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Ana Cristina Pratas
onto Digital Delights June 14, 2016 7:12 AM
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Ana Cristina Pratas's insight:
Nabila bruno's curator insight,
April 26, 2023 2:20 AM
acquista subutex online acquista subutex online
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Learn how AI prompting can foster critical thinking in students. Discover strategies for teaching prompt engineering, evaluating AI-generated content, and integrating AI ethically into coursework.
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(image is a Bryan Mathers sketch of my keynote) As I mentioned in my last post, I gave a keynote at the Education After the Algorithm conference in Dublin last week. It was a thoughtful, engaging event, congrats to Eamon Costello and all involved.
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Discover how integrating systems thinking and learner-centered teaching enhances liberal arts education through interdisciplinary and holistic learning strategies.
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From
www
Commentary on Stephen's Web ~ Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
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Discover how starting class with paradoxes—not content—ignites curiosity, deepens learning, and transforms classroom engagement.
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As part of my PhD studies, I read and write a lot of stuff that doesn’t really fit into my research, but which I find interesting anyway. I’m categorising these “spare parts” on my blog, and if you’re interested in following them you’ll find them all here. I’ve written a fair bit about AI ethics, […]
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From
teachonline
Educators play a critical role in helping students succeed with their online studies. This new list of resources curated from the websites of Ontario's 24 colleges, 25 universities and 9 Indigenous Institutes is a comprehensive guide designed to support students in their online learning journey.
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Given this reality in which AI can provide and synthesize information for and to our students at their requests in seconds, it is not completely paranoid to ask the question, “What can we, as college instructors, offer our students in the age of AI?”
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Abstract
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From
fltmag
By Roberta Montella and Dan Nickolai, Saint Louis University DOI: https://www.doi.org/10.69732/RVZW4726 One of the most time-consuming tasks of lesson planning is the preparation of pedagogical resources for our language courses. This is especially true when it comes to modifying or
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As students and educators adapt to digital platforms, student engagement has emerged as a key concern in online learning. Two such approaches—microlearning and andragogy—offer promising solutions to enhance student engagement and knowledge retention. |
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Explore how letting go of ego and embracing mindful presence can transform teaching. Discover how "teaching without a self" fosters connection, resilience, and deeper learning.
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The post reflects on metaphors used to discuss artificial intelligence, particularly introducing an origami analogy. It emphasises that AI outputs are intricately shaped by the training data like origami models are formed from a single sheet of paper. This analogy reveals insights into AI's limitations, creativity, and the nature of its outputs.
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"This site is a resource designed for educators by educators, created to support the productive and responsible use of generative artificial intelligence in teaching and learning at the University of Sydney and beyond.
This site complements our 'AI in EducationLinks to an external site.' site which is designed for students by students, and contains resources and advice."
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From
www
Commentary on Stephen's Web ~ On Ethical AI Principles by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
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From
teachonline
"Each Snapshot of Teaching is defined by three characteristics: it builds on and challenges traditional methods
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From
leonfurze
This post initiates a nine-article series revisiting the "Teaching AI Ethics" resources from 2023 exploring bias in GenAI.
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Two studies show that many college students are offloading higher order thinking to AI, asking chatbots to do hard work for them.
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From
teachonline
A flood of AI-generated content It’s a fact that AI is capable of producing convincing and often useful text and other content. Yes, there are concerns about the quality, accuracy and even the environmental impact of that content, but there’s no doubt AI can produce it and that it is already widespread. It is legitimate to ask now whether any piece of content was authored
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"The AI Assessment Scale (AIAS) was developed by Mike Perkins, Leon Furze, Jasper Roe, and Jason MacVaugh. First introduced in 2023 and updated in Version 2 (2024), the Scale provides a nuanced framework for integrating AI into educational assessments."
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Discover adaptable active learning strategies to boost student engagement in both traditional classrooms and asynchronous online courses.
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From
teachonline
"(...) I think challenges around the relevance and value of higher education are going to be compounded by AI. Many tasks performed by people in many jobs are going to be satisfactorily accomplished by AI agents (as we can already see). For example, if you've got a team of salespeople who are doing cold calling, outbound lead generation, you're going to replace most, if not all, of those people with AI agents, as companies are already doing. The whole ecosystem of higher education as we understand it now has to change.
Other parts of the ecosystem are changing dramatically, and ecosystems have to stay in balance or bad things happen. Imagine if higher education hadn’t changed in response to the Internet? Imagine if we still stood in lines with cards to register for classes, etc. I think many people don’t appreciate how much about higher education changed because of the Internet. It will change more because of AI. "
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Hey, y’all, I think I have this whole ‘AI in education’ thing figured out. Am I doing this right? |
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."