We keep hearing over and over that generative AI is causing massive problems in education, both in K-12 schools and at the college level. Lots of people are worried about students using ChatGPT to cheat on assignments, and that is a problem. But really, the issues go a lot deeper, to the very philosophy of education itself. We sat down and talked to a lot of teachers — you’ll hear many of their voices throughout this episode — and we kept hearing one cri du coeur again and again: What are we even doing here? What’s the point? Links: Majority of high school students use gen AI for schoolwork | College Board Quarter of teens have used ChatGPT for schoolwork | Pew Research Your brain on ChatGPT | MIT Media Lab My students think it’s fine to cheat with AI. Maybe they’re on to something. | Vox How children understand & learn from conversational AI | McGill University ‘File not Found’ | The Verge Subscribe to The Verge to access the ad-free version of Decoder! Credits: Decoder is a production of The Verge and part…

AI amputates information from its source, so internet users must continue to look for citations and click through to original sources.

Comprehensive review of top AI mobile apps for iOS & Android. Learn which features excel in each app, plus discover fully private alternatives that run offline

Whether students and faculty are actively using AI or not, it is having significant interpersonal, emotional effects on learning and trust in the classroom.

Students shared how they felt about AI usage—for students and adults alike

Brainyacts #263

The Generative AI Product Tracker lists generative AI products that are either marketed specifically towards postsecondary faculty or students or appear Stay up-to-date with the emerging tech for higher education. Explore our Product Tracker tool for information, pricing models, key features, and more on the generative AI tools for teaching, learning, and research.

This paper outlines and critically analyzes the process, expectations, and outputs of a ChatGPT search on what educators need to know about GenAI. The paper includes two versions of a prompted position paper generated by the free OpenAI tool ChatGPT 3.5. The prompt and the resulting paper(s) are identified as parallel, in content, to an educational video script on AI itself, whose creation the author has recently supervised. However, the content of the generated position paper(s) – while somewhat surface – turns out to be less problematic than the format, in spite of direct format-oriented prompting. This outcome and the implications of both content and format issues for the field of higher education are discussed in the reflection. The overall conclusion is that GenAI should be a site of critical literacy development, while broader concerns about the impacts of these tools on knowledge and society must also be foregrounded. (This abstract was written by the human author.)

ListenGenerative AI "hallucinations" aren't going away. That's OK. If we understand their limitations rather than just labeling them with hysterical language, we can gain tremendous benefits from them while protecting ourselves from the consequences of their limitations.

Generative artificial intelligence (AI) tools offer many potential benefits to Government of Canada (GC) institutions. Federal institutions should explore potential uses of generative AI tools for supporting and improving their operations. However, because these tools are evolving, they should not be used in all cases. Federal institutions must be cautious and evaluate the risks before they start using them. The use of these tools should be restricted to instances where risks can be effectively managed.