AI

“At Ann Johnson’s wedding reception 20 years ago, her gift for speech was vividly evident. In an ebullient 15-minute toast, she joked that she had run down the aisle, wondered if the ceremony program should have said “flutist” or “flautist” and acknowledged that she was ‘hogging the mic.’ Just two years later, Mrs. Johnson — ...

Summer is a time for educators to do some learning, and there are plenty of conferences and workshops throughout the season. But one national event for ...

Thoughts on books, audiobooks, comics, running, higher education, teaching, pop culture, open access, & artificial intelligence from Lance Eaton

Dear Colleagues: We are pleased to share with you the initial report from the U-M Generative Artificial Intelligence Advisory (GAIA) Committee. This group was tasked with assessing the opportunities and challenges posed by generative artificial intelligence (GenAI), particularly as it relates to ...

Stanford study found AI detectors are biased against non-native English speakers

by Derek Bruff, visiting associate director Last Friday, CETL co-sponsored an online workshop titled “Generative AI on the Syllabus” with our parent organization, the Academic Innovations Group (AIG). Bob Cummings, executive director of AIG, and I spent an hour with 170 faculty, staff, and graduate students exploring options for banning, embracing, and exploring generative AI […]

The father of modern computing would have opened his arms to ChatGPT. You should too.

AI Prompts for Teaching Cynthia Alby Ph.D. Co-author of Learning That Matters, with thanks to Ethan Mollick cynthia.alby@gcsu.edu Important Notes I am building this slowly over time, but hopefully what is already here will help you develop your own prompts. My field is teacher educat...

How can higher education grapple with artificial intelligence?This week the Future Trends Forum explores this question with a focus on an underdiscussed aspe...

An IT friend was experimenting w/ AI prompts & sent me this. Think I’ll just leave this here as a public service announcement. pic.twitter.com/teo3ibrl5C— Kristin Du Mez (@kkdumez) August 3, 2023

What to consider in drafting your own course guidelines on students’ use of tools like ChatGPT.

And does better than you might think!

Don’t let students get away with a writing performance. Have them do the real thing.

From "machine learning" and "hallucinations" to "generative AI" and "neural networks," here are the AI terms everyone should know.

These apps use AI models like GPT-4 to the fullest.

AI can be a productivity tool—but you shouldn't get carried away.

Since the release of ChatGPT a little more than six months ago, students have quickly figured out how to get the free AI chatbot to do their homework ...

https://myfest.equityunbound.org

Link to webpage https://equityunbound.org Tools shown include: SciSpace (https://typeset.io), Poe.com, Jenny.ai and more

The McKinsey Global Institute has just released a report that explores how generative AI tech like ChatGPT may affect employment and work in America by 2030.

Using ChatGPT for help with our teaching, writing, and administrative work with Anna Mills #MyFest23 #equityUnbound Link to webpage link to this conference:

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.