Jisc, a technology organization in the UK, has compiled a selection of resources to support different stages of AI maturity, including strategic resources, supporting students and learners, supporting staff, maintaining academic integrity, safe responsible use, and AI tools. The resources include blogs, reports, videos, podcasts, and training courses covering generative AI, accessibility, assessment, bias, ethics, and AI tools. Jisc is also developing new resources to support the move to the operational stage, such as pre-procurement selection criteria for generative AI tools and a generative AI skills training program for staff.
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The only thing of real importance that leaders do is to create and manage culture. If you do not manage culture, it manages you, and you may not even be aware of the extent to which this is happening.
I’m reading An Uncommon Theory of School Change for a class, and the image text struck me. Actually, it knocked me to the floor.
Specifically, the idea of “shared assumptions” among a school’s teachers and staff. Every organization has these shared assumptions, and they all influence how the day-to-day functions of the organization, specifically in defining the organization’s culture, as Ed Schein explained.
So, why are these shared assumptions important in our schools?
Easy: they play a large part in how students learn. If teachers have decided, perhaps with the best of intentions, that “our kids can’t do that“–whatever that is–then it’s highly likely that the kids won’t do that.
(Somehow, this has turned into a bad commentary on one of Meat Loaf’s greatest hits…)
Part of our work to change schools should involve a hard look at our shared assumptions and, perhaps, some adjustments to those assumptions.
After all, you know what happens when you assume something…
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OpenAI on Thursday announced its first partnership with a higher education institution.
Starting in February, Arizona State University will have full access to ChatGPT Enterprise and plans to use it for coursework, tutoring, research, and more.
The partnership has been in the works for at least six months.
ASU plans to build a personalized AI tutor for students, allow students to create AI avatars for study help, and broaden the university’s prompt engineering course.
OpenAI announced a partnership with Arizona State University, giving the university full access to ChatGPT Enterprise in February 2024. The collaboration, in planning for six months, will integrate ChatGPT into ASU’s coursework, tutoring, and research. ChatGPT Enterprise offers unrestricted access to GPT-4, enhanced performance, and API credits. ASU aims to develop a personalized AI tutor and creative AI avatars for students. The partnership emphasizes student privacy and intellectual property protection, with OpenAI not using ASU data for training models. This initiative follows concerns about AI chatbots in education, particularly around cheating.
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In a profound exploration of the modern societal challenge, Harvard professor Robert Waldinger sheds light on the growing epidemic of loneliness in his recent YouTube lecture. He defines loneliness as a subjective experience where an individual feels less connected to others than desired. This feeling is distinct from isolation, as one can be isolated and content, surrounded by people, yet feel profoundly lonely.
The Rise of Loneliness
Loneliness has been on an upward trend since the 1950s. Factors contributing to this rise include increased societal mobility, the introduction and evolution of television, and the digital revolution. These changes have gradually eroded community engagement and personal interactions.
The Health Impacts
Research by Julianne Holt-Lunstad highlights the severe health implications of loneliness, equating its danger to smoking half a pack of cigarettes a day. Loneliness contributes to physical health deterioration and accelerates brain decline in later life.
The Power of Connections
Waldinger emphasizes the importance of investing in relationships for well-being. It’s not just close relationships that count; even casual interactions with community members, like a mail carrier or a grocery store cashier, can foster a sense of belonging.
400 Pages – 08/16/2022 (Publication Date) – W. W. Norton & Company (Publisher)
Schools’ Role in Building Inclusive Communities
Recognizing Loneliness in Students
Schools must first acknowledge that loneliness can be a significant issue among students. Young adults, in particular, are highly susceptible to loneliness. Educators can play a crucial role in identifying signs of loneliness and providing support.
Promoting Social Skills: Integrating social skill development into the curriculum can help students who feel lonely and are hesitant to reach out. Cognitive behavioral therapy techniques can be adapted for the classroom to help students revise their assumptions about social interactions.
Encouraging Community Engagement: Activities that foster community involvement can help students feel more connected. This might include group projects, community service initiatives, or school clubs that cater to diverse interests.
Building Casual Connections: Schools should create environments where casual, positive interactions are encouraged. This could be in the form of mentorship programs, buddy systems for new students, or structured social time during the school day.
Supporting Emotional Health: Schools can provide resources for emotional support, such as counseling services or workshops on managing feelings of loneliness and building healthy relationships.
Empowering Students
Empowering students to understand and combat loneliness is essential. This involves teaching them that seeking connection is normal and healthy and providing them with the tools and opportunities to build meaningful relationships.
Conclusion
Loneliness is a complex and growing challenge, but schools can play a pivotal role in addressing this epidemic by understanding its dynamics and implementing strategies to promote connection and belonging. It’s about creating a culture where every student feels, as Waldinger concludes, “You belong. You matter. You’re connected.”
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In January 2022, a review of 17 research studies showed that young kids can learn from “guided play” as well as if they were being directly instructed by an adult or a teacher. More play in the classroom also addresses issues currently burning precarious holes in the education system. In an email survey conducted by Lego Education in September, 98 percent of 1,000 K-8 teachers indicated that play-based learning “reduces their feelings of burnout.” The same study also captured responses from 1,000 K-8 students, of whom 89 percent said play made them “more excited” to go to school. Lego has used its signature building-block toys as a basis for play-based activity guides for teachers.
Gamification in classrooms has both advocates and critics. Some discourage using external rewards for learning, but others argue that the benefits can be profound when games and rewards tap into a student’s intrinsic motivation to learn. Students can learn to value learning as its own reward and become active, engaged learners over time.
Additionally, a program focused on the social-emotional learning aspects of gaming has shown positive results in student behavior and confidence. Many participants who may not have excelled in traditional classroom settings have become leaders of their gaming teams, showing that games can provide a platform for students to feel successful and express themselves.
Teachers like Philip Baselice and Jonathan Nardolilli use games to teach subjects like history and math, making lessons more engaging. This method, supported by research, helps in enhancing learning and memory. However, teachers face challenges in integrating games with curriculum goals, often leading them to create custom games for effectiveness.
While games increase student engagement and aid long-term learning, they must be thoughtfully incorporated into educational strategies. This innovative approach signifies a shift in traditional teaching methods, embracing interactive and enjoyable learning experiences.
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Some schools have partnered with companies to implement the use of pouches that students are required to put their phones into at the beginning of the day and that don’t unlock until the final bell rings, while others are threatening punishments including suspension if a student is caught with their phone, even at lunch time.
Yes, because even during lunch, we must ensure students have no control over their personal time. Good grief.
Renesha Parks, chief wellness officer at Richmond Public Schools in Virginia, told The Hill of a pilot policy being implemented in six schools at the beginning of 2024 to stop cellphone usage, partnering with Yondr, which creates magnetic pouches for cellphones. The measure will impact around 4,200 students and cost approximately $75,000. (emphasis mine)
Here’s an idea: shift the educational focus from boring content without connection to the real world to moreauthenticlearning experiences. I bet cell phones only come out when they are needed to accomplish a task.
Also, educators, how many of you put your phone away during a training session? A staff meeting?
Just sayin’…
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The Australian Federal Government released the Australian Framework for Generative AI in Schools on November 30, 2023, as a guide following the introduction of ChatGPT. While acknowledging AI’s potential in education, the Framework emphasizes human wellbeing, privacy, and safety. However, concerns are raised about its relevance and adequacy due to the rapidly evolving nature of generative AI. Critics argue that the Framework, with its six core principles, underestimates AI’s inherent biases and reliability issues, placing unrealistic expectations on educators.
At the 2023 Australian Association for Research in Education (AARE) conference, Jane Kenway encouraged participants to develop radical research imaginations. The extraordinary impacts of generative AI require a radical policy imagination, rather than timid or bland statements balancing opportunities and threats. It is increasingly clear that the threats cannot readily be dealt with by schools.
Lucinda McKnight and Leon Furze
The article suggests improvements to the Framework, such as redefining generative AI, acknowledging its limitations, addressing the digital divide, and emphasizing evidence-based policies. It also calls for policies that are inclusive and consider diverse perspectives, stressing the need for teacher-led policy development in AI education. The authors advocate for a radical policy approach that accounts for the far-reaching impacts of AI and ensures that schools play a pivotal role in shaping a just future with AI.
For a comprehensive understanding of these issues, the full article can be read on EduResearch Matters.
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House’s focus on technology and AI aligns with the district’s commitment to preparing students for a technologically advanced future. The partnership with the AI Education Project, as part of Maryland Gov. Wes Moore’s broader economic initiative, aims to provide cutting-edge education to students, teachers, staff, and school leaders. The district has also prioritized AI literacy and training, empowering nearly 1,500 educators to confidently use and innovate with AI tools. Addressing challenges such as data privacy, algorithmic bias, and ethical use, Prince George’s County Public Schools is dedicated to shaping a future where their community thrives in the age of AI.
AI is no longer a futuristic concept; it is a tangible reality with the potential to enhance and individualize the educational experience for a student population with diverse needs and teachers in our district. So far during the course of this school year, we have trained nearly 1,500 educators. It was amazing to watch the excitement on the staff’s faces when they got to engage with AI tools to support their work and help their students understand the power of AI.
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“To paraphrase Abraham Lincoln, Donald Trump does not appeal to “the better angels of our nature.”” (Michael V. Hayden, The Assault on Intelligence)
Musical Interlude
Philip Glass has a new album releasing in January 2024, recorded at his home during the pandemic.
This is my piano, the instrument on which most of the music was written. It’s also the same room where I have worked for decades in the middle of the energy which New York City itself has brought to me. The listener may hear the quiet hum of New York in the background or feel the influence of time and memory that this space affords. To the degree possible, I made this record to invite the listener in.
This framework includes eight thematic competencies: ethical and legal; technology; information literacy; digital scholarship; communication and collaboration; creation and curation; digital well-being; and community-based learning. Through a scenario involving an educator, Professor Emily, and a student, Alex, the article demonstrates the integration of these competencies into the educational journey, emphasizing that digital literacy is crucial for academic, professional, and personal success in a digitally-driven world
The Digital Literacy Framework is a part of the overall B.C. Digital Learning Strategy developed by the Digital Learning Advisory Committee, a collaboration between the Ministry of Post-Secondary Education and Future Skills and the post-secondary system. The Digital Literacy Framework has been developed to enhance digital literacy knowledge, skills, and abilities across post-secondary communities. The framework includes eight thematic competencies within digital literacy: ethical and legal; technology; information literacy; digital scholarship; communication and collaboration; creation and curation; digital well-being; and community-based learning.
I love tools that let us learn more about our universe, especially when they are available online.
Astronomers have created the Siena Galaxy Atlas, freely available online. The SGA catalogs 383,620 galaxies, a small fraction of the estimated 200 billion to two trillion galaxies in the observable universe. This atlas stands out for its extensive coverage and advanced data collection, encompassing 7,637 downloadable pages with detailed information on each galaxy’s size, morphology, and images in optical and infrared wavelengths.
The data is drawn from three Dark Energy Spectroscopic Instrument Legacy Surveys, making it one of the largest surveys ever conducted. The SGA is noted for being the first cosmic atlas to feature light profiles of galaxies, providing a unique insight into their brightness changes from center to edge. It’s a valuable resource for scientists studying galaxy evolution, dark matter distribution, and gravitational waves, as well as for enhancing the public’s understanding of the universe.
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“All of this has happened before, and it will all happen again.”
― J.M. Barrie, Peter Pan
Change is good. At least, that’s what I’ve heard from any number of well-meaning people. Change often means growth and fresh ideas, but it also means the death and destruction of old ideas. And, change often means returning to another time or to other practices that worked.
Or maybe they didn’t. Perhaps we just long for a return to comfort and normalcy.
Regardless, every institution can and does experience change, whether people on the inside of the organization deliberately create change or outside forces create “jolts” in the system and force change (cite p. 330).
Kentucky public education has had two considerable jolts that I’m aware of (and I’m showing my age for one of them): the Kentucky Education Reform Act (KERA) of 1990 and, of course, the COVID-19 pandemic. KERA was a jolt that began as the work of change agents, but that whole COVID thing… we’re still not sure who the change agents were (it was totally the bats), but it was still one heck of a jolt.
I was in high school when KERA became a thing. Along with it came these things called “portfolios” that were going to revolutionize Kentucky schools. Spoiler alert: they didn’t. That failure has more to do with the implementation of change than the idea of change.
What many public schools in Kentucky have been able to do since the days of KERA is to continue pushing for creative solutions to difficult problems. They’ve also continued to make space for change agents in various positions across the state and in local schools. Of course, without effective leaders ready to change the constructed reality within a school, any change efforts will likely fail, and the same cycle of “all this has happened before,” continues as it has so many times in education.
“What’s past is prologue.”
– Shakespeare, The Tempest
After the COVID-19 pandemic (has it ended yet?), I’ve seen more concerted efforts to maintain institutional change here in Kentucky. With many districts instituting graduate profiles, the structures needed to support and maintain change are moving into place.
With the environment ripe for change after the COVID-19 upheaval, small changes in institutional processes are making their way across the state and have the potential to sustain change for the future.
References:
Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner (Second). Waveland Press.
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