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in title, tags, annotations or urlCRITICAL AI: Adapting College Writing for the Age of Large Language Models such as ChatGPT: Some Next Steps for Educators - Critical AI - 1 views
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In the long run, we believe, teachers need to help students develop a critical awareness of generative machine models: how they work; why their content is often biased, false, or simplistic; and what their social, intellectual, and environmental implications might be. But that kind of preparation takes time, not least because journalism on this topic is often clickbait-driven, and “AI” discourse tends to be jargony, hype-laden, and conflated with science fiction.
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Make explicit that the goal of writing is neither a product nor a grade but, rather, a process that empowers critical thinking
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Students are more likely to misuse text generators if they trust them too much. The term “Artificial Intelligence” (“AI”) has become a marketing tool for hyping products. For all their impressiveness, these systems are not intelligent in the conventional sense of that term. They are elaborate statistical models that rely on mass troves of data—which has often been scraped indiscriminately from the web and used without knowledge or consent.
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The Myth Of AI | Edge.org - 0 views
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The distinction between a corporation and an algorithm is fading. Does that make an algorithm a person? Here we have this interesting confluence between two totally different worlds. We have the world of money and politics and the so-called conservative Supreme Court, with this other world of what we can call artificial intelligence, which is a movement within the technical culture to find an equivalence between computers and people. In both cases, there's an intellectual tradition that goes back many decades. Previously they'd been separated; they'd been worlds apart. Now, suddenly they've been intertwined.
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Since our economy has shifted to what I call a surveillance economy, but let's say an economy where algorithms guide people a lot, we have this very odd situation where you have these algorithms that rely on big data in order to figure out who you should date, who you should sleep with, what music you should listen to, what books you should read, and on and on and on. And people often accept that because there's no empirical alternative to compare it to, there's no baseline. It's bad personal science. It's bad self-understanding.
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there's no way to tell where the border is between measurement and manipulation in these systems
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William Davies · How many words does it take to make a mistake? Education, Education, Algorithm · LRB 24 February 2022 - 0 views
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The problem waiting round the corner for universities is essays generated by AI, which will leave a textual pattern-spotter like Turnitin in the dust. (Earlier this year, I came across one essay that felt deeply odd in some not quite human way, but I had no tangible evidence that anything untoward had occurred, so that was that.)
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To accuse someone of plagiarism is to make a moral charge regarding intentions. But establishing intent isn’t straightforward. More often than not, the hearings bleed into discussions of issues that could be gathered under the heading of student ‘wellbeing’, which all universities have been struggling to come to terms with in recent years.
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I have heard plenty of dubious excuses for acts of plagiarism during these hearings. But there is one recurring explanation which, it seems to me, deserves more thoughtful consideration: ‘I took too many notes.’ It isn’t just students who are familiar with information overload, one of whose effects is to morph authorship into a desperate form of curatorial management, organising chunks of text on a screen. The discerning scholarly self on which the humanities depend was conceived as the product of transitions between spaces – library, lecture hall, seminar room, study – linked together by work with pen and paper. When all this is replaced by the interface with screen and keyboard, and everything dissolves into a unitary flow of ‘content’, the identity of the author – as distinct from the texts they have read – becomes harder to delineate.
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Digital Pedagogy - 0 views
9 Ways Online Teaching Should be Different from Face-to-Face | Cult of Pedagogy - 0 views
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Resist the temptation to dive right into curriculum at the start of the school year. Things will go more smoothly if you devote the early weeks to building community so students feel connected. Social emotional skills can be woven in during this time. On top of that, students need practice with whatever digital tools you’ll be using. So focus your lessons on those things, intertwining the two when possible.
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Online instruction is made up largely of asynchronous instruction, which students can access at any time. This is ideal, because requiring attendance for synchronous instruction puts some students at an immediate disadvantage if they don’t have the same access to technology, reliable internet, or a flexible home schedule.
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you’re likely to offer “face-to-face” or synchronous opportunities at some point, and one way to make them happen more easily is to have students meet in small groups. While it’s nearly impossible to arrange for 30 students to attend a meeting at once, assigning four students to meet is much more manageable.
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Please do a bad job of putting your courses online - Rebecca Barrett-Fox - 0 views
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Please do a bad job of putting your courses online
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For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn.
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Remember the following as you move online: Your students know less about technology than you think. Many of them know less than you. Yes, even if they are digital natives and younger than you. They will be accessing the internet on their phones. They have limited data. They need to reserve it for things more important than online lectures. Students who did not sign up for an online course have no obligation to have a computer, high speed wifi, a printer/scanner, or a camera. Do not even survey them to ask if they have it. Even if they do, they are not required to tell you this. And if they do now, that doesn’t mean that they will when something breaks and they can’t afford to fix it because they just lost their job at the ski resort or off-campus bookstore. Students will be sharing their technology with other household members. They may have LESS time to do their schoolwork, not more.
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Clear backpacks, monitored emails: life for US students under constant surveillance | Education | The Guardian - 0 views
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This level of surveillance is “not too over-the-top”, Ingrid said, and she feels her classmates are generally “accepting” of it.
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One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents for phrases that might flag suicidal thoughts, plans for a school shooting, or a range of other offenses.
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Some parents said they were alarmed and frightened by schools’ new monitoring technologies. Others said they were conflicted, seeing some benefits to schools watching over what kids are doing online, but uncertain if their schools were striking the right balance with privacy concerns. Many said they were not even sure what kind of surveillance technology their schools might be using, and that the permission slips they had signed when their kids brought home school devices had told them almost nothing
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K-12 Media Literacy No Panacea for Fake News, Report Argues - Digital Education - Education Week - 0 views
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"Media literacy has long focused on personal responsibility, which can not only imbue individuals with a false sense of confidence in their skills, but also put the onus of monitoring media effects on the audience, rather than media creators, social media platforms, or regulators,"
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the need to better understand the modern media environment, which is heavily driven by algorithm-based personalization on social-media platforms, and the need to be more systematic about evaluating the impact of various media-literacy strategies and interventions
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In response, bills to promote media literacy in schools have been introduced or passed in more than a dozen states. A range of nonprofit, corporate, and media organizations have stepped up efforts to promote related curricula and programs. Such efforts should be applauded—but not viewed as a "panacea," the Data & Society researchers argue.
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HeavyM - 0 views
Keep the 'Research,' Ditch the 'Paper' - Commentary - The Chronicle of Higher Education - 1 views
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we need to construct meaningful opportunities for students to actually engage in research—to become modest but real contributors to the research on an actual question. When students write up the work they’ve actually performed, they create data and potential contributions to knowledge, contributions that can be digitally published or shared with a target community
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Schuman’s critique of traditional writing instruction is sadly accurate. The skill it teaches most students is little more than a smash-and-grab assault on the secondary literature. Students open a window onto a search engine or database. They punch through to the first half-dozen items. Snatching random gems that seem to support their preconceived thesis, they change a few words, cobble it all together with class notes in the form of an argument, and call it "proving a thesis."
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What happens when a newly employed person tries to pass off quote-farmed drivel as professional communication?
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A million first steps - Digital scholarship blog - 0 views
Start Calling it Digital Liberal Arts | The Transducer - 0 views
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No longer an innocent place for the playful encounter between technology and interpretation, DH is now being interrogated for evidence of participation in an exclusivist technoscientific imaginary, and there are many willing to save the field by theorizing what has remained for too long undertheorized
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This is in contrast to the digital humanities, and indeed digital scholarship as a whole, which has its heart in the edition and the archive
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DLA is inclusive of the entire arts and sciences spectrum
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Cornell University - World's largest natural sound archive now fully digital and fully online. - 1 views
A Conversation With Bill Gates - Technology - The Chronicle of Higher Education - 2 views
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argues for radical reform of college teaching, advocating a move toward a "flipped" classroom, where students watch videos from superstar professors as homework and use class time for group projects and other interactive activities
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it's much harder to then take it for the broad set of students in the institutional framework and decide, OK, where is technology the best and where is the face-to-face the best. And they don't have very good metrics of what is their value-added. If you try and compare two universities, you'll find out a lot more about the inputs—this university has high SAT scores compared to this one. And it's sort of the opposite of what you'd think. You'd think people would say, "We take people with low SATs and make them really good lawyers." Instead they say, "We take people with very high SATs and we don't really know what we create, but at least they're smart when they show up here so maybe they still are when we're done with them."
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The various rankings have focused on the input side of the equation, not the output
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The Internet Intellectual - 0 views
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Even Thomas Friedman would be aghast at some of Jarvis’s cheesy sound-bites
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What does that actually mean?
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In Jarvis’s universe, all the good things are technologically determined and all the bad things are socially determined
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