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Ana Cristina Pratas
onto Digital Delights June 14, 2016 7:12 AM
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From
mguhlin
Dr Phillippa Hardman shares some fascinating ways learners are using GenAi to learn. As I read her excellent piece, I wondered, “What might prompts look like for the various ways learners use GenAi AI? What prompts could illustrate these uses?” So I asked ChatGPT and then layered in Hattie and instructional coaching into the response.…
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I guess I will start off with the blogger cliche: it has been a while. I know. It’s not that I don’t have anything so say – it’s just that it feels repetitive to keep talking about Ai. It never really improves – not in any true way. And the news just keeps getting worse and worse.
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Discover real classroom lessons from students using AI inappropriately—and learn practical strategies to create clear AI policies, support integrity, and guide ethical AI use.
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Commentary on Reframing Togetherness: Advances in artificial intelligence and the intersection of open learning by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
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From
wiobyrne
We often discuss in education the importance of keeping the “Human-in-the-Loop” (HITL) when using generative AI. It’s the golden rule of AI literacy. Don’t let the robot do the thinking. Use it to amplify your cognition, not replace it. But what does that actually look like in practice?
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Imagine that you’ve been dropped into an escape room with no clue how to get out. Instructions are delivered piecemeal, often in the form of mysterious riddles… Escape room activities have become increasingly common in secondary and post-secondary courses.
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For the past few months, I've been visiting schools and hearing from students about why and how they're using (or refusing) generative artificial intelligence. In this article, I'm talking about two of the more problematic perspectives that have emerged from those conversations: it's good enough, and it's better than me.
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In "Metaphors We Live By," Lakoff and Johnson emphasise that metaphors are fundamental to human thought and language, not just decorative language. In this post, I've examined my own use of metaphors to describe AI and analysed their implications, highlighting the power and limitations of these metaphors in shaping our understanding of AI and its impact.
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From
topkit
by Nafije Krasniqi Prishtina, Karen Tinsley-Kim The University of Central Florida Instructional Development team embodies Cavalier’s Human + AI + Human model to its fullest by demonstrating the development of accessible content using the ADDIE framework. Abstract This paper explores the integration of generative artificial intelligence (AI) tools within the ADDIE instructional design framework, as … Continue reading "Empowering Instructional Design with AI – Expanding your Online Preparation Toolkit Through the ADDIE Framework "
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Discover three AI teammate roles—Tasker, Draftsmith, and Facilitator—to help students build AI fluency and apply responsible use in learning.
"Design assignments that invite different roles. For example, ask students to begin with AI as a Tasker (perhaps organizing sources or cleaning a dataset), then shift to using the Draftsmith to help them find passive voice or other syntax issues in a paper, and finally draw on the Facilitator to find the holes in their arguments before submitting a final paper. Intentionally stating the role each assignment calls for and requiring them to state when they’re using the Tasker, Draftsmith, or Facilitator solidifies their understanding that their approach to AI differs by role.
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Why We Cannot Use Probabilistic Tools to Police Probabilistic Systems
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From
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From
www
Commentary on Training and Educational Data Analytics: An Overview by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
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Commentary on They have to be able to talk about us without us by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
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Discover how educators can use AI tools like NotebookLM and Suno to hear student evaluations differently—transforming feedback into reflective, motivating, and actionable insights for course improvement.
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Discover practical strategies to design a meaningful course ending that reinforces learning, fosters reflection, and builds student confidence and closure.
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Five Fundamental Challenges That Will Reshape Education in the Age of Artificial Intelligence
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Abstract
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From
wiobyrne
Why “Prompt Checklists” (and Digital Literacy Checklists) Ultimately Fail Us My recent post argued that “prompt engineering” is really dialogue orchestration, and that static checklists are failing us. But why do we keep gravitating towards these oversimplified solutions?
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Not another set of guidelines, but a map of the intellectual territory we must traverse together.
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Learn how to use collaborative whiteboards in online learning to boost engagement, apply adult learning theory, and make online and distance education more interactive.
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Learn how to move from banning to partnering with AI in the classroom. Discover scaffolded strategies for teaching with AI in higher education that foster critical thinking, responsible use, and meaningful student learning.
How to Integrate AI Developmentally into Your Courses
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Main findings
"The key finding of the study is that a common conceptual approach at European level, capable of supporting the development of digital capacity in educational organisations, is both desirable and attainable.
The DigCompOrg framework has seven key elements and fifteen sub-elements that are common to all education sectors. There is also scope for the addition of sectorspecific elements and sub-elements. For each of the elements and sub-elements of DigCompOrg, a number of descriptors were developed (74 in total). Diagrammatically, the elements, sub-elements and descriptors of DigCompOrg are presented as the sectors of a circle, with an emphasis on their inter-relatedness and inter-dependence."