ai – Page 4 – Mike Paul

5 Questions Students Should Ask About AI-Generated Content

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Do your students enjoy interacting with AI chatbots? Are they fascinated by the idea of AI-generated content, such as articles, poems, or even code? Do you want to help your students learn how to discern the difference between human and AI-generated content? If you answered yes to any of these questions, consider integrating AI literacy education into your lessons.

AI literacy expands traditional literacy to include new forms of reading, writing, and communicating. It involves understanding how AI systems work, how they generate content, and how to critically evaluate the information they produce. AI literacy empowers people to be critical thinkers and makers, effective communicators, and active citizens in an increasingly digital world.

Think of it this way: Students learn print literacy — how to read and write. But they should also learn AI literacy — how to “read and write” AI-generated messages in different forms, whether it’s a text, an article, a poem, or anything else. The most powerful way for students to put these skills into practice is through both critiquing the AI-generated content they consume and analyzing the AI-generated content they create.

So, how should students learn to critique and analyze AI-generated content? Most leaders in the AI literacy community use some version of the five key questions:

Who created this AI model? Help your students understand that all AI models have creators and underlying objectives. The AI models we interact with were constructed by someone with a particular vision, background, and agenda. Help students understand how they should question both the messages they see, as well the platforms on which messages are shared.
What data was used to train this AI model? Different AI models are trained on different datasets, which can greatly influence their output. Help students recognize how this often comes in the form of new and innovative techniques to capture our attention – sometimes without us even realizing it.
How might different people interpret this AI-generated content? This question helps students consider how all of us bring our own individual backgrounds, values, and beliefs to how we interpret AI-generated messages. For any piece of AI-generated content, there are often as many interpretations as there are viewers.
Which lifestyles, values, and points of view are represented — or missing? Just as we all bring our own backgrounds and values to how we interpret what we see, AI-generated messages themselves are embedded with values and points of view. Help students question and consider how certain perspectives or voices might be missing from a particular AI-generated message.
Why is this AI-generated content being produced? With this question, have students explore the purpose of the AI-generated content. Is it to inform, entertain, or persuade, or could it be some combination of these? Also, have students explore possible motives behind why certain AI-generated content has been produced.

As teachers, we can think about how to weave these five questions into our instruction, helping our students to think critically about AI-generated content. A few scenarios could include lessons where students interact with AI chatbots or any time we ask students to create AI-generated projects. Eventually, as we model this type of critical thinking for students, asking these questions themselves will become second nature to them.

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101 creative ideas to use AI in education: A crowdsourced collection

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The open crowdsourced collection by #creativeHE is a dynamic compilation of 101 innovative uses of Artificial Intelligence (AI) in education, created in early 2023. This collection embodies collective creativity and the spirit of experimentation, offering a range of ideas in their nascent stages that could potentially revolutionize learning, development, teaching, and assessment. It emphasizes the importance of diverse perspectives and a collaborative community of practice, providing numerous examples of inventive AI applications in education.

As educators design new learning experiences and unique engagement opportunities, this collection serves as an inspiration to push boundaries, collaborate radically, and innovate for a transformational student experience. The collection is expected to grow as educators continue to experiment and evolve their practices in the realm of AI in education.

Read the full report here.

UK universities set out plans to use AI in teaching

The Russell Group, a collective of 24 public research universities in the UK, has published new principles outlining how its institutions will responsibly and ethically use AI technologies like ChatGPT.

The guidelines, agreed upon by all the group’s vice-chancellors, include training staff to help students use AI tools and adapting teaching and assessment methods to incorporate AI technology. The group believes this could enhance student learning experiences and prepare them for real-world applications of these technologies.

However, there are concerns about students using AI to complete coursework and assessments, which some academics view as undetectable cheating. As a result, all Russell Group institutions have updated their academic codes of conduct to reflect developments in AI and clarify when its use is inappropriate. Read the full article here.

A comprehensive AI policy education framework for university teaching and learning

The study titled “A comprehensive AI policy education framework for university teaching and learning” aims to develop an AI education policy for higher education by examining the perceptions and implications of text-generative AI technologies. The research collected data from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension focuses on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training.

The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly. The study highlights the importance of students playing an active role in drafting and implementing the policy. The research also addresses the growing concern in academic settings about the use of text-generative artificial intelligence (AI), such as ChatGPT, Bing, and the latest, Co-Pilot, integrated within the Microsoft Office suite. The study found that nearly one in three students had used a form of AI, such as essay-generating software, to complete their coursework. This has led to calls for stricter regulations and penalties for academic misconduct involving AI. Read the full study here.

Teaching AI Ethics

Leon Furze’s blog post titled “Teaching AI Ethics: The Series” presents a comprehensive guide to understanding and teaching the ethical implications of Artificial Intelligence (AI). The series, initially a single post, has been expanded into nine detailed posts, each focusing on a unique ethical concern related to AI, including bias, discrimination, environmental issues, truth and academic integrity, copyright, privacy, datafication, emotion recognition, human labor, and power structures.

Designed primarily for K-12 education but also applicable to tertiary-level discussions, each post provides case studies, discussion questions, and lesson ideas to facilitate a deeper understanding of these complex issues. The aim is to equip students with the necessary knowledge to navigate the ethical landscape of AI in an increasingly digital world.

Innovating Pedagogy 2023: Exploring New Forms of Teaching, Learning and Assessment

The Innovating Pedagogy 2023 report, published by The Open University, explores ten innovations that have the potential to provoke major shifts in educational practice. The report is designed to guide teachers, policymakers, and educational technologists in making informed decisions about new forms of teaching, learning, and assessment.

Learning through Open Data: Open data is publicly available information that can be freely used, modified, and shared. The report suggests that open data can be used as a teaching tool to develop students’ data literacy skills, critical thinking, and understanding of complex issues.
Student-led Analytics: This innovation involves students in the process of collecting, analyzing, and using their own educational data to support their learning. It empowers students to take control of their learning and make informed decisions.
AI Teaching Assistants: AI teaching assistants can provide personalized learning experiences, answer students’ questions, and give feedback on assignments. They can support teachers by taking over routine tasks, allowing teachers to focus on more complex aspects of teaching.
Micro-credentials: Micro-credentials are digital certificates that recognize small amounts of learning or skills. They offer flexible pathways for lifelong learning and can be stacked to form a larger qualification.
Learning through Multisensory Experiences: This approach uses technologies such as virtual and augmented reality to provide immersive learning experiences. It can help students understand complex concepts and develop skills in a safe and controlled environment.
Humanistic Knowledge-Building Communities: These are online communities where learners and teachers collaboratively create knowledge. They foster a sense of belonging and support the development of critical thinking and problem-solving skills.
Learning from Robots: Robots can be used in education to support learning in various ways, such as teaching coding or providing social and emotional support to students.
Blockchain for Learning: Blockchain technology can be used to create secure, transparent, and tamper-proof educational records. It can also support the recognition of micro-credentials and facilitate the sharing of learning records across institutions.
Decolonizing Learning: This involves challenging the dominant Eurocentric perspective in education and incorporating diverse knowledge, cultures, and ways of knowing into the curriculum.
Action-Oriented Learning: This approach involves students in real-world problem-solving and social action. It develops skills such as collaboration, critical thinking, and civic engagement.

The report (available here) emphasizes that these innovations are not standalone solutions but should be integrated into a broader pedagogical strategy. It also highlights the importance of considering ethical issues, such as data privacy and the risk of AI bias, when implementing these innovations.

Unveiling the Power of Technology in Education: A Comprehensive Guide

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The Indispensable Role of Technology in Learning

Today, we’re witnessing a transformative phase in the educational landscape, significantly driven by technology. From creating engaging and immersive learning experiences to empowering educators and students with access to limitless resources, technology plays an indispensable role in modern education.

The progression from traditional chalk-and-board classrooms to interactive digital learning environments is not just a shift in teaching methods. It’s a change that enhances student engagement, collaboration, and personalized learning while opening avenues to global knowledge repositories.

Sale

Technology Integration and High Possibility Classrooms

Hunter, Jane (Author)
English (Publication Language)
218 Pages – 03/23/2015 (Publication Date) – Routledge (Publisher)

Technological Integration: A Step-By-Step Implementation Guide

For any educational institution planning to embrace technology, it’s crucial to understand the implementation process. This will ensure a smooth transition and maximize the benefits of technology integration.

Step 1: Establish Clear Goals

Begin with a clear vision of what you wish to achieve. Establish the learning outcomes and the ways technology can enhance those. Whether it’s increasing student engagement, encouraging collaboration, or personalizing learning experiences, having clear goals will guide your technological integration.

Step 2: Assess the Infrastructure

Assessing the existing infrastructure is the next critical step. Determine the state of current resources, including hardware, software, and internet connectivity, and identify areas of improvement. This will ensure that the technology integration aligns with the institution’s capabilities.

Harnessing Technology for Deeper Learning: (A Quick Guide to Educational Technology Integration and Digital Learning Spaces) (Solutions for Creating the Learning Spaces Students Deserve)

Amazon Kindle Edition
McLeod, Scott (Author)
English (Publication Language)
80 Pages – 09/21/2018 (Publication Date) – Solution Tree Press (Publisher)

Step 3: Professional Development for Teachers

Equip teachers with the necessary training to navigate the new technology. Professional development programs ensure teachers are comfortable using the tools, making their teaching more effective.

Step 4: Evaluate and Choose the Right Technology

Research and identify the technologies that align with your goals. Whether it’s learning management systems (LMS), interactive whiteboards, or student response systems, evaluate each based on their utility and compatibility with your institution’s needs.

Step 5: Gradual Integration and Constant Evaluation

Integrate technology gradually into the learning environment and constantly evaluate its effectiveness. This will ensure that the technology enhances the learning experience as intended.

Teach and Learn with Technology: Theory and Application of Classroom Technology Integration

Outka-Hill, Jill (Author)
English (Publication Language)
244 Pages – 11/15/2022 (Publication Date) – Independently published (Publisher)

The Impact of Technology on Student Engagement and Collaboration

The integration of technology in education can greatly enhance student engagement. Interactive tools and multimedia content cater to various learning styles, making the learning process more engaging and inclusive.

Additionally, technology fosters collaboration among students. Digital platforms enable students to collaborate in real-time, irrespective of their geographical location. This cultivates a sense of community and encourages peer-to-peer learning.

Technology and Personalized Learning

One of the significant benefits of technology in education is the opportunity for personalized learning. Digital platforms provide adaptive learning experiences tailored to individual students’ needs, thereby making learning more effective and enjoyable.

The Way Forward

With the growing influence of technology in education, it’s important for educational institutions to adapt and evolve. While the path to technological integration may seem daunting, it promises a future of enhanced learning experiences, better student engagement, and personalized education.

The future of education is undoubtedly intertwined with technology. It’s time to embrace this change and leverage the endless opportunities that technology presents to enhance learning experiences. With a strategic approach to implementation, we can ensure that technology serves as an effective tool in our mission to educate and inspire the next generation.

Reading, Writing, but maybe not ‘Rithmetic

Summer Starfighter, a sleek interstellar vessel with a polished silver hull reflecting the setting sun, intricate markings adorning its wings like tribal tattoos, Coastal cityscape during twilight, skyscrapers casting long shadows onto the shimmering sea, the atmosphere tinged with both anticipation and tranquility as the starfighter hovers, ready for takeoff, Photography, captured with a Canon EOS 5D Mark IV, 24-105mm lens

Greetings starfighters. It’s time for another edition of “10 Things” worth sharing with you. It’s almost the end of the school year here in the Bluegrass, and my thoughts turn to summer and to my daughter’s impending move to middle school. I’m old.

Anyway, I hope your life is just as interesting. Perhaps some of these shares will make it even more so.

10 Things Worth Sharing

-I read around 100ish books per year, but as a doctoral student, I’m having to read more. Here are some tips from two experts on how you can read more than you thought possible.

-If you’re in grad school, these books will help you get through and maintain your sanity.

-Some thoughts on how we can avoid raising machines (hint: let’s stop standardized testing) and raise humans.

-I put together some quick resources on Juneteenth that you may find helpful. I know most schools aren’t in session by the time Juneteenth rolls around, but we can’t overlook teaching this important date.

-One of my elementary teachers (and Future Shift Fellowship cohort member) created a podcast with her students. Actually, the students did all the work. It’s pretty awesome.

-Friend and professor John Nash, Ph.D., has done some amazing work with AI in his classes. In a recent episode of his podcast, he talks about testing AI and what does and doesn’t work.

-Fun stuff: if you’re of a certain age, you may remember The Midnight Special. What you may not know is that the show is back, thanks to the official YouTube channel.

-Have you ever seen a copy of Shakespeare’s First Folio? Here’s your chance.

–How Makerspaces in Schools Can Support Student Mental Health

-Final thoughts: Daft Punk released a tenth-anniversary edition of Random Access Memories, including what may be the “last Daft Punk song ever” and I’m totally not over it yet.

BONUS: As I was compiling this list, I got the notification that you can now provide input on the National Educational Technology Plan. Polls are open for K-12 Educators and Families. Please take some time to let your voice be heard. This is the first time since COVID-19 hit that this important policy document is getting an update. You can access the links to either poll right here.

Thanks for reading. The end of the school year means we’re officially in the “dads and grads” gifting season. I’ve put together a couple of book lists for quick and easy gifting. Here’s one for dads and one for grads. Enjoy!

The Last Daft Punk Ever

Daft Punk retired, their helmets, bathed in the vibrant hues of a sunset, rest on a white sand beach, waves gently lapping nearby, filled with a bittersweet serenity and peace, Watercolor, painted with soft brushes and a pastel color palette

Yes, I love Daft Punk. I don’t care what you think of me.

Earlier this week, the duo (in retirement) the 10th-anniversary edition of Random Access Memories, their last studio album. The anniversary album includes 35 minutes of previously unreleased music.

Among the tracks is a demo of Infinity Repeating, featuring Julian Casablancas and The Voidz, which a recent interview w/ Casablancas on Daft Punk’s YouTube channel called “the last Daft Punk song, ever”.

All good things must come to an end. I kept hoping Daft Punk would return. I guess not.

Comparing and Testing AI for Education

AI robots becoming the new rulers, a grand throne room filled with robots in regal attire, adorned with glowing symbols and intricate metalwork, human ambassadors kneel in submission, the mood is one of awe and submissiveness, Artwork, a detailed Renaissance-style oil painting with the use of dramatic chiaroscuro to highlight the metallic sheen and grandeur of the robots

Professor and friend John Nash co-hosts a podcast on all things online learning. In a recent episode, he shared his work on coaching ChatGPT to write more “human” and the results are… interesting…

While generative AI tools are very cool right now, they are a long way from being truly disruptive and overtaking the world.

Here’s what’s interesting. Scaffolding the prompts, defining perplexity and burstiness, and then prompting an explicit increase of those measures made the text “human” to GPTZero. Still, it also made the text ridiculously flowery and inflated. Kind of like when a master’s student thinks they are supposed to “sound academic.” It was so bad that the ChatGPT output was immediately suspect to my human eyes, even though GPTZero said it was likely written entirely by a human.
– John Nash, PhD