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On April 19, 2024, the Office of Educational Technology hosted the U.S. Department of Education’s first AI Literacy Day, a “nationwide day of action inviting students, parents, educators, and other…
Richard Primack offers advice for how to be a happy, healthy and productive researcher year after year. As a contented and productive senior professor at a major research university, colleagues and students often ask me for advice. They wonder about achieving work-life balance, interacting with students, navigating administrative challenges, writing papers and grant proposals, and many other topics. Out of those conversations, I have developed my own “rules of conduct”—guidelines that have contributed to my academic longevity, successes, and satisfaction during my 45-year career.
Creating high quality content — an eye-catching logo, an e-commerce site, paid advertising or compelling social media content — typically involved a production journey that few would call quick, efficient or inexpensive.
Faced with increasing pressure to work more resourcefully, decision-makers are now embracing A.I. and generative A.I. in the quest to transform marketing content development and help offer more personalized, relevant content experiences at scale while keeping schedules in check. Imagine a world where marketers and creatives can focus less on rote tasks, such as re-sizing images or generating boilerplate copy, and do more of what they love — designing and building experiences that delight customers across every digital touchpoint — all with ease.
Via Edumorfosis
OECD's dissemination platform for all published content - books, podcasts, serials and statistics
Via Vladimir Kukharenko
However, as I’ve explored in previous posts on the capabilities and limitations of GenAI, I firmly believe that this technology is fundamentally unsuited for high-stakes student assessment. At its core, GenAI generates probabilistic outputs based on patterns in training data, lacking true understanding and the ability to make qualitative judgments. This leads to inconsistency and bias in grading, raising serious concerns about fairness and reliability.
The use of AI in grading also raises a host of ethical and equity issues. As I wrote in “Generative AI doesn’t ‘democratize creativity’“, the notion that AI levels the playing field is often an illusion. In reality, relying on AI for grading may exacerbate existing inequities and privilege certain groups of students over others.
In this post, I’ll go deeper into the reasons why I believe GenAI should not be used for grading, drawing on recent experiments and real-world examples. I’ll also explore the potential risks and unintended consequences of AI-powered assessment. By the end, I hope to convince you that, despite the temptation, GenAI is a dead-end when it comes to evaluating student work.
Via Edumorfosis
"The latest ChatGPT’s more human-like verbal communication has professors pondering personalized learning, on-demand tutoring and more classroom applications."
Via EDTECH@UTRGV
Commentary on Stephen's Web ~ AI in Enterprise Learning Systems by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
Via Vladimir Kukharenko
Magic School AI es un amplio catálogo de herramientas IA útiles y gratuitas que facilitan la producción de distintos recursos educativos: rúbricas, lecciones, resúmenes, cuestionarios, textos, glosarios, proyectos … Resulta un servicio muy interesante para el docente que pretende iniciarse en la Inteligencia Artificial Generativa y su aplicación en el aula.
Via Gumersindo Fernández
About half the students who got in touch skip lectures, with many ‘disappointed’ with the experience and others forced to prioritise paid work
Via Peter Mellow
"Explore how generative AI is set to transform the creative professions, enhancing productivity and spawning new artistic collaborations ..."
Via Leona Ungerer
At the Reagan Institute Summit on Education, leaders discussed the evolving value of college degrees versus career skills.
Via EDTECH@UTRGV
- ¿Cuántos puestos de trabajo que hay hoy en España cree que serán sustituidos por el trabajo de robots u ordenadores dentro de 15 años?. El 62% de los trabajadores contesta “la mayoría”. Sin embargo, cuando se pregunta por el efecto de la robotización en su propio empleo.
- ¿Cree que su trabajo actual podría ser realizado por un robot en los próximos 15 años? Casi la mitad (47%) están tranquilos. Contestan “no, de ninguna manera”, además de un 38% que considera su puesto solo parcialmente automatizable.
Via Edumorfosis
Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.
Via Edumorfosis
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Convierte tu aula en un entorno de innovación con estas 11 herramientas de IA. Mejora el aprendizaje de manera eficaz y creativa.
Via Gumersindo Fernández
In an era where artificial intelligence (AI) features prominently in both our daily lives and our collective imagination, it's common to hear concerns about these systems gaining too much power or even becoming autonomous rulers of our future. Yet, a closer look at the current state of AI technology reveals that these fears, while popular in science fiction, are far from being realized in the real world. Here's why we're not on the brink of an AI takeover.
Via Edumorfosis
The OECD Digital Economy Outlook 2024, Volume 1: Embracing the Technology Frontier provides new insights on key technologies that underpin the digital technology ecosystem and their impacts. Using big data and machine-learning techniques, Volum
Via Vladimir Kukharenko
Demonstrative training videos are an excellent way to teach new skills that can be hard to learn from written instructions alone.
Via EDTECH@UTRGV
Western Governors University has announced a partnership with AI writing assistance provider Grammarly, providing access to Grammarly's real-time writing support services — and new Writing Score API — to all faculty and students.
Via EDTECH@UTRGV
PDF | In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification,... | Find, read and cite all the research you need on ResearchGate
Via Vladimir Kukharenko
Los tableros son los protagonistas en Trello, una herramienta online que ayuda a los docentes a planificar el curso, organizar proyectos y repartir tareas entre los estudiantes. Con este diseño, que actúa como una gran pizarra en la que ir distribuyendo listas de tareas, el trabajo pendiente se muestra de una manera muy visual. Y como es posible compartirlos, se fomenta la creación de un espacio colaborativo con el resto del profesorado y el alumnado.
Via Gumersindo Fernández
La même tâche compliquée revient tous les ans à peu près à la même époque. Il faut réfléchir et élaborer une structure d'école et créer des classes
Via Fidel NAVAMUEL
A virtual platform to walk around cities of the world and feel the vibes of the city.
Via Nik Peachey
Boston University is among the latest higher education institutions to recommend its faculty not outright prohibit generative artificial intelligence tools.
Via EDTECH@UTRGV
Amazy is a fantastic tool for creating interactive worksheets for students. It's a bit like an interactive version of Twee and also has an LMS for tracking students answers https://buff.ly/4dTtg5T There's even a community that shares lesson materials. It can create lots of different types of activities, including ones that enable student to record and submit their speaking for evaluation.
Via Nik Peachey
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This concept of connection with the community is an exciting and interesting part of the Wayfinding Academy. While there will be some core courses of study for each student, Michelle envisions learning experiences where you walk into the room and find it hard to tell who is professor, full-time student, and who is a community member participating for personal growth and interest. It is a vision for an open learning community, one that blurs the distinctions between what happens in the school and what happens in the community. Students will spend signficant time in the community, and community members will hopefully be engaged and present in the school. As I listened to Michelle explain this vision, I pictured a community where the role of teacher and student is played by all.
This concept of connection with the community is an exciting and interesting part of the Wayfinding Academy. While there will be some core courses of study for each student, Michelle envisions learning experiences where you walk into the room and find it hard to tell who is professor, full-time student, and who is a community member participating for personal growth and interest. It is a vision for an open learning community, one that blurs the distinctions between what happens in the school and what happens in the community. Students will spend signficant time in the community, and community members will hopefully be engaged and present in the school. As I listened to Michelle explain this vision, I pictured a community where the role of teacher and student is played by all.
This concept of connection with the community is an exciting and interesting part of the Wayfinding Academy. While there will be some core courses of study for each student, Michelle envisions learning experiences where you walk into the room and find it hard to tell who is professor, full-time student, and who is a community member participating for personal growth and interest. It is a vision for an open learning community, one that blurs the distinctions between what happens in the school and what happens in the community. Students will spend signficant time in the community, and community members will hopefully be engaged and present in the school. As I listened to Michelle explain this vision, I pictured a community where the role of teacher and student is played by all.