AI

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.

Stanford's AI & Creativity expert Jeremy Utley breaks down 5 powerful techniques to unlock AI's full potential.Forget everything you think you know about AI ...

Stanford's Jeremy Utley reveals that "most people are not fully utilizing AI's potential." Why is that? He explains that it lies in how we approach AI. He sa...

🌟 Build Your Command Center in Notion - https://www.pressplay.cc/link/s/F8236D6BCreate your first AI agent in three simple steps using n8n! This tutorial sh...

Key findings from Inside Higher Ed’s student survey on generative AI show that using the evolving technology hasn’t diminished the value of college in their view, but it could affect their critical thinking skills.

The International Journal for Educational Integrity has published a new significant article analyzing the intersection of academic integrity and artificial intelligence in higher education. Conduct…

➡️ HubSpot’s free AI Agents Playbook: https://clickhubspot.com/f034deAI tools like #ChatGPT and Gemini are supposed to make us “more productive” but oftentim...

Search might be a better approach for learning about the world, but the right comparisons matter

A 50,000-foot view as we enter a new academic year

Civics of Technology Announcements Next Tech Talk: The next Tech Talk will be held on September 2 at 8:00 Eastern Time. Register on our events page. Come join our community in an informal discussion about tech, education, the world, whatever is on your mind! Conference Recordings: Missed a s