AI

The venerated editor Adam Moss walks through how to make good work great.

Hey folks! Yesterday, I was lucky enough to take part in the first annual teaching day at Norway’s leading Business School, BI. The purpose of the event was to share and celebrate the art and science of great teaching. Among a wonderful series of presentations and celebrations, I discussed the impact that AI has had on higher ed teaching since 2022 and asked whether AI presents universities with an unprecedented level of risk, or an unprecedented level of opportunity.

The rapid development of generative AI programs like ChatGPT promises to forever change the way we approach teaching and learning. This edited collection seeks to provide teachers with guidance and resources for navigating the possibilities and challenges of teaching in an AI era.

That’s not true for a screwdriver. Or a table saw or even a spatula. These are useful tools, but they don’t pretend to be well-informed or wise. They’re dumb, and they look dumb t…

Three good news stories to restore your faith in AI's impact on humanity (and learning design)

The rapid emergence of new artificial intelligence tools creates both challenges and opportunities for higher education. Check out these resources to help you navigate this new educational landscape.

One university grapples with how to teach using large-language models.

In our essay, we discuss equity implications surrounding the usage of generative artificial intelligence (AI) in higher education. Specifically, we explore how the use of such technologies by students in higher education such as, but not limited to, multi-language learners, students from marginalized linguistic communities, students with disabilities, and low-income students has the potential to facilitate transformative learning. We describe how such tools, when accessible to learners, can help address barriers that prevent students from fully engaging in their learning. Additionally, we explain how the usage of generative AI has the potential to alter the lens through which students view their learning, countering assumptions and broadening what can be considered an “appropriate” use of assistive technologies to support learning for diverse students. We also address various limitations of generative AI with regards to equity such as the requirement to pay to access some of the applications, as well as linguistic and other biases within the outputs produced, reflective of the data used to train the tools. Throughout this piece, we share insights from a study of undergraduate students’ perspectives and usage of generative AI and potential future directions for the technologies. This essay aims to increase awareness of the opportunities and challenges around who benefits and who is excluded when generative AI is used within colleges and universities.

Tell us if these everyday technologies are AI and see how you compare to the experts.

AI is helping us work up to 41% more effectively, according to recent Bain research. We review the platforms to consider for ourselves and our teams.

A series of instructional web pages for instructors and teaching teams about using AI tools for teaching and learning.

Run LLMs like Mistral or Llama2 locally and offline on your computer, or connect to remote AI APIs like OpenAI’s GPT-4 or Groq.

Algorithms and humans both contribute to bias in AI, but AI may also hold the power to correct or reverse inequities among humans.

In this informative guide we discuss how a student can use AI in an ethical, fair, and lawful manner to assist with learning and studying.

Tim Fawns, Monash University

Practical strategies for leveraging AI’s strengths & avoiding its weaknesses

There’s something of a paradox that has defined my experience with artificial intelligence in this particular moment. It’s clear we’re witnessing the advent of a wildly powerful technology, one that could transform the economy and the way we think about art and creativity and the value of human work itself. At the same time, I can’t for the life of me figure out how to use it in my own day-to-day job. So I wanted to understand what I’m missing and get some tips for how I could incorporate A.I. better into my life right now. And Ethan Mollick is the perfect guide: He’s a professor at the Wharton School at the University of Pennsylvania who’s spent countless hours experimenting with different chatbots, noting his insights in his newsletter One Useful Thing and in a new book, “Co-Intelligence: Living and Working With A.I.” This conversation covers the basics, including which chatbot to choose and techniques for how to get the most useful results. But the conversation goes far beyond that, too — to some of the…

Updates for old friends, and for new followers some links back to where we've been

Introduction During the 2024 Winter Quarter, the Center for Educational Effectiveness surveyed all undergraduate students (N= ~31,000) about their perceptions, uses, and future value of Generative AI (GenAI). Approximately 4% (N=1361) responded. No identifiable information was collected, and all respondents were advised that their responses would be completely anonymous.

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What I learned from 150 interviews with instructional designers

Practical strategies for leveraging AI’s strengths & avoiding its weaknesses

Accelerating the adoption of artificial intelligence across the tertiary education sector.