AI

Using Tasks in ChatGPT

In Adam Becker's must read book about our AI overlords More Everything Forever, one chapter opens with futurist Ray Kurzweil's plan to resurrect his father.

A few months ago, when Perplexity unveiled their voice assistant integrated with native iOS frameworks, I wrote that I was surprised no other major AI lab had shipped a similar feature in its iOS apps: The most important point about this feature is the fact that, in hindsight, this is so obvious and I’m surprised

A fun way to help think about the concerns of AI & the resources to do it!

Greetings from early September, when fall classes have begun.  Today I’d like to share information about one of my seminars as part of my long-running practice of being open about my teaching…

How can educators critically engage with the affordances provided by Generative Artificial Intelligence (GenAI) while remaining committed to the core tenets of the multiliteracies project, such as ...

✅ Get 40% off 3 months of Coursera Plus: https://imp.i384100.net/c/2464514/3102764/14726Most #iPhone users tap through multiple screens just to use AI, but t...

Hosts Sophie and Jenay talk with guests from the California State University (CSU) system and OpenAI to unpack the largest ChatGPT deployment to date, suppor...

A very minimal test with some fairly clear results. (The answer is yes, it's bad)

A system (or general) prompt is a prompt that you use along with your immediate prompt. It provides guidance for how you want your AI to act in the chat that follows. If you use an AI in different ways, you might want to keep a document with several different system prompts available so you

I’m now more convinced than at any previous point that governments will start regulating generative AI via limiting access to tools like ChatGPT based on a user’s age, and I’m not sure that’s a good thing.

Many "errors" in search-assisted LLMs are not errors at all, but the result of an investigation aborted too soon. Here's how to up your LLM-based verification game by going to round two.

The end of critical thinking in the classroom

I wish the news were better

AI is doing students’ homework, writing their essays — and probably replacing a lot of their future jobs. Is it time to rethink what schools are for?

Just as there is "search" and there is "search process" there is a process around AI-assisted investigation too -- and we should teach it

Practical guidance for post-secondary leaders in planning and responding to AI in teaching and learning

Just as there is "search" and there is "search process" there is process for AI investigation too -- and we should teach it

📈 The Workspace Academy - https://academy.jeffsu.org/workspace-academy?utm_source=youtube&utm_medium=video&utm_campaign=179In this video you’ll learn practi...

Research on 74,000 educator conversations shows how faculty use Claude for teaching, research, and building interactive learning tools.

The emissions from individual AI text, image, and video queries seem small—until you add up what the industry isn’t tracking and consider where it’s heading next.

Manus is a general AI agent that turns your thoughts into actions. It excels at various tasks in work and life, getting everything done while you rest.

Like the steam engine, electricity, and computers, generative artificial intelligence could take longer than expected to transform the economy.

Puppetry as Dream Analysis for AI Anxiety This is a discussion between Camila Galaz, Emma Wiseman, and Eryk Salvaggio, collaborators behind an experimental workshop linking puppetry and generative AI that took place at RMIT in Melbourne this summer at the invitation of Joel Stern and the National Communications Museum. We met online to discuss what emerged from Camila's workshop: personal imaginations of AI made physically manifest into puppets.  Earlier this year, we spent five days in resid

Students don’t need to be exposed to generative AI in elementary school or middle school any more than a kid learning the fundamentals of racing driving karts needs to practice in an F1 car. Over the last few months, we’ve gotten hooked on Formula 1 in the Brake household. Because I can’t help myself, I’ve been thinking about the pedagogy of training F1 drivers and what it might say about teaching more generally. A lot of what I see about the need for “AI literacy” in K-12, feels to me like the equivalent of putting a kid in an F1 car. It’s not that the kids won’t ever be ready to handle the power, but it’s just foolish to think that it won’t take a lot of practice and hard work to build the fundamentals before they’re ready. The training pipeline for a future F1 driver has a very well-calibrated sequence from karting to Formula 4, 3, 2, and then 1. At each stage, the power of the machine is matched to the intended learning goals and the maturity of the driver. The karts are slow (comparatively), but they help a driver to build intuition and skill on finding a line, timing breaking points, and managing traction, and attending to the current status of the car. Here’s where I can hear the objection: “well, this is why we should expose students to AI with significant guardrails when they are young—to help them to build the necessary skills to thrive with AI.” But this fundamentally misunderstands what it takes to use AI well. Yes, we need to learn how AI works and how best to think about using it in our work. But this is something like learning where the pedals are on the F1 car, not learning the fundamentals of how to drive a race car. What we need to focus on in education is helping students to build the character and the fundamental skills that will enable them to thrive when they are exposed to the intelligence amplifier of generative AI. This process takes a lot of hard work and don’t look nearly as cool as driving the car during qualifying or on race day. It’s the workouts to stay in tip-top physical shape, the drills to train your reflexes, the hours in the simulator to hone all the little parts of your race craft. Students don’t need to be exposed to generative AI when they’re developing these skills any more than a kid learning how to kart needs to drive an F1 car. What they need is a space where the tools they are provided can help them to focus on the truly fundamental and foundational skills that will ultimately enable them to pursue their craft at the higher level. They need to learn how to think, write, read closely, communicate with others, accept criticism, persevere when the going gets tough, stoke their curiosity to dig into new areas of interest.