AI

AI Expectations Worksheet Directions: Imagine you knew for certain your student used AI in the following ways. Indicate whether you would consider such use acceptable, conditional, unacceptable, or irrelevant to your course. AI Explains A student asks AI to summarize a topic instea...

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The contours of the conversations I want to have with students about their GenAI usage

When working with generative artificial intelligence (AI), users may see productivity gains, but the AI-generated content may not match their preferences exactly. To study this effect, we...

Google researchers have come out with a new paper that warns that generative AI is ruining vast swaths of the internet with fake content.

Technology companies aim to minimise “friction” in user experience, a concept also relevant in psychology and education. While some see friction as a valuable part of the writing proces…

Wexton spoke on the House floor Wednesday using an "augmentative and alternative communication" program.

SearchGPT is just a “prototype” for now.

When future historians write about the education industry in the early 21st century, they may debate which event caused more lasting…

Tim Fawns and Anne-Marie Scott facilitate the MYFest session held on 24 July 2024. In this session, we explore the current AI moment with participants from an entangled pedagogy perspective. We begin by sharing how this moment might be challenging some of the things we believe about education, and where problematic assumptions or unconvincing solutions are occurring. Using examples of institutional responses to AI, crowdsourced from participants, we then trace where possibilities for agency might lie in this moment of complexity. We don’t promise to solve any problems, and that’s part of the point. Many educational problems cannot be solved, and we might, instead, hold those problems open in order to better understand them and find ways to negotiate them, in collaboration with others.

Stella Lee facilitates the MYFest session held on 22 July 2024. AI literacy is more than learning how to code. It’s about critically examining and using AI ethically and effectively. In our session, we break down what it means to be AI literate and explore an AI Literacy Framework designed for educators. We cover seven key areas, discuss the essential skills for each, and share practical resources. Join in for an animated discussion and prepare to dig in for some fun activities.

Lance Eaton facilitates the MYFest session held on 15 July 2024. This session is a case study of how College Unbound worked with students to develop their institutional policy on the use of generative AI for students and faculty. From there, the session explored through conversation, activities, and sharing how we can think and learn with students about how to critically use generative AI in general and in our respective disciplines.

The Results Part 1: Writing Learning Objectives

AI interview services say they’re eliminating bias — but not everyone agrees.

Institutions that do not adopt AI will quickly fall behind. The question is, how can colleges and universities do this systematically, securely, cost-effectively, and efficiently?

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Part 3: Associative Networks and AIs ‘Mind’

Part 2: Optimization Terrains and Confusion Matrices

Scatter Plots of Data Patterns and Relationships

“This collection of AI stories and examples in education exemplifies citizen science at its finest. It captures the authentic voices of individuals who are actively testing and expanding their AI literacy, sharing their experiences to support and inspire others. Through their contributions, they collectively advance our understanding and application of AI in educational settings, showcasing the true spirit of community-driven learning and innovation. Your feedback is encouraged; this story is only beginning".   Dr Margaret Korosec, Dean of Online and Digital Education, University of Leeds This is the second open crowdsourced collection by #creativeHE which presents creative and critical practices, perspective and purposes from educators, researchers and students between September 2023 and January 2024.  We are grateful for all 119 contributions from 22 countries including Argentina, Australia, Bangladesh, Brazil, Canada, China, Egypt, France, Germany, Greece, Ireland, Israel, Italy, Mexico, Netherlands, Slovenia, South Africa, Spain, United Arab Emirates, United Kingdom, Uruguay. As the collection is made available under the Creative Commons License CC-BY-NC-SA licence, anybody can use the collection as open data to further interrogate the use of AI in Education. Please share any resulting outcomes with the editorial team and the wider community.  The collection has been generously supported by the Imagination Lab Foundation through the Playful Hybrid Higher Education project (https://playhybrid.education/) led by Sandra Abegglen and situated in the School of Architecture, Planning and Landscape at the University of Calgary. Thanks go also to #creativeHE of which we, the editors, are all part of and that has acted as supporter of the creative AI collections from the very beginning. The #creativeHE community hosts all calls and dissemination activities for the AI collections on their website: https://creativehecommunity.wordpress.com/ - A special thank you to Leonor Agüero Vivas for the beautiful design.-