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Leading the AI transformation in schools: it starts with a digital mindset - Educational technology research and development
Leading the AI transformation in schools: it starts with a digital mindset - Educational technology research and development
Rapid developments in artificial intelligence (AI) require dynamic adaptation in education to integrate new technologies timely and sustainably. In particular, the rise of generative AI requires leadership to implement it in a meaningful way for teaching and learning. School leaders have a special role to play in driving digital transformation. Based on a sample of German school leaders, this article explores how school leadership approaches and a digital mindset influence the implementation of AI in schools. Our findings provide initial and preliminary evidence that school leaders’ digital mindsets, particularly proactive agility and empathy, understood as perspective taking, influence the implementation of AI in schools. Furthermore, the findings highlight the effectiveness of ambidextrous leadership in driving AI implementation. As a consequence, our study paves the way for future explorations of the evolving landscape of AI in education and highlights the need for adaptive, empathetic, and proactive leadership in the digital age.
AIAI#AI#artificial intelligence#education#teaching and learning#digital mindset#school leaders#ambidextrous leadership
·link.springer.com·
Leading the AI transformation in schools: it starts with a digital mindset - Educational technology research and development
Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation.
AIAI#AI#artificial intelligence#education#higher education#teaching and learning#assessment
·mdpi.com·
Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
Critical Thinking in the Age of AI
Critical Thinking in the Age of AI

Throughout human history, we have relied on technology to make our work easier. In this episode, Michelle Miller joins us to discuss how to foster students’ critical thinking skills in the age of AI.

Michelle is a Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University. She is the author of Minds Online: Teaching Effectively with Technology, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World and A Teacher’s Guide to Learning Students’ Names: Why You Should, Why It’s Hard, How You Can. Michelle is also a frequent contributor of articles on teaching and learning in higher education to a variety of publications including The Chronicle of Higher Ed.

A transcript of this episode and show notes may be found at http://teaforteaching.com.

Throughout human history, we have relied on technology to make our work easier. In this episode, Michelle Miller joins us to discuss how to foster students’ critical thinking skills in the age of AI. Michelle is a Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University.  She is the author of Minds Online: Teaching Effectively with Technology, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World and A Teacher’s Guide to Learning Students’ Names: Why You Should, Why It’s Hard, How You Can. Michelle is also a frequent contributor of articles on teaching and learning in higher education to a variety of publications including The Chronicle of Higher Ed. A transcript of this episode and show notes may be found at http://teaforteaching.com.
AIAI#higher education#pedagogy#podcast#teaching#teaching and learning#AI#education#technology#students
·podbean.com·
Critical Thinking in the Age of AI
1994 cupm maa quantitative reasoning for college graduates
1994 cupm maa quantitative reasoning for college graduates

Quantitative Reasoning for College Graduates: A Complement to the Standards

Mathematical Association of America

pp 9 of 36

In short, every college graduate should be able to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate college graduate should be able to:

  1. Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
  2. Represent mathematical information symbolically, visually, numerically, and verbally.
  3. Use arithmetical, algebraic, geometric and statistical methods to solve problems.
  4. Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results.
  5. Recognize that mathematical and statistical methods have limits.
#assessment#higher education#pedagogy#students#teaching#teaching and learning#education#math#mathematics#learning#quantitative literacy#maa#Mathematical Association of America
·statlit.org·
1994 cupm maa quantitative reasoning for college graduates
What is a Pedagogy of Kindness? — Three Questions about Teaching and Learning (3QTL)
What is a Pedagogy of Kindness? — Three Questions about Teaching and Learning (3QTL)
Justice, believing students, and believing in students: according to Dr. Cate Denial, these are the three pillars of “a pedagogy of kindness,” an approach to teaching and learning that centers care for ourselves, as instructors, and care for our…
#pedagogies of care#pedagogy#teaching#teaching and learning#kindness#Cate Denial#podcast
·overcast.fm·
What is a Pedagogy of Kindness? — Three Questions about Teaching and Learning (3QTL)
Fostering Neurodivergent Learners’ Growth — Teaching in Higher Ed
Fostering Neurodivergent Learners’ Growth — Teaching in Higher Ed
Will Hennessy shares about fostering neurodivergent learners’ growth on episode 499 of the Teaching in Higher Ed podcast. Quotes from the episode Tourette syndrome is a neurological disorder characterized by involuntary, internal and external tics that occur repeatedly in the same way. OCD is a neurological disorder that causes problems with information processing. -Will Hennessy I honestly thought that I just wasn’t as smart as my peers, that I just needed to try harder, or that one day, I guess, it would just kinda all click in my brain. Now, obviously, I know that’s not the case now, but that’s kind of where I was at. -Will Hennessy I want to create inclusive learning environments for neurodivergent learners and introverts, students like me. -Will Hennessy Structure is incredibly important for neurodivergent learners. Even though we’re implementing flexibility and choice, it doesn’t necessarily mean that it has to be a free for all where students can just do whatever they want, that could actually hinder…
#higher education#teaching#pedagogy#teaching and learning#podcast#neurodivergent#CamelCase#syllabus
·overcast.fm·
Fostering Neurodivergent Learners’ Growth — Teaching in Higher Ed
Unessays — Tea for Teaching
Unessays — Tea for Teaching
An unessay assignment provides students an opportunity to demonstrate their learning in innovative and creative ways. In this episode, Jessamyn Neuhaus and Maggie Schmuhl join us to discuss how they have employed unessay assignments in their courses. Jessamyn is the Director of the SUNY Plattsburgh Center for Teaching Excellence and a Professor in the History Department at SUNY Plattsburgh. She is the author of Geeky Pedagogy: a Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers. She is the editor of Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. Maggie is an Associate Professor of Criminal Justice and the Associate Director of the Center for Excellence in Learning and Teaching at SUNY-Oswego. A transcript of this episode and show notes may be found at http://teaforteaching.com.
#podcast#unessay#higher education#teaching#pedagogy#teaching and learning#tea for teaching
·overcast.fm·
Unessays — Tea for Teaching
The Ones Too Often Left Behind In Higher Education — Teaching in Higher Ed
The Ones Too Often Left Behind In Higher Education — Teaching in Higher Ed
Todd Zakrajsek shares about the ones who are too often left behind in higher education on episode 494 of the Teaching in Higher Ed podcast. Quotes from the episode I don’t want to see a person left behind. -Todd Zakrajsek I just assumed that teaching looked a certain way, and then little by little, I started meeting different individuals who struggled for different reasons. -Todd Zakrajsek Teaching is the profession that makes all professions possible. -Todd Zakrajsek Nobody fails alone. -Todd Zakrajsek Resources Todd’s website Lilly Conferences Past TiHE Episodes with Todd Zakrajsek The New Science of Learning, by Todd Zakrajsek Donate Bluesky Codes to Members of the Chronic Illness/Disability Communities
#higher education#teaching#education#pedagogy#teaching and learning#Todd Zakrajsek#Bonny Stachowiak#podcast
·overcast.fm·
The Ones Too Often Left Behind In Higher Education — Teaching in Higher Ed
Course Workload Estimator
Course Workload Estimator
Established in 2012, the Center for Teaching Excellence at Rice University seeks to transform teaching through mentoring, innovative practices, collaboration, scholarship, and advocacy. The CTE actively engages faculty, staff, students, and community partners, and brings them into conversation to achieve excellence in teaching and learning. We seek to enhance and promote the strong teaching culture at Rice, which is a core value of our institution.
#teaching#education#faculty development#course evaluation#teaching and learning#students
·cte.rice.edu·
Course Workload Estimator