CENTURY Tech’s Post

In thinking about generative AI's place in education, I hear a lot of talk surrounding the perennial issues of education: teacher discretion, transparency, and control. I've been reflecting on these in the following ways: Teacher discretion isn't about what the teacher likes or approves of. Teacher discretion needs to come down to doing what is going to best prepare our students for their future. Do we believe that students are graduating into a world where they will or will not use generative AI to accomplish their work? The more we disable and block, the more that transparency between teachers and students is stifled. If we try to block a tool that we "know" students are using, it sets the stage for hiding use and a battle of "he said, she said" when claims of AI use to complete work come because "They didn't use to turn in work of this quality." 1. Good, they've found a method to be successful. 2. How sad that you don't believe your students can grow and change to be better than yesterday. Don't we encourage students to use their resources in other regards with full transparency? Explain to me how this is all that different. Control of environment and method is a tale as old as time and a really difficult one for most of us. Unfortunately for each individual, we don't get to control the parameters of the world and we don't get to control the way others experience the world. Without going down too much of a rabbit hole, on this one, the world is shifting to using generative AI as a thought partner, while we may not prefer that (I can't control the way you feel about it 😉) our job is to develop competencies for success in a broader sense, not just our educational context. It is a disservice to our students to try to force out the use of generative AI based on teacher discretion. To increase transparency instead of stifling it, set the parameters for acceptable usage at a course and assignment level. How can you simulate the way(s) that your students will incorporate generative AI into their work outside your educational context?

Incredible article in Wired magazine about the use of Generative AI in the classroom. As in everything new to the classroom, we, as educators, should always embrace these technologies as we do with any new content or curriculum. We assimilate! Working smarter and not harder! The magic is in the teacher not the machine! https://lnkd.in/gZDp6AFU

Interesting discussion of tools for Higher Education with over 100 specific resources! Talk about information overload! Need to ask AI which are best for the uses desired!! https://lnkd.in/ee85YVGV

We are grappling with an ever-changing / ever-shifting landscape in higher education in Generative AI Learning Universe. As we observe, learn, and adapt to the changes brought to us by the adoption of Generative AI, we find ourselves writing/rewriting our institutional academic honesty policies, course syllabi, course activity instructions, faculty training materials, and student orientation courses. I created the following graphic to help me think about how the policies, conventions, and expectations for academic honesty would flow from the institutional level down to the assignment level. Notice how I placed faculty's engagement with learners at the top of the triangle. While we continue our journey to try to do every aspect of education with equivalent technology surrogates, we will continue to rely on our faculty to set the tone, especially in higher education and graduate studies. How are you handling the use of Generative AI in your courses in higher education? Are you relying on TurnItIn Generative AI scores? Do these scores mean anything? Are they reliable? Can we report a student for academic dishonesty based on a closed box-generated score from a vendor? Could we be at the end of meaningful use of TurnItIn? What is plagiarism in a world where all responses are potentially AI-generated and therefore "plagiarized"? Could Generative AI be the disruptor that takes us out of our post-covid comfort zone of putting the entire graduate educational process onto autopilot courses in learning management systems?

This article talks about how Generative AI is set to revolutionize the roles of teachers. Generative AI refers to AI systems capable of creating new content, such as essays, poems, or even lesson plans, mimicking human creativity. Also, you will see various ways in which Generative AI can support teachers, including automating administrative tasks, personalizing learning experiences for students, and providing valuable insights through data analysis BigRio Damo Consulting Inc. 📢🚀 #GenerativeAI #EducationTechnology #FutureofEducation #AIinEducation #EdTechTrends #TeachingWithAI #EducationInnovation

Educators and institutions are grappling with how best to integrate AI tools into the learning environment while balancing innovation with ethical considerations, assessment concerns, and instructor comfort. https://hubs.li/Q02CgsbL0

Is AI a ‘crutch’ for high school students? Depends. In a The Wharton School study, access to GPT-4 significantly improved performance for high school students 48%. However when access to AI was taken away, students performed worse than those who never had access at all - experiencing a 17% reduction. Now if you use GPT Tutor - that loss is largely mitigated through the controls the learning system has built in. Upside was great: students using GPT Tutor experienced an improvement of 127% in performance. Bottom line: GPT Tutor has more potential for impacting long-term learning outcomes, …but if you are utilizing GPT-4 to ensure critical skills are met, make sure it is done strategically. https://lnkd.in/eWtmkw-v

This study from the University of Pennsylvania has uncovered thought-provoking insights about generative AI in education: • While access to GPT-4 significantly improved student performance on assisted practice problems (by 48-127%), it led to a 17% reduction in performance when that access was removed. • Students tended to use GPT-4 as a crutch during practice, leading to diminished learning outcomes when working independently. • A specialized GPT-4 tutor with safeguards mitigated negative effects but didn't improve outcomes over the control group. • Interestingly, students using AI tools perceived they had learned more, even when objective measures showed otherwise. These findings highlight a critical challenge: How do we harness AI's power to enhance learning without compromising skill development? Two crucial takeaways emerge: 1. The importance of fundamental instructional practices: As we incorporate AI into education, we must double down on core teaching methodologies. It's essential to ensure students are genuinely gaining skills, not just relying on AI as a shortcut. This means designing lessons that encourage deep understanding and independent problem-solving, even when AI tools are available. Importantly, AI should not be seen as an opportunity to lower curriculum standards, but as a means to enhance engagement with rigorous content. 2. Empowering teachers and creating supportive learning environments: For effective AI integration, teachers need adequate time, space, and knowledge to prepare. This includes understanding AI's capabilities and limitations, and developing strategies to ensure active learning. Additionally, it's crucial to create classroom environments where students feel safe to experiment and make mistakes. While AI can provide quick answers, we must focus on the process of learning and critical thinking, reducing the pressure to always "get it right" and instead valuing the journey of understanding. As educators and leaders, we must carefully consider how to implement AI tools to support long-term learning, not just short-term performance gains. What are your thoughts on this research? How can we leverage AI to support rigorous learning while fostering environments that value the learning process over perfect answers? #AIinEducation #EdTech #LearningScience #FutureofEducation #theabilitychallenge https://lnkd.in/eMjvvEag

🌟 Dive into the future of education with our latest blog post on Bloom's Generative Taxonomy! 🌟 Discover how generative AI is reshaping the top tier of Bloom's Taxonomy, challenging traditional notions of student mastery and knowledge acquisition. Can AI-generated artefacts truly represent deep learning, or do we need to rethink our approach? 🤔 Curious about how AI is transforming education? Want to know how we can adapt to ensure students still achieve meaningful engagement and deeper learning? 🌍✨ Head over to our blog and find out how we can navigate this exciting new landscape together! 🚀📚 Read more at: https://bit.ly/3xrQPlP #FutureOfEducation #AIEducation #EdTech #GenerativeAI #BloomsTaxonomy #InnovativeTeaching #AIInClassroom #StudentEngagement #DeepLearning #Mindjoy #EducationReimagined #TeachingWithAI #EduInnovation 🚀📚

While we have dealt with many aspects of AI and teaching in this blog series, we want to end the series with the most important aspect—talking to your students about AI and learning. One of the realities of the present moment is that we are all in the midst of a disruptive change, one that neither we nor our students fully understand how to navigate. Therefore, whether or not we decide to allow the use of AI in our classes, it is vitally important to discuss these tools with our students in productive ways. By Temple University https://lnkd.in/gTWvfcEX