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Good Enough and Better Than Me: Two Problematic Student Perspectives on Gen AI
Good Enough and Better Than Me: Two Problematic Student Perspectives on Gen AI
For the past few months, I've been visiting schools and hearing from students about why and how they're using (or refusing) generative artificial intelligence. In this article, I'm talking about two of the more problematic perspectives that have emerged from those conversations: it's good enough, and it's better than me.
·leonfurze.com·
Good Enough and Better Than Me: Two Problematic Student Perspectives on Gen AI
Google AI Studio
Google AI Studio
The fastest path from prompt to production with Gemini
·aistudio.google.com·
Google AI Studio
TLDW - Too Long; Didn't Watch
TLDW - Too Long; Didn't Watch
Smart video navigation that transforms long YouTube videos into topic-driven learning experiences
·tldw.us·
TLDW - Too Long; Didn't Watch
GPT-5.1 Prompting Guide
GPT-5.1 Prompting Guide
GPT-5.1, our newest flagship model, is designed to balance intelligence and speed for a variety of agentic and coding tasks, while also i...
·cookbook.openai.com·
GPT-5.1 Prompting Guide
LLMs Can Get Brain Rot
LLMs Can Get Brain Rot
Exploring the phenomenon of 'brain rot' in large language models and its implications for AI cognition.
·llm-brain-rot.github.io·
LLMs Can Get Brain Rot
Education for human flourishing
Education for human flourishing
In the future, education systems should nurture a broader range of capabilities, help restore meaning to young people's lives and equip them with the skills and ambition to remake our societies, economies and organisations. To flourish over a lifetime, people will need to be adaptive problem solvers, ethically competent and able to understand, appreciate and act in the world. In the age of AI, education must strengthen human agency, human meaning and human security.Since 2020, the OECD has developing far-reaching ideas on the future purposes of education, based on policy dialogues with seven high performing PISA systems. The Human Capital model, which has shaped what students learn for many decades, prepares young people for yesterday's jobs, through cognitive examinations. Education for Human Flourishing will equip young people for lives of purpose and fulfilment.The framework is helping shape the international conversation about the future of education. It is a vital ingredient in the development of PISA and a contribution to national policymaking, for countries wishing to reorient education purposes, policies and practices. It will be of interest to ministers, officials, students, teachers, school leaders, researchers and education innovators.
·oecd.org·
Education for human flourishing
New report warns chatbots fail young people in crisis
New report warns chatbots fail young people in crisis
ChatGPT, Gemini, Claude and Meta AI fail to respond to teens' mental health needs.
The report — in partnership with Stanford Medicine's Brainstorm Lab for Mental Health Innovation — found that ChatGPT, Claude, Gemini, and Meta AI fail to properly recognize or respond to mental health conditions affecting young people.
·axios.com·
New report warns chatbots fail young people in crisis
Detecting and reducing scheming in AI models | OpenAI
Detecting and reducing scheming in AI models | OpenAI
Together with Apollo Research, we developed evaluations for hidden misalignment (“scheming”) and found behaviors consistent with scheming in controlled tests across frontier models. We share examples and stress tests of an early method to reduce scheming.
·openai.com·
Detecting and reducing scheming in AI models | OpenAI
Assessment for Good - AERDF
Assessment for Good - AERDF
PROGRAMS Assessment for Good (AFG) is committed to creating asset-based formative assessments and interventions that honor each learner’s unique process for learning, growth, and development. What We Believe One of the biggest tools an educator can have is an understanding of every learner’s maximum potential. We are a community of researchers, educators, and developers who […]
·aerdf.org·
Assessment for Good - AERDF
A free version of ChatGPT built for teachers | OpenAI
A free version of ChatGPT built for teachers | OpenAI
A secure ChatGPT workspace that supports teachers in their everyday work so they can focus on what matters most—plus admin controls for school and district leaders. Free for verified U.S. K–12 educators through June 2027.
·openai.com·
A free version of ChatGPT built for teachers | OpenAI
Piloting group chats in ChatGPT | OpenAI
Piloting group chats in ChatGPT | OpenAI
Collaborate with others, and ChatGPT, in the same conversation.
We’ve also taught ChatGPT new social behaviors for group chats. It follows the flow of the conversation and decides when to respond and when to stay quiet based on the context of the group conversation. You can always mention “ChatGPT” in a message when you want it to respond.
·openai.com·
Piloting group chats in ChatGPT | OpenAI
AI-Powered Stuffed Animal Pulled From Market After Disturbing Interactions With Children
AI-Powered Stuffed Animal Pulled From Market After Disturbing Interactions With Children
FoloToy says it's suspended sales of its AI-powered teddy bear after researchers found it gave wildly inappropriate and dangerous answers.
AI-powered teddy bear “Kumma” after a safety group found that the cuddly companion was giving wildly inappropriate and even dangerous responses, including tips on how to find and light matches, and detailed explanations about sexual kinks.
·futurism.com·
AI-Powered Stuffed Animal Pulled From Market After Disturbing Interactions With Children
Processes are More Important than Prompts
Processes are More Important than Prompts
This post outlines five practical steps for using GenAI platforms. Applying expertise, selecting the right model, adding context, using the internet, and iterating and refining are useful skills for working with these technologies.
·leonfurze.com·
Processes are More Important than Prompts
AI Is Moving Fast—But School Responses and Parent Opinions Are Not – Center on Reinventing Public Education
AI Is Moving Fast—But School Responses and Parent Opinions Are Not – Center on Reinventing Public Education
This piece is a follow-up to this blog, published last year. AI is present in classrooms more than ever before, partly due to tech companies’ provision of professional learning for teachers and partly due to school districts’ large-scale purchases of AI software. Beyond helping educators save time and enhance student learning, AI has also given
·crpe.org·
AI Is Moving Fast—But School Responses and Parent Opinions Are Not – Center on Reinventing Public Education
AI Literacy Framework for Primary & Secondary Education
AI Literacy Framework for Primary & Secondary Education
Empower learners for the age of AI with the AILit Framework—a joint EC & OECD initiative, supported by Code.org and international experts.
Download the full PDF to explore key AI literacy competences and education scenarios which illustrate how teachers can support and empower learners to engage with, create with, manage, and design AI. Artificial Intelligence (AI) has become a widely used tool in our everyday life, including for learning, personalised assistance, and entertainment. Therefore, young people must be able to understand how AI works, its societal impact, and how to use it ethically in order to be prepared for a society and economy in the age of AI. Why AI Literacy?AI literacy empowers learners to understand AI and make decisions about its use in meaningful and ethical ways. When integrated thoughtfully into learning, AI provides new opportunities to exercise critical thinking and creative expression. To fully realize this potential, we must address key barriers to AI literacy implementation, including: A lack of a shared understanding of AI literacy and how to teach it.Uncertainty about how AI fits into various subject areas. “Integrating AI literacy into education is essential to equip students with the critical thinking skills necessary to understand, interact with, and innovate using digital technologies, preparing them to contribute meaningfully to society” Lidija KraljIndependent Expert in AI and Data Education – Veliki Bukovec, Croatia  Intended Audience for the FrameworkThis framework is designed for teachers, education leaders, education policymakers, and learning designers. It outlines competences and learning scenarios to inform learning materials, standards, school-wide initiatives, and responsible AI policies for primary and secondary education settings. Teacher“I need to know how AI can help my students learn and how I can integrate AI literacy into my curriculum during my full school day.” Education Leader“I want to develop AI literacy initiatives for my school or professional organization and am looking for easy-to-follow guidance.” Education Policymaker“I help shape AI literacy initiatives to ensure learners and educators are ready for the age of AI, and I want practical, research-backed advice to guide policies.” Learning Designer“I design instructional content and train teachers, and I want to include AI literacy as a key feature in my resources.” “AI literacy should be part of every learner’s journey, with educators playing a key role in making AI meaningful. By helping students understand and engage with AI in ways that reflect their local context, we can support more inclusive, future-ready education systems around the world.” Victor KoleszarPedagogical Coordinator for Computational Thinking and Artificial Intelligence at CEIBAL – Montevideo, Uruguay Key Features of the Framework FoundationalDefine a core set of competences needed to demonstrate proficiency in AI literacy. InterdisciplinaryIntegrate AI literacy into a wide range of subjects and educational settings. IllustrativeInclude scenarios and exemplars that bring AI literacy to life. PracticalMake AI literacy manageable and attainable in various classroom contexts. GlobalIncorporate insights from educators, researchers, and AI experts worldwide. DurableIdentify knowledge and skills that will remain relevant as AI evolves. A Common Effort to Advance AI LiteracyEmpowering Learners for the Age of AI: An AILit Framework for Primary and Secondary Education is a joint initiative of the European Commission (EC) and the Organization for Economic Cooperation and Development (OECD). Code.org and leading international experts support its development. The initiative contributes to the innovative domain of the PISA 2029 Media and AI Literacy (MAIL) assessment, the European Union’s long-term goals to promote quality and inclusive digital education and skills, and the objectives of the Digital Education Action Plan 2021 – 2027. Thank You for Sharing Your Feedback on This Draft!Over the past few months, educators, researchers, education leaders, and policymakers shared their perspectives on the draft Framework through a survey and a series of stakeholder consultations. Insights from nearly 1,000 participants will help shape the Framework’s final version, set to la
·ailiteracyframework.org·
AI Literacy Framework for Primary & Secondary Education
Instagram
Instagram
In this thought-provoking talk, Dr. Pfeifer challenges the prevailing narrative about adolescents, highlighting the crucial role of families in shaping their mental health. She shares evidence-based insights on how to support young minds and promotes a more positive and inclusive understanding of this critical life stage.
·instagram.com·
Instagram
More Articles Are Now Created by AI Than Humans
More Articles Are Now Created by AI Than Humans
AI-generated content is as good or better than content written by humans. It is often hard to distinguish whether content is created by AI vs. a human. We seek to evaluate the prevalence of article content generated by AI.
·graphite.io·
More Articles Are Now Created by AI Than Humans