AI

Bryant University - Resource Document Compiled by Lance Eaton for faculty consulting on 6/4/2024-6/5/2024 You can sign up for my newsletter: AI+Edu=Simplified. Conne with me on my blog, Twitter, Bluesky, Mastodon, LinkedIn, or YouTube. If you have additional questions, please reach out to me...

2 days, 15+ discussions, lots of great ideas and insights

Why AI Detection Alone Will Fail Students

Each week, Karen Catlin shares five simple actions to create a more inclusive workplace and be a better ally.

Leon Furze shares the myth of the AI first draft on episode 521 of the Teaching in Higher Ed podcast

For all the hype about AI replacing teachers, the reality is that teachers are irreplaceable. It is a deeply human endeavor. The teachers who can leverage this human element through authentic learning will ultimately prepare

Students and patrons turn to librarians to answer their questions about AI and ChatGPT. Here's how to answer questions about cheating and more

Our new paper updates the original AI Assessment Scale to account for changes in the technology and to make it applicable across disciplines in both K-12 and Higher Education.

As new tools raise concerns around AI academic integrity, instructors can deter misuse through transparent policies, open discussions with students, assignments that engage intrinsic motivation, and inclusive teaching practices.

As a former secondary English teacher, senior examination assessor, and lecturer for initial teacher education, I understand the allure of using Generative AI (GenAI) for grading student work. We&#…

Why Teachers Can No Longer Stay Silent About AI

This post is the fourth in the Beyond ChatGPT series about generative AI’s impact on learning. In the previous posts, I discussed how generative AI has moved beyond text generation and is starting to impact critical skills like reading, note-taking, and impact relationships by automating feedback. In this post, I’ll cover how the technology is marketed to students and educators to tutor students. The goal of this series is to explore AI beyond ChatGPT and consider how this emerging technology is transforming not simply writing, but many of the core skills we associate with learning. Educators must shift our discourse away from ChatGPT’s disruption of assessments and begin to grapple with what generative AI means for teaching and learning.

Two English professors have outlined a vision of “restrained generative AI” to help students improve their writing, and they’ve built a software tool ...

For a pdf of all slides and citations: click here WORKSHOP PROMPTS: First, Click to open multiple AIs: claude.ai (Lots of tokens for writing context and designed with a constitution, to do no harm. Claude 3 comes in three forms: Haiku (small and fast), Sonnet (good and what is now generally available at claude.ai), Opus

José Bowen shares about Teaching with AI on episode 518 of the Teaching in Higher Ed podcast

The ChatGPT Prompt Book Alan D. Thompson December 2022 LifeArchitect.ai Rev 6 (20231010) Permanent link: https://lifearchitect.ai/chatgpt-prompt-book/

This post is the second in the Beyond ChatGPT series about generative AI’s impact on learning. In the previous post, I discussed how generative AI has moved beyond text generation into skills like reading. In this post, I’ll cover how the technology is marketed to students in new ways, promising to use a machine to take notes for you, automating lectures and transcription, and even synthesizing the content for a user. The goal of this series is to explore AI beyond ChatGPT and consider how this emerging technology is transforming not simply writing, but many of the skills we associate with learning. Educators must shift our discourse away from ChatGPT’s disruption of assessments and being to grapple with what generative AI means for teaching and learning.

Job interviews can be anxiety-inducing for students. But with the help of generative AI, educators can guide them through a practice interview process in class to help reduce their angst and strengthen their employability. Here’s a 4-step process.

I write daily, often for hours at a time. I’m an author of fiction and nonfiction, and even when I’m not writing something for publication I fill notebooks with ideas and frequently ill…

C. Edward Watson talks about thinking with and about AI on episode 517 of the Teaching in Higher Ed podcast

We often talk about the need for students to have voice and choice in their learning. We want them to engage in meaningful, productive struggle as they do projects and engage in problem-solving. But where