Educación a Distancia y TIC

The demographics of AI developers often differ from those of users. For instance, a considerable number of prominent AI companies and the datasets utilized for model training originate from Western nations, thereby reflecting Western perspectives.

Computer scientist and award-winning author Melanie Mitchell has thought a lot about artificial intelligence — how it works in its many forms, how “intelligent” AI really is, how it might impact science and society at large, and what an AI-shaped future may bring. During a recent lecture that she delivered as part of the National Academy of Sciences’ Distinctive Voices program, Mitchell — a professor at the Santa Fe Institute — explored the tumultuous past, confusing present, and uncertain future of AI.

By Laurie Boen

This document is the principal outcome of an ambitious collaborative project between Concordia University and Dawson College to co-construct an artificial intelligence (Al) competency framework that supports the creation of success pipelines for learners from college to university to lifelong learning. The aim is to provide a flexible tool for educators, program developers, recognition of acquired competencies (RAC) coordinators, and other stakeholders engaged with developing curriculum and training programs that address ever-evolving Al talent needs. Growing evidence for an accelerating rate of digital transformation further amplified by the worldwide coronavirus pandemic, motivated us to look toward curriculum frameworks that are general in focus. For this reason, we have clustered AI competencies that may be used in varied higher education contexts along the pipeline for the pressing needs of today while being adaptable and extensible for the future.

Ignoring ChatGPT and its cousins won’t get us anywhere. In fact, these systems reveal issues we too often miss

"Anyone can learn anything they want..." and how technology can help

Education institutions at all levels are increasingly having to figure out how to deal with the rise of clever AI that is easily accessible by students to use in their work.

A large public research university figured out how to tap the power of artificial intelligence and human intelligence to produce impressive gains in s

Academic librarians are helping both students and instructors navigate the rapidly evolving field of artificial intelligence.

The global talent gap is long-lamented and continues to grow — in the U.S. alone, there are currently 9.6 million job openings compared to 6.5 million unemployed. 

This has many calling for upskilling and re-skilling of existing workforces. However, while many business leaders recognize that need, they are hampered by a lack of time, resources and funds to develop materials on which to train their workers. 

This is another area that — like so many others — where generative AI offers transformative promise, according to Cypher Learning. The learning management system provider released a study this week exploring leaders’ challenges with upskilling, their exploration of gen AI in building training materials and the promise the technology holds in repairing the schism between the number of workers and available jobs. 

“Generative AI is already transforming employee training,” CYPHER Learning founder and CEO Graham Glass told VentureBeat. “In 2024, the focus will be on reimagining education with AI at its core.”

College professors worry that ChatGPT will sow chaos on campuses this fall. They also await guidance from university leadership on how to deal with AI technology.

Pupils enjoy lesson led by robots because they can ask it the same question many times with impunity, says John Hattie

I love educational technology. When technologies were first available online, I was an early adopter, and often got brutally criticized by administrators and colleagues in my K-6 settings for having students use the internet for research, use web tools, create webpages in wikis, and work virtually with schools in other states and countries (for example, see their work from 2008 at http://weewebwonders.pbworks.com/). Now, similar work is often seen as innovative by colleagues. Boy, have times thankfully changed, but I have not. I still am an early adopter of technologies in that I believe many can benefit students in their learning.

As many in education know, commentary about ChatGPT is appearing on the news, social media, and the internet. As I always do, I am exploring its use in my classes (elementary-level gifted education). This post describes its use in education from the perspectives of ChatGPT, itself, and from a handful of educators. Later, I describe and show the work of my students. I conclude with tools for detecting machine-generated text, and provide a parting shot.