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Will AI literacy soon become as important a subject to teach in schools as reading, writing and math?Many education leaders think so, as ChatGPT and ...

We’re entering into a period of acceleration with generative AI in education. A university in Michigan is putting two chatbot students in classes where they will interact with human teachers and classmates, including leaving feedback and conducting peer reviews. Not to be outdone,

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.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Bonni Stachowiak is a Scholar in Residence at the University of Michigan – Dearborn’s Hub for Teaching and Learning Resources during the Fall of 2023. She is focused on generative artificial…

Autumm Caines + Maya Barak help us with expanding our collective understanding of generative artificial intelligence (AI) on episode 501 of the Teaching in Higher Ed podcast

For the second time I had the pleasure of designing an AI Institute for Teachers at the University of Mississippi. You can read more about the first AI Institute we designed and ran last summer that was profiled a few weeks ago in the Washington Post. My wonderful chair, Stephen Monroe, and the Center for Excellence in Teaching and Learning and Academic Innovations Group co-sponsored the event. And what an event it was! Three days of activities for helped nearly 100 faculty across the university develop their AI literacy. Josh Eyler and Emily Pitts Donahoe held panels on alternative grading and crafting syllabus policy language for our generative AI era. You can access the full curriculum below—I’ve released all the materials under a CC-BY license so that they can be reused and remixed. Having hosted this AI literacy institute twice, I've developed an effective approach for offering faculty development opportunities on a rapidly evolving technology like generative AI.

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I haven’t blogged in a while – the world has been up in flames, my heart has been hurting, I’ve been feeling helpless, and no words can express how I’ve felt the past three …

Unlocking Human-AI Potential 10 Best Practices for AI Assignments in Higher Ed In the early days of December 2022, late one night, under the cover of darkness, I eagerly typed “ChatGPT” into my Google search bar. I nervously and excitedly entered the world of AI, similar to when I walked into a candy store as […]