A New Era for Education” [Sevak & Knowles]

On 04/20/2023, in 21st century, 24x7x365 access, Blockchain, business, business side of he, change, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, credentialing, Daniel S. Christian, digital learning, education, experimentation, face-to-face, formal learning, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, ideas, informal learning, innovation, instructional design, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, more voice more choice more control, reinvent, skills, society, teaching & learning, training / L&D, United States, universities, vision/possibilities, by Daniel Christian

A New Era for Education — from linkedin.com by Amit Sevak, CEO of ETS and Timothy Knowles, President of the Carnegie Foundation for the Advancement of Teaching

Excerpt (emphasis DSC):

It’s not every day you get to announce a revolution in your sector. But today, we’re doing exactly that. Together, we are setting out to overturn 117 years of educational tradition.
…
The fundamental assumption [of the Carnegie Unit] is that time spent in a classroom equals learning. This formula has the virtue of simplicity. Unfortunately, a century of research tells us that it’s woefully inadequate.

From DSC:
It’s more than interesting to think that the Carnegie Unit has outlived its usefulness and is breaking apart. In fact, the thought is very profound.

It's more than interesting to think that the Carnegie Unit has outlived its usefulness and is breaking apart. In fact, the thought is very profound.

If that turns out to be the case, the ramifications will be enormous and we will have the opportunity to radically reinvent/rethink/redesign what our lifelong learning ecosystems will look like and provide.

So I appreciate what Amit and Timothy are saying here and I appreciate their relaying what the new paradigm might look like. It goes with the idea of using design thinking to rethink how we build/reinvent our learning ecosystems. They assert:

It’s time to change the paradigm. That’s why ETS and the Carnegie Foundation have come together to design a new future of assessment.

    • Whereas the Carnegie Unit measures seat time, the new paradigm will measure skills—with a focus on the ones we know are most important for success in career and in life.
    • Whereas the Carnegie Unit never leaves the classroom, the new paradigm will capture learning wherever it takes place—whether that is in after-school activities, during a work-experience placement, in an internship, on an apprenticeship, and so on.
    • Whereas the Carnegie Unit offers only one data point—pass or fail—the new paradigm will generate insights throughout the learning process, the better to guide students, families, educators, and policymakers.

I could see this type of information being funneled into peoples’ cloud-based learner profiles — which we as individuals will own and determine who else can access them. I diagrammed this back in January of 2017 using blockchain as the underlying technology. That may or may not turn out to be the case. But the concept will still hold I think — regardless of the underlying technology(ies).

Perhaps blockchain will be the underlying technology to provide us with cloud-based learner profiles

For example, we are seeing a lot more articles regarding things like Comprehensive Learner Records (CLR) or Learning and Employment Records (LER; example here), and similar items.

LER — The Learning and Employment Record for a Skills-Based Economy

Speaking of reinventing our learning ecosystems, also see:

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I haven’t used this app. But is this a piece of legal education’s future? Or even larger than that? [Christian]

On 04/20/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, Daniel S. Christian, emerging technologies, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, society, tools, United States, universities, vision/possibilities, by Daniel Christian

law-school-ai.vercel.app -- Your Personalized AI Chatbot for No-Nonsense Law Learning.

From DSC:
I haven’t used this app or their website (which seems to have a lot of broken links!). But my question/reflection is…is this a piece of legal education’s future? Or even larger than that? I can easily see a LegalGPT type of service out there for ***society at large.***

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‘Legal Tech Lists’: The 10 Most Significant Legal Tech Developments Since 2010 [Ambrogi]

On 04/18/2023, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, change, cloud-based computing / apps / other cloud-related, data related items, entrepreneurship, ethics, global / globalization, innovation, law schools, legal technologies, mobile technologies, by Daniel Christian

‘Legal Tech Lists’: The 10 Most Significant Legal Tech Developments Since 2010 — from abovethelaw.com by Robert Ambrogi
Startups, AI, the cloud, and much more.

Excerpt:

Every year, I write a year-end wrap-up of the most significant developments in legal technology.

At the end of the past decade, I decided to look back on the most significant developments of the 2010s as a whole. It may well have been the most tumultuous decade ever in changing how legal services are delivered.

Here, I revisit those changes — and add a few post-2020 updates.

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The LORD values *justice* greatly.

On 04/18/2023, in Africa, Asia, Australia, Canada, Daniel S. Christian, ethics, Europe, faith, future, global / globalization, history, law schools, leadership, Legal operations, legal reform, legal technologies, legislatures / government / legal, morals/values, relationships, religion, society, UK, United States, by Daniel Christian

The LORD values justice.

 

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AI Tools for Lawyers: A Practical Guide [Schwarcz and Choi]

On 04/17/2023, in Artificial Intelligence/Agents/LLMs/and Related, emerging technologies, innovation, intelligent systems, law schools, Legal operations, legal technologies, legislatures / government / legal, platforms, by Daniel Christian

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Justice Through Code [centerforjustice.columbia.edu]

On 04/17/2023, in Access to Justice (A2J), career development, law schools, legislatures / government / legal, pathways, programming, society, sociology, United States, workplace, by Daniel Christian

Justice Through Code — from centerforjustice.columbia.edu by ; via Matt Tower
Unlocking Potential for the 80+ Million Americans with a Conviction History.

Excerpt:

A world where every person, regardless of past convictions or incarceration can access life-sustaining and meaningful careers.

We are working to make this vision a reality through our technical and professional career development accelerators.

Our Mission: We educate and nurture talent with conviction histories to create a more just and diverse workforce. We increase workplace equity through partnerships that educate and prepare teams to create supportive pathways to careers that end the cycle of poverty that contributes to incarceration and recidivism.

JTC is jointly offered by Columbia University’s Center for Justice, and the Tamer Center for Social Enterprise at the Columbia Business School.

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The future of education in a world of AI [Mollick]

On 04/12/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, education, education technology, emerging technologies, experimentation, faculty/staff, flipping -- inverted learning, future, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, pedagogy, personalized/customized learning, platforms, teachers, teaching & learning, universities, by Daniel Christian

The future of education in a world of AI — from oneusefulthing.org by Ethan Mollick
A positive vision for the transformation to come

Excerpt:

Imagine introducing high-quality AI tutors into the flipped classroom model. These AI-powered systems have the potential to significantly enhance the learning experience for students and make flipped classrooms even more effective. They provide personalized learning, where AI tutors can tailor instruction to each student’s unique needs while continually adjusting content based on performance. This means that students can engage with the content at home more effectively, ensuring they come to class better prepared and ready to dive into hands-on activities or discussions.

With AI tutors taking care of some of the content delivery outside of class, teachers can devote more time to fostering meaningful interactions with their students during class. They can also use insights from the AI tutors to identify areas where students might need extra support or guidance, enabling them to provide more personalized and effective instruction. And with AI assistance, they can design better active learning opportunities in class to make sure learnings stick.

Also relevant/see:

ChatGPT is going to change education, not destroy it — from technologyreview.com by Will Douglas Heaven
The narrative around cheating students doesn’t tell the whole story. Meet the teachers who think generative AI could actually make learning better.

Advanced chatbots could be used as powerful classroom aids that make lessons more interactive, teach students media literacy, generate personalized lesson plans, save teachers time on admin, and more.

Will ChatGPT Change How Professors Assess Learning? — from chronicle.com by Becky Supiano
It won’t be easy without their colleges’ support.

What the Past Can Teach Us About the Future of AI and Education — from campustechnology.com by Dr. David Wiley
Current attitudes toward generative AI hearken back to early skepticism about the impact of the internet on education. Both then and now, technology has created challenges but also opportunities that can’t be ignored.

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How Easy Is It/Will It Be to Use AI to Design a Course? [Boston]

On 04/12/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, CMS/LMS, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, elearning, emerging technologies, experimentation, future, game-changing environment, higher education, ideas, innovation, instructional design, interaction design, interactivity, IT in HE, law schools, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, microlearning, multimedia, productivity / tips and tricks, professional development, teaching & learning, tools, traditional / tradition, United States, universities, vendors, by Daniel Christian

How Easy Is It/Will It Be to Use AI to Design a Course? — from wallyboston.com by Wally Boston

Excerpt:

Last week I received a text message from a friend to check out a March 29th Campus Technology article about French AI startup, Nolej. Nolej (pronounced “Knowledge”) has developed an OpenAI-based instructional content generator for educators called NolejAI.

Access to NolejAI is through a browser. Users can upload video, audio, text documents, or a website url. NolejAI will generate an interactive micro-learning package which is a standalone digital lesson including content transcript, summaries, a glossary of terms, flashcards, and quizzes. All the lesson materials generated is based upon the uploaded materials.

From DSC:
I wonder if this will turn out to be the case:

I am sure it’s only a matter of time before NolejAI or another product becomes capable of generating a standard three credit hour college course. Whether that is six months or two years, it’s likely sooner than we think.

Also relevant/see:

The Ultimate 100 AI Tools

The Ultimate 100 AI Tools -- as of 4-12-23

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“The biggest legal data corpus ever assembled” [Merken]

On 04/11/2023, in law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, platforms, podcasting, society, United States, vendors, vision/possibilities, by Daniel Christian

Fastcase, vLex merger accelerates investment into legal AI — from reuters.com by Sara Merken

Excerpts (emphasis DSC):

(Reuters) – As artificial intelligence pushes deeper into the legal industry, Fastcase and vLex are merging in a deal the legal research companies said [on 4/4/23] will speed up the creation of AI tools for lawyers.
…
The merger creates a law library that is “the biggest legal data corpus ever assembled,” the companies said. The new company will have more than one billion legal documents from more than 100 countries, including judicial opinions, statutes, regulations, briefs, pleadings and legal news articles, they said.

Also see:

In Major Legal Tech Deal, vLex and Fastcase Merge, Creating A Global Legal Research Company, Backed By Oakley Capital and Bain Capital — from lawnext.com by Bob Ambrogi

Excerpt:

In a deal that will reshape the legal research and legal technology landscape on a global basis and threaten the longstanding “Wexis” legal research duopoly, the companies vLex and Fastcase today announced that they have merged into a single entity that they say will have the world’s largest subscriber base of lawyers and law firms and a legal research library of more than 1 billion documents from more than 100 countries.

Speaking about the legal realm and innovations, also see:

On LawNext: 15 Years, 15 Lessons: Clio Founder Jack Newton On What He’s Learned About Building a Successful Company — from lawnext.com by Bob Ambrogi and Jack Newton

Excerpt:

As Clio marks its 15th anniversary in 2023, Newton sat down with me to share 15 lessons he has learned along the way regarding what makes a successful company and a successful leader. He also reminisces about the early days of starting Clio and his early successes and challenges. Notably, he and Gauvreau founded Clio in the middle of the Great Recession, and one of the lessons he shares in this episode is his belief that a recession is a great time to build a company.

For anyone who has founded or is thinking of founding a legal tech startup, this episode is a must-listen. Even for those who are not tech founders, but law firm founders, many of Newton’s lessons apply.

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Stanford’s 2023 AI Index Report

On 04/11/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, Asia, business, colleges, community colleges, computer science, corporate / business world, emerging technologies, ethics, experimentation, future, game-changing environment, global / globalization, higher education, law schools, legislatures / government / legal, morals/values, platforms, policy, productivity / tips and tricks, professional development, research, science, skills, society, the downsides of how people use tech, United States, universities, by Daniel Christian

Stanford’s 2023 AI Index Report — from aiindex.stanford.edu

The top takeaways from Stanford's 2023 AI Index Report 

 

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Tools like ChatGPT will revolutionize the work of lawyers. [Schwarcz]

On 04/03/2023, in 21st century, 24x7x365 access, career development, change, changing business models, emerging technologies, innovation, law schools, Legal operations, legal technologies, legislatures / government / legal, workplace, by Daniel Christian

Also relevant/see:

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The Secret to Great Learning Design? Focus on Problems, not Solutions [Hardman]

On 03/31/2023, in colleges, community colleges, education, engagement / engaging students, experimentation, faculty/staff, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, liberal arts, more voice more choice more control, motivation, participation, project-based learning, research, teachers, teaching & learning, United States, universities, by Daniel Christian

The Secret to Great Learning Design? Focus on Problems, not Solutions — from drphilippahardman.substack.com by Dr. Philippa Hardman
What a recent resurgence of research into problem-based learning has taught us about the value & impact of problem-based approaches

Excerpts:

Problem-based learning is an instructional approach that engages students in active, collaborative, and self-directed learning by exploring complex, real-world problems (rather than sitting and listening to a stage on the stage).

In a Problem-based learning scenario, students work in small groups and, under the guidance of a facilitator or instructor, identify, research, and analyse a problem before proposing and evaluating potential solutions and reaching a resolution.
…
Here are five of the most interesting research projects published on problem-based learning in the last few months:

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GPT-4 is already disrupting the legal sector but what does it mean for your legal practice? [Sobowale]

On 03/28/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, Canada, change, content development, aggregation, repositories, copyright/ownership/NFTs, disruption, emerging technologies, experimentation, innovation, law schools, Legal operations, legal technologies, legislatures / government / legal, by Daniel Christian

Also from Julie Sobowale, see:

  • Law’s AI revolution is here — from nationalmagazine.ca
    At least this much we know. Firms need to develop a strategy around language models.

Also re: legaltech, see:

  • Pioneers and Pathfinders: Richard Susskind — from seyfarth.com by J. Stephen Poor
    In our conversation, Richard discusses the ways we should all be thinking about legal innovation, the challenges of training lawyers for the future, and the qualifications of those likely to develop breakthrough technologies in law, as well as his own journey and how he became interested in AI as an undergraduate student.

Also re: legaltech, see:

There is an elephant in the room that is rarely discussed. Who owns the IP of AI-generated content?

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