I’m facilitating AI roundtables at my department’s Symposium and I’ve invited faculty members from across disciplines to share what they’re doing in their classes. I’v…

I’ve written a lot, on and off, about the importance of developing critical AI literacy, but I realize now that it is not enough, and I’ve recently started thinking about all of this wi…

If you’ve been following this blog, you know I’ve written about critical AI literacy, and as I’ve keynoted, taught, and workshopped this, I’ve been developing my model furth…

This study explores how discussing metaphors for AI can help build awareness of the frames that shape our understanding of AI systems, particularly large language models (LLMs) like ChatGPT. Given the pressing need to teach “critical AI literacy”, discussion of metaphor provides an opportunity for inquiry and dialogue with space for nuance, playfulness, and critique. Using a collaborative autoethnographic methodology, we analyzed metaphors from a range of sources, and reflected on them individually according to seven questions, then met and discussed our interpretations. We then analyzed how our reflections contributed to the three kinds of literacies delineated in Selber’s multiliteracies framework: functional, critical and rhetorical. These allowed us to analyze questions of ethics, equity, and accessibility in relation to AI. We explored each metaphor along the dimension of whether or not it was promoting anthropomorphizing, and to what extent such metaphors imply that AI is sentient. Our findings highlight the role of metaphor reflection in fostering a nuanced understanding of AI, suggesting that our collaborative autoethnographic approach as well as the heuristic model of plotting AI metaphors on dimensions of anthropomorphism and multiliteracies, might be useful for educators and researchers in the pursuit of advancing critical AI literacy.

I haven’t blogged in a while – the world has been up in flames, my heart has been hurting, I’ve been feeling helpless, and no words can express how I’ve felt the past three …

“How Teachers Can Harness Their Work” by Anna Mills Slides:How Teachers Can Harness AI in Our Work .pptx - Google Slides OpenAI Website: https://openai.com/ ChatGPT: https://chat.openai.com/auth/login Prompt: Thread: Structuring Course Assignments & Readings (openai.com) Mentimeter: https...

How Teachers Can Harness AI in Our Work A workshop for the Center for Learning and Teaching at the American University in Cairo and Equity Unbound Anna Mills, English Instructor at Cañada College October 24, 2023 Licensed CC BY NC 4.0

This post includes the recording of a workshop by Anna Mills entitled Generative AI Activities for the Writing & Language Classroom. The slides are available here: https://bit.ly/AIinclassAUC https://www.youtube.com/watch?v=KirvJ6kv3m0&ab_channel=CenterforLearning%26Teaching Useful links shared during the session: Anna Mills' WAC resource on AI Text Generators Anna Mills: Template phrases for critiquing AI outputs LearnWithAI: https://umaine.edu/learnwithai/ AI Pedagogy project: http://www.aipedagogy.org Elements of AI course: https://www.elementsofai.com/ Here is the session of

How Teachers Can Harness AI in Our Work A workshop for the Center for Learning and Teaching at the American University in Cairo and Equity Unbound Anna Mills, English Instructor at Cañada College October 24, 2023 Licensed CC BY NC 4.0

For use in a presentation on Critical AI Literacies and SDGs

How can colleges and universities best engage with artificial intelligence?This week the Future Trends Forum explores that major question from a new perspective. The experience of developing and implementing open education resources (OER) has given us many lessons and practices which we can apply to AI. We're hosting the authors of a new paper, "How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process": Anna Mills, Lance Eaton, and Forum favorite Maha Bali.https://journals.sfu.ca/jalt/index.php/jalt/article/view/843https://www.annarmills.com/https://www.lanceeaton.com/https://blog.mahabali.me/This event is powered by Shindig, the video chat event provider. On Shindig, audiences all can see one another and engage in private video chats sharing and discussing the content of the presentation. Event hosts may also bring selected audience members to the stage to ask questions or otherwise interact with guest speakers. Shindig; the dynamics of in person events, online.

Resources for AUC FacultyAI tools are impacting the academic world at a rapidly advancing scale. While it is difficult to gauge the long-term impacts of this new technology on our practice, this evolving resource provides some starter resources, which we will keep updating regularly.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change. We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

How should higher education respond to new developments in artificial intelligence, such as ChatGPT and image creating applications? This week the Forum is delighted to welcome several experts to discuss the topic with us, including Brent Anders, Maha Bali, and Ruben Puentedura. https://www.linkedin.com/in/rubenpuentedura/ https://blog.mahabali.me/ https://www.amazon.com/stores/Brent-Anders/author/B06XG2TLKL?ref=ap_rdr&store_ref=ap_rdr&isDramIntegrated=true&shoppingPortalEnabled=true The Future Trends Forum is a weekly discussion event created and hosted by Bryan Alexander. Since 2016 we have addressed the most powerful forces of change in academia. Each week, this video chat brings together practitioners in the field to share their most recent work and experience in education and technology. The intent of the Forum: to advance the discussion around the pressing issues at the crossroads of education and technology. http://forum.futureofeducation.us/ https://bryanalexander.org/ This event is powered by Shindig, the video chat event provider. On Shindig, audiences all can see one another and engage in private video chats sharing and discussing the content of the presentation. Event hosts may also bring selected audience members to the stage to ask questions or otherwise interact with guest speakers. Shindig; the dynamics of in person events, online. https://shindig.com/

To unpack this, we should first maybe unpack crticial, AI, and literacy. By critical, I mean this in multiple senses of the word. One is critical as in critical thinking, as in skepticism and quest…

Curated by: Maha Bali and Hoda Mostafa Educators all over the globe are in the process of exploring the potential impact of the recent advances in ChatGPT and text-generating Artificial Intelligenc…