 Your new post is loading...
Your new post is loading...
|
Scooped by
Ana Cristina Pratas
October 2, 2011 2:24 PM
|
|
|
Scooped by
Ana Cristina Pratas
November 26, 4:44 AM
|
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.
|
|
Scooped by
Ana Cristina Pratas
November 26, 4:40 AM
|
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.
|
|
Scooped by
Ana Cristina Pratas
November 20, 10:32 AM
|
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 "
|
|
Scooped by
Ana Cristina Pratas
November 17, 8:19 AM
|
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.
Be clear about where AI helps and where it doesn’t. AI can help with structure, suggestions, and ideation, but it cannot replace revision, critical thinking, or the development of one’s own voice. This must be intentionally taught by including questions requiring students to reflect on what worked and where the AI led them astray in any assignments allowing AI use.
Encourage disclosure. I talk extensively about “Total AI Transparency”, ensuring students that I will note any use of AI in my communications with them and I expect the same from them. Trust has broken down as both students and instructors believe the other is using AI when they’re not and failing to recognize when they are. Owning up to my own use and being clear on why I used AI for that task encourages students to do the same."
|
|
Scooped by
Ana Cristina Pratas
November 5, 10:29 AM
|
|
|
Scooped by
Ana Cristina Pratas
November 5, 4:53 AM
|
OER = Open Educational Resources?
OER = Obsolete Educational Resources?
OER = Open, Evolving, Responsive?
|
|
Scooped by
Ana Cristina Pratas
October 29, 8:30 AM
|
Why generative AI and ChatGPT cannot replace human creativity or original thought. Learn strategies for teaching students to navigate AI while fostering critical thinking, innovation, and authentic learning.
|
|
Scooped by
Ana Cristina Pratas
October 19, 1:25 PM
|
DL 408 The Efficiency Trap Published: October 19, 2025 • 📧 Newsletter The Efficiency Trap: When Shortcuts Lead Nowhere This week brought a perfect storm: Microsoft and Google announced free AI tools for every teacher in America, while new research revealed that 90% of AI-generated lessons engage...
|
|
Scooped by
Ana Cristina Pratas
October 8, 8:12 AM
|
Mike Caulfield, co-author of Verified, a practical guide on using the Internet to verify claims, recently released ‘Deep Background’ a rigorous AI-based fact-checker that anyone can use for free. You can access ‘Deep Background’ in ChatGPT or paste … Read more
|
|
Scooped by
Ana Cristina Pratas
October 8, 7:21 AM
|
Tools and Trends How to Develop an Online Course Quickly and Effectively: A Ten-Step Process April 16, 2020 Tools and Trends Faculty and instructors are challenged with the task of putting their courses into an online learning environment and to do so rapidly. What’s the best way do this?
|
|
Scooped by
Ana Cristina Pratas
October 7, 9:40 AM
|
High school teacher Tom Moore reminds young writers that an AI-generated essay rings false because it can’t replace the traits that drive huma
|
|
Scooped by
Ana Cristina Pratas
September 29, 8:09 AM
|
Prompt: Formulate your initial request.
Generate Output: Allow the AI to respond.
Analyze: Evaluate the output critically against your goals.
Refine Prompt: Adjust your original prompt based on the analysis.
Repeat: Return to Step 2 with the refined prompt until satisfied.
|
|
|
Scooped by
Ana Cristina Pratas
Today, 11:15 AM
|
Five Fundamental Challenges That Will Reshape Education in the Age of Artificial Intelligence
|
|
Scooped by
Ana Cristina Pratas
November 26, 4:42 AM
|
Abstract
There is a deep disorder in the discourse of generative artificial intelligence (AI). When AI seems to make things up or distort reality — adding extra fingers to human hands, inventing nonexistent court cases, or generating surreal advertisements — we commonly describe them as AI hallucinations. But a metaphor of hallucination reinforces the misconception that AI is conscious; it implies that AI experiences reality and sometimes becomes delirious. We need a new way to talk about AI outputs when they don't match our expectations for realism or facticity. For this paper, we analyzed the implications of more than 80 alternative terms suggested by scholars, educators, and commentators. Ultimately, we chose a more fitting term: AI mirage. Just as a desert mirage is an artifact of physical conditions, an AI mirage is an artifact of how systems process training data and prompts. In both cases, a human can mistake a mirage for reality or see it for what it really is. We propose the general use of the term AI mirage in place of AI hallucination because it can help build AI literacies, prompting us to explore how AI generates outputs and how humans decide what those outputs mean.
|
|
Scooped by
Ana Cristina Pratas
November 24, 8:53 AM
|
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?
|
|
Scooped by
Ana Cristina Pratas
November 20, 7:35 AM
|
Not another set of guidelines, but a map of the intellectual territory we must traverse together.
|
|
Scooped by
Ana Cristina Pratas
November 12, 8:12 AM
|
Learn how to use collaborative whiteboards in online learning to boost engagement, apply adult learning theory, and make online and distance education more interactive.
|
|
Scooped by
Ana Cristina Pratas
November 5, 8:10 AM
|
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
Lower-Level Courses: Focus on building foundational skills, which includes guided instruction on how to use AI responsibly. This moves the strategy beyond mere prohibition.
Mid-Level Courses: Use AI as a scaffold where faculty provide specific guidelines on when and how to use the tool, preparing students for greater independence.
Upper-Level/Graduate Courses: Empower students to evaluate AI’s role in their learning. This enables them to become self-regulated learners who make informed decisions about their tools.
Balanced Approach: Make decisions about AI use based on the content being learned and students’ developmental needs.
|
|
Scooped by
Ana Cristina Pratas
October 31, 8:12 AM
|
Discover how relational communication theory enhances student learning and competence. Explore classroom strategies using self-disclosure, communication accommodation, and inclusive practices to build stronger student–teacher relationships and foster intercultural understanding.
|
|
Scooped by
Ana Cristina Pratas
October 27, 9:41 AM
|
Explore the Hourglass Paradigm of Learning to boost cognitive engagement, active learning, and long-term retention. Learn strategies to help college students move beyond task completion toward meaningful understanding.
|
|
Scooped by
Ana Cristina Pratas
October 13, 8:33 AM
|
Examine the importance of human connection in the age of AI. Learn how educators can balance technology with engagement, reduce student loneliness, and foster meaningful learning in higher education.
|
|
Scooped by
Ana Cristina Pratas
October 8, 8:11 AM
|
It's not perfect, but it will ease you into a scholarly conversation
|
|
Scooped by
Ana Cristina Pratas
October 7, 9:41 AM
|
At this point the Zoom call has almost come to define learning and working in the age of COVID-19. But a few months ago, people began realizing tha
|
|
Scooped by
Ana Cristina Pratas
September 29, 8:11 AM
|
Abstract
With the rapid development of Artificial Intelligence (AI) technology, the application of AI in the field of education has gradually become one of the key factors in improving teaching quality and student abilities. Based on the conservation of resources theory, this study explores how the usage of AI in teaching impacts students’ creativity, exploring the mediating role of learning engagement and the moderating role of AI literacy. The research finds that the usage of AI in teaching significantly enhances students’ creativity, with learning engagement playing a mediating role in this process, thereby promoting creativity improvement. In addition, AI literacy moderates the relationship between the usage of AI in teaching and learning engagement. The results of this study not only expand the application of the conservation of resources theory in the field of education but also emphasize the important role of AI literacy in AI teaching, providing valuable policy suggestions for educational practices.
|
|
Scooped by
Ana Cristina Pratas
September 25, 9:36 AM
|
This blog post is an update to two previous entries that focused on AI detection tools: ‘AI Detection: Latest Recommendations’ (September 2023) and ‘AI Writing Detectors – Concepts and Considerations’ (March 2023). As we look ahead to the next academic year, this feels like an opportune moment to revisit the topic. The core concepts and […]
|
