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EDTECH@UTRGV
onto Educational Technology News January 3, 2024 12:55 PM
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As we delve into the complexities of generative AI in the education sector, it's crucial to understand its challenges and limitations.
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EDTECH@UTRGV
Today, 1:03 PM
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As generative AI has become embedded in the tools students use to search, write, create, translate, organize, and receive feedback, the boundary between "using AI" and "not using AI" has become increasingly difficult to define. More importantly, treating AI use as a binary choice does little to help students understand the different roles AI can appropriately play in learning.
"AI use needs more nuance than "allowed" or "prohibited": Because AI is increasingly embedded in everyday tools, students need clear guidance on how much AI involvement is appropriate for a given learning task."
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EDTECH@UTRGV
Today, 1:00 PM
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"“Presence is a sense of being in a place and belonging to a group” [1]. This article is a comparative review examining the effects of social presence, as well as the importance of instructional immediacy, on student instructional success, and the necessity of considering learner gratification within traditional educational settings and emergency remote teaching (ERT) in higher education settings. Considerable research on the significance of social presence in the online learning community has been conducted, yet there is still much to learn."
"While there is a definite correlation in CMC between the development and sustenance of social presence along with instructional immediacy in online learning situations, ERT environments ultimately involve an additional element of importance: emotional well-being"
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EDTECH@UTRGV
Today, 12:54 PM
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Why higher education needs trust, critical thinking, and authentic assessment, not surveillance alone.
"If students believe their instructor is primarily trying to catch them, they may become more focused on avoiding detection than on developing intellectual independence. The question becomes not 'What did I learn?' but 'Will this look suspicious?'”
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EDTECH@UTRGV
October 29, 3:08 PM
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Explore the podcast vs. blog discussion to determine which format best meets your learning needs and preferences.
"In the debate podcast vs. blog, start by thinking about what your learners need to learn, not just which format you prefer...the best approach is not to pick one format over another, but to make sure employees get the support they need when they need it."
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EDTECH@UTRGV
October 29, 3:03 PM
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"Exposure to artificial intelligence runs through the tasks you do each week, not the role on your badge. Here’s how to measure yours and lower the risk."
"Artificial intelligence doesn’t care about your job title or mine. It’s probabilistically predicting an outcome without looking at your LinkedIn."
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EDTECH@UTRGV
October 29, 2:58 PM
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Aka, how to innovate the learning experience & improve outcomes with game design
"Game designers have long seen games as, essentially, learning experiences...By analysing the mechanisms of game design we can start to understand what sorts of design approaches make people stay with a challenge long enough to try a strategy, see what happens, use the feedback and try again."
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EDTECH@UTRGV
October 28, 10:50 AM
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Artificial intelligence is rapidly changing career paths so it's up to us to prepare students with skills that empower them across all fields and jobs
"For many professions, AI will start by changing individual responsibilities long before it completely eliminates an entire occupation."
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EDTECH@UTRGV
October 28, 10:46 AM
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VR, AR and AI can expand training opportunities, but physical practice remains essential when workers must handle equipment, coordinate with teams and perform correctly in high-risk situations.
"When applied with care and rigor, these technologies [VR, AR, and AI], these technologies can helpfully supplement learning can helpfully supplement learning."
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EDTECH@UTRGV
October 27, 9:25 AM
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"New AI-powered summaries help teachers identify common questions, learning strengths and areas needing support, while Google also introduces direct publishing of Gemini-built apps to Google Sites"
"Teachers can now view an overall summary of student engagement, along with common themes from student interactions such as recurring questions, areas of strength and suggested areas for support. They can also review individual student chat transcripts for added context and to check the accuracy of the AI-generated insights."
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EDTECH@UTRGV
October 27, 9:20 AM
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Explore why relevance is the key to meaningful training engagement and how learning leaders can move beyond completion to build capability.
"When engagement declines, organizations often assume the content needs to be shorter, more entertaining, or more interactive. Those factors can improve the experience, but they do not solve the deeper issue: Employees engage when learning feels relevant to the work they need to perform."
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EDTECH@UTRGV
October 27, 9:15 AM
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Being a student should be about more than completing assignments.
Much ink has been spilled over how to respond to artificial intelligence use in education. Harvard College Dean David J. Deming frames cheating with AI as a “temptation”; students know it’s wrong, but we just can’t help ourselves — so assignments have to be restructured to make cheating impossible.
We think this framing is mistaken. Instead, we should consider AI misuse to stem from the failure to cultivate curiosity in students."
"Teach a man, and he learns for a day. Teach a man to love learning, and he learns for a lifetime."
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EDTECH@UTRGV
October 27, 9:10 AM
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"In schools around the world, AI is increasingly embedded in education technology to facilitate administration, teaching, learning and assessment. Curricula that promote the development of children’s AI knowledge, skills and/or values may be taught in a number of ways: as a required or elective subject; as part of information and communication technology (ICT)/information technology (IT) teaching; or as a cross-curricular or extra-curricular activity (UNESCO, 2022). None of this is inevitable nor universal."
"An age-appropriate approach to educational technology typically relies on the idea of ‘ages and stages’ of child development. However, developmental science no longer conceives of fixed developmental milestones."
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EDTECH@UTRGV
Today, 1:05 PM
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Nearly four-in-ten U.S. adults are in an online community. These virtual third spaces can take many forms, like Facebook groups, online video games or fandom forums on Reddit.
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EDTECH@UTRGV
Today, 1:02 PM
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As institutions work to set technology priorities and budgets for the year ahead, now is the time to determine what to add, what to consolidate, and where to get more from existing investments.
"Technology value depends on more than acquisition and implementation: Higher ed institutions need to consider how tools fit within the broader ecosystem, whether people will use them, what complexity they add or remove, and what it takes to sustain them over time."
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EDTECH@UTRGV
Today, 12:57 PM
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"Practitioners know what good output looks like and should own the final call, with operations handling the plumbing."
"Generative tools produce something plausible every time, and the errors hide in details only a practitioner checks."
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EDTECH@UTRGV
October 29, 3:10 PM
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Deciding whether students should use AI requires balancing safety with the developmental need to learn about managing risk.
"Children, it turns out, may actually benefit from play experiences involving height, speed, uncertainty and even a little fear. A hazard is something kids can’t reasonably be expected to recognize or know how to handle. Managing risk asks them to learn by making a judgment call."
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EDTECH@UTRGV
October 29, 3:04 PM
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And most employers prefer to hire workers with a college degree, even if the job doesn’t require one. Despite fears that AI will replace many entry-level white collar jobs, new data shows that many employers still want workers with a college degree.
"Despite fears that AI will replace many entry-level white collar jobs, new data shows that many employers still want workers with a college degree."
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EDTECH@UTRGV
October 29, 3:01 PM
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"We see AI interfaces every day, and many of them already follow the basic best practices of designing for AI. But what happens when the task is more complex: when generating an answer takes minutes rather than seconds, and the subject of research has many sides to it?"
"When an answer takes seconds, a misunderstood prompt costs very little. The user rephrases and tries again. When an answer takes minutes, a wrong start is expensive: the user waits, reads a long report, realises it answers a different question, and has to start over."
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EDTECH@UTRGV
October 28, 10:52 AM
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"Generative AI has made eLearning faster and cheaper to produce, but it can also make it easier to optimize for completion rates while neglecting capability. Organizations should judge AI-assisted training by what employees can actually do afterwards."
"AI has made eLearning cheaper to produce, but it also makes it easy to ignore what matters."
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EDTECH@UTRGV
October 28, 10:49 AM
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Discover how ChatGPT-powered job interview practice helps students build language skills, strengthen professional communication, and gain confidence through scaffolded learning.
"When classroom tasks reflect familiar situations—such as interacting in professional environments, navigating institutions, participating in multilingual communities, and communicating in person or through digital platforms—students engage more fully and demonstrate greater retention"
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EDTECH@UTRGV
October 28, 10:44 AM
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Clearly, many aspects of everyday living have begun to change in the emerging, evolving age of AI. Higher education must acknowledge and adapt to those changes and anticipate the ones yet to come. Some faculty members fail to recognize that the world has changed and we must respond to those changes in how and what we do to prepare learners for their careers and personal aspirations. It is frustrating for many to be required to redesign their teaching content and methods in response to the larger worldwide technological changes. Yet, here we are—the world in fact has changed.
"[F]aculty need to change from conveyors of information and knowledge to cultivators of higher-order critical and creative thinking as well as associated skills of analysis, synthesis, prediction, projection, interpolation and extrapolation."
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EDTECH@UTRGV
October 27, 9:23 AM
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Ban or no ban, students are going to use AI. Let’s make sure they have the skills to navigate it, says Common Sense Media’s chief program officer.
"Putting a pause on AI in school doesn’t remove the need to teach kids about AI"
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EDTECH@UTRGV
October 27, 9:18 AM
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A meta-analysis of gamified learning finds real but small effects, and shows which design choices make the difference. What that means for points, badges and leaderboards in your course.
"Gamification...works better when it rewards learning instead of clicking, when it has a story, and when people play together."
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EDTECH@UTRGV
October 27, 9:13 AM
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"If you’ve been using AI at work this year, you’ve probably noticed something strange. You’re faster than ever, and your days aren’t any shorter."
"AI made every task faster for UX practitioners: respondents rated its effect on task time at 4.2 out of 5, where 5 means 'much shorter.'
Yet when asked how they felt about AI at work, the average was only 3.57 out of 5, which is barely positive."
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EDTECH@UTRGV
October 26, 11:05 AM
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"Online learning has become increasingly popular in recent years, and students have a lot to say about what they want from their online courses.
A recent survey by McKinsey found that students want flexibility, social interaction, high-quality content, support, and value for money from online learning."
"[S]tudents globally cited these top-three reasons: fear of becoming more distracted by studying online, getting bored if the learning experience is not motivating, and lacking discipline to complete the online program."
"While offering unprecedented potential for personalizing learning, aiding in creative tasks, and streamlining administrative duties, the widespread adoption of generative AI also poses challenges to academic integrity, as students increasingly rely on them for completing assignments, often bypassing the learning process."