The Good, the Bad, & the Unknown of AI - by Lance Eaton

"there’s no ubiquitous technology that doesn’t initially instill a technopanic.  

The internet made us stoopiderer; video games made us violent; comic books created a whole generation of juvenile delinquents; disembodied voices coming from radios in our homes rotted our brains; and penny dreadfuls and dime novels sent us all into a tizzy.  And let us not forget that original sinful technology–the one that Socrates scolded with abandoned–writing.  

All of these change what learning and culture was.  We don’t have to panic about it; we do have to think about it.

Rather than panic, we must persist."

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The Curious Educator’s Guide to AI

This guide is designed to help educators and researchers better understand the evolving role of Artificial Intelligence (AI) in higher education. This openly-licensed resource contains strategies and exercises to help foster an understanding of AI’s potential benefits and challenges. We start with a foundational approach, providing you with prompts on aligning AI with your curiosities and goals.

The middle section of this guide encourages you to explore AI tools and offers some insights into potential applications in teaching and research. Along with exposure to the tools, we’ll discuss when and how to effectively build AI into your practice.

The final section of this guide includes strategies for evaluating and reflecting on your use of AI. Throughout, we aim to promote use that is effective, responsible, and aligned with your educational objectives. We hope this resource will be a helpful guide in making informed and strategic decisions about using AI-powered tools to enhance teaching and learning and research.

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Australian Framework for Generative Artificial Intelligence (AI) in Schools

"The Australian Framework for Generative AI in Schools (the Framework) seeks to guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society. The Framework supports all people connected with school education including school leaders, teachers, support staff, service providers, parents, guardians, students and policy makers."

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AI engineers face burnout in 'rat race' to stay competitive hits tech

"Artificial intelligence engineers at top tech companies told CNBC that the pressure to roll out AI tools at breakneck speed has come to define their jobs.
They say that much of their work is assigned to appease investors rather than to solve problems for end users, and that they are often chasing OpenAI.
Burnout is an increasingly common theme as AI workers say their employers are pursuing projects without regard for the technology’s effect on climate change, surveillance and other potential real-world harms."

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Full article: Empowering Youth to Combat Malicious Deepfakes and Disinformation: An Experiential and Reflective Learning Experience Informed by Personal Construct Theory

"The potential to weaponize deepfakes is growing at an alarming rate. The study aimed to explore how education can help youth develop resilience to malicious deepfakes and the ability to counter disinformation, regardless of context. Sixteen youth between the ages of 18 and 24 participated in a 9-h, cutting-edge, experiential, and reflective learning experience on deepfakes and disinformation informed by personal construct theory (PCT). Participants experienced the creation of deepfakes and assessed their ability to counter disinformation. They delved into their own construct systems and reflected on the genesis of their vulnerabilities. They moved from being unfamiliar with the deepfake phenomenon to becoming empowered digital citizens, motivated to develop their skills in assessing the validity of online information and resisting manipulation regardless of its source. The study provides recommendations for more targeted education about deepfakes and disinformation for youth. Educators, curriculum developers, and policymakers can use these findings to ensure that a well-equipped generation of digital citizens protects society from the growing disinformation plague. With this proof of concept, the next step is to bring this approach to a larger number of youth and contribute to the fight against malicious deepfakes, while developing strategies to integrate PCT-informed learning experiences into education."

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UD StudyAiDE

"UDIT Academic Technology Services aims to provide personalized learning experiences to our students through the development of a platform that integrates artificial intelligence with the intellectual property of UD faculty. This ensures that our tool is tailored to our student body and serves as a reflection of UD’s courses and programs."

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Parcel Delivery Firm in PR Nightmare As AI Chatbot Cusses, Mocked Company

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Intelligence artificielle et journalisme, quel avenir?

"Le professeur Watine envisage davantage un «replacement» qu'un «remplacement». Il voit l'IA comme un outil qui permettra de libérer les journalistes de leurs tâches ingrates et répétitives. «C'est une chance pour la profession, pas un cataclysme, souligne-t-il. C'est certain que l'IA va modifier des choses dans le métier. Est-ce qu'il sera un assistant, un super-assistant, un partenaire? Ça dépendra de la place qu'on va lui accorder.»"

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Innovation through prompting

"We took a context we know well, interactive teaching tools and pedagogy, and created research-based exercises that would have been difficult or impossible to do before the advent of generative AI. For example, the ability to generate a compelling educational simulation, with appropriate teaching support, using just a few paragraphs of text is an entirely new capability that AI has enabled. We have piloted a range of similar AI experiences in recent months, and they show considerable promise. While more experiments are needed on their effectiveness, these new tools expand the capabilities available to educators."

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What is Contract Grading?

"For most types of contract grading, the student and instructor determine the number or type of assessments to be completed with the student self-assessing (usually through self-reflection) their level of mastery which the instructor uses to determine if the student has met mastery and therefore the assessment counts toward the contracted number of assessments (Litterio 2018). Often in student-created contracts, the instructor provides students with a menu of learning assessments (that are aligned to the learning objectives) that the student customizes into a contract to show their learning in the course (Hiller and Heitapelto 2001). The alternative form of contract grading is community-based contract grading where the entire class determines the requirements for each major assessment (Litterio 2018)."

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