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Assessment: What are we even doing? Assessment is a difficult, time-consuming, expensive process. No comment yet.
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Understanding the time investment, industry input and subject matter expertise that go into creating quality online content should give learners a sense of confidence, write Mick Grimley and Lisa Burdes
"(...) there are a few factors that learners are generally looking for in an online programme or course, and these determine what they will likely be prepared to pay. These drivers include: courses that help them achieve a formal qualification to practise or progress in their career; courses that help them keep pace as skills requirements evolve; and courses that help them make career shifts."
" Managing cost of online course design and delivery
The time it takes to create a course is a major cost factor. Understanding how the course content can be most engaging and delivered in the best way for the topic and learner cohort should not be rushed. A highly skilled educational media and design team and adhering to strong quality assurance contributes to a lengthy process."
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SMART GLASSES IN CLASS?: Meta recently announced its bet that smart glasses are the next big thing that will replace smartphones in a few years. With
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Generative AI has many possible implications on everything from academic integrity to the future of the education workforce.
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I will be the last. Of this I am sure. But my cohort feels it too. I will be the last to really read books. The last to really write for myself. The last to be confused and lost in thought. The last to make connections as I walk. The last to be assessed as…
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From part one: https://www.linkedin.
"Learning is not only resource-intensive, it is also difficult for the learner. We cannot, and probably never will, simply absorb knowledge through some sort of direct transfer. Learning is, as some people like to say, embodied, which means that there is no distinction between the informational content of our brain and body and their physical structure. I have described this embodiment by saying it is connectivist, that is, that knowledge is the connective neural structure in the brain, and that learning is the development of that structure. This means that knowledge is grown, not acquired, through a process of practice, experience and reflection."
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"Ben Williamson argues that the 21 arguments he summarizes "demonstrate how AI cannot be considered inevitable, beneficial or transformative in any straightforward way." Of course, nobody is actually proposing this. Similarly, nobody disagrees that AI "requires public deliberation and ongoing oversight."
It would of course be wrong to speculate on any perceived actual intents behind the posting of these 21 arguments, but the suggestion that emerges is that they appear to tip the scale against the use of AI in education. But they are, for the most part, easily addressed, and that is the purpose of this post."
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Critical thinking was a famous 21st century skill, that everyone thought AI could never solve. It just has. We are only just beginning t
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We use a range of tools and approaches in our work with clients. This growing library contains some of them that we find particularly helpful and have used on multiple occasions. As ever, we build on the work of others, crediting them when we do so!
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A year and a half after the initial launch of ChatGPT, Canadian students reflect on their awareness and usage of generative AI tools.
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AbstractThis research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and achievement, respectively. Overall results indicated that grades positively influenced achievement but negatively influenced motivation compared to no feedback. However, compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation. Moderator analyses generally suggested that overall effects varied as a function of the type of motivation (i.e. the specific construct, internal vs. external motivation), context (e.g. academic subject; comment type), student characteristics (e.g. achievement level), and methodology (i.e. grade anticipation versus receipt), though it was not possible to test these moderators in all analyses. Theoretical and methodological contributions and implications for education practice are discussed.
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The increasing integration of AI tools into existing platforms raises new challenges, Zach Justus and Nik Janos write. For the past two years, a lot of us have written course, program and university policies about generative artificial intelligence. Maybe you prohibited AI in your first-year composition course. Or perhaps your computer science program has a friendly disposition. And your campus information security and academic integrity offices might have their own guidelines. Our argument is that the integration of AI technology into existing platforms has rendered these frameworks obsolete.
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Mike Kentz believes that when it comes to artificial intelligence (AI), the adults of today need to educate themselves so that they can lead the way for the youth of tomorrow. With a look back at the development of digital and media literacy, he recognizes the challenges of AI literacy for the next generation and encourages us all to not get lost in the maze. Mike Kentz is an award-winning educator at Benedictine Military School with more than 15 years of experience in journalism and teaching. He currently leads an AI Exploration Program with select upperclassmen and hopes to develop a Self-Directed Learning Program for high school students leveraging AI technology. He is a graduate of Georgetown University, the Relay Graduate School of Education and Wilkes University and is a lacrosse coach as well as an avid basketball, tennis and pickleball player. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
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There’s something I need to get off my chest. There is no such thing as the “science of writing.” There isn’t such a thing as the “science of reading” either. When you see the construction the “science of…” as applied to education you are looking at a marketing term, not a reflection of something real when it comes what most of us think of when it comes to scientific inquiry and the standards of proof for claims.
"The whole concept of a science of writing is nonsensical. Let me count the ways: We have centuries of evidence demonstrating that people can and do write effectively despite using wildly divergent processes in their writing. A science of writing suggests there is a measurable objective standard for quality writing. There isn’t. This is one of the things that is awesome about writing. A science of writing suggests there is a causal sequence which leads to (apparently objectively measurable) writing skill. This is not true. We definitely learn to write by writing, but what, how, and when we learn is variable.#
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"In this first post, we’ll explore three key principles that are foundational to a Systems Thinking approach: Drawing a Boundary, Multiple Perspectives, and Holistic Thinking. These principles provide the groundwork for seeing beyond surface-level problems and understanding the deeper, often hidden, relationships and patterns within any system. By applying these principles, you can begin to approach challenges with a mindset that seeks to comprehend the whole rather than merely addressing symptoms, leading to more sustainable and impactful solutions."
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My answer would be no, but the model poses challenges that will sharpen our understanding of dopamine and learning.
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I have already written a short post in OLDaily responding to Heather Ross's post but I would like to expand a bit on it with a short pos
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This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our…
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We are thinkers and writers, philosophers and makers. We’re technologists, educators, philanthropists and community-minded folks. We are open and engaged. Get to know us, we’re looking forward to it!
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Learn how to use the AI Teaching Assistant Pro to support your teaching. AI Teaching Assistant Pro is a free Digital Assistant developed by Contact North | Contact Nord. It enables instructors to: Create multiple-choice questions. Create essay questions complete with scoring rubrics. Enter a topic or upload their own content to generate questions. Create a course syllabus
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Open Recognition is for Everybody! A place for people interested in Open Badges and Verifiable Credentials to come together in a Community of Practice. |
