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There are many things we can teach through books and lectures but giving students highly realistic, “hands-on” experience through a virtual world isn’t one of them. But that future is coming very soon, and it will revolutionize K-12 and higher education.

Artificial intelligence can be a valuable learning tool, if used in the right context. Here are ways to embrace ChatGPT and encourage students to think critically about the content it produces.

Online mentoring is an innovative and cost-efficient way to be more responsive and potentially better serve all students and faculty engaged in teaching and learning in any modality—whether online, hybrid, or in-person.

Amid the negative headlines, what is seldom discussed is the opportunities educators have to use this AI technology to their advantage. If educators recognize ChatGPT’s potential, then use it to accelerate learning outcomes, and establish the necessary safeguards and boundaries for student use, they’ll begin to reap the benefits of the revolutionary technology. Here are the “dos and don’ts” educators should keep top of mind when exploring AI.

ChatGPT has generated a great deal of enthusiasm for the perceived benefits it can bring to education by freeing up much needed time for teachers to focus on developing higher order thinking skills in their students. But are tools like ChatGPT a solution to those needs or are the perceived benefits merely hype? Camilo Montenegro discusses these issues with Tim Evans, John Mikton, and James Steinhoff

Two people walk into an emergency room and approach the desk. They are completely unrelated to each other, but it’s not unusual for an emergency room to have two people in one night complaining of chest pains. For a triage nurse, acting quickly means the difference between life and death.

There is one doctor on duty in this emergency room and two patients. The triage nurse quickly begins interviewing each patient, waiting for the responses. As the nurse begins to learn more, it becomes apparent that one patient is having a heart attack that will kill her, while the other simply has heartburn or acid reflux.

While this scenario regularly plays itself out in hospitals around the world, in this particular case, it is a simulation in a virtual reality emergency room, complemented with avatar patients powered by artificial intelligence and language. What that means, very simply, is that real students – training to be nurses or nursing techs – can have useful conversations with avatars using voice and language, rather than text.

Desarrollada por Elon Musk, ChatGPT es capaz de reunir información de diferentes fuentes y producir un texto con la apariencia de haber sido escrito por un humano. ¿Cómo impacta en docentes y estudiantes? Expertos de Latinoamérica abordan los efectos que esta tecnología acarrea...

The education community has been abuzz with the rise of ChatGPT, an artificial intelligence tool that can write anything with just a simple prompt. Most of the conversation has been centered on the extent to which students will use the chat bot—but ChatGPT could also fundamentally change the nature of teachers’ jobs.

Infusing Knowledge instruction with Skills, Character, and Meta-Learning is the core principle of a 4D Education. But how is that done? By breaking these three dimensions into Competencies and then further into Subcompetencies, instructors have the details to make their lessons more effective, focused, logical, and relevant.

The 4D Competencies and Subcompetencies are:

Taking a strategic and organization-wide approach to adopting, implementing and developing digital technologies is critical in underpinning the long-term success and sustainability of universities.

In 2020, Universities UK, Jisc and Emerge Education, together with technical partner Salesforce, developed a long-term digital strategy framework (Iosad, 2020). It aimed to help university leaders build on their rapid response experiences during the pandemic. Now, in 2023, how are UK universities articulating their digital strategies? The picture is varied. Some are creating specific digital transformation strategies, while others are incorporating digital across existing strategies.

Jisc commissioned this work to develop a better understanding of the current state of digital strategies in UK HE, and how Jisc can best help universities with ambitions to use digital in transforming their activities.

We interviewed ten digital leaders from UK universities with a range of roles and responsibilities, from vice-presidents to IT directors. We also reviewed written strategies from other universities and attended conferences and events across the sector where digital strategy was a key theme. We obtained an international perspective through reviewing research into digital transformation from EDUCAUSE and others.

This report is intended as a snapshot of the UK HE sector at this point in time. It describes the aspirations universities have for the future, but also the realities of where they are right now, the challenges they face and what they know they need to put in place.

The difference we have with ChatGPT is that it doesn’t so much present a threat to the university experience, but rather directly into the heart of the purpose of a university education – its ability to ‘teach you how to think’. There have been shadows of this in the past, for instance the hostility towards Wikipedia (Coomer 2013), the emergence of essay mills, not to mention simple, now common place tools such as spell checkers and calculators. I remember vividly a very angry professor in the early 2000s telling me that reading lists with hyperlinks would make students baby birds, with wide open mouths expecting to be spoon fed. We’ve pretty much moved through all those advancements in technology and realised their benefits, but this one, I would argue, is different. Not because it does not have its benefits, but because of the sheer volume and scale of what’s coming will be meaningfully different and ultimately challenge the foundations upon which we measure that ability to think – university assessment.

"Parece que nuestro objetivo como profes es que no nos engañen, no que los estudiantes aprendan X, sino que no me engañen”, continúa Castañeda. Para esta profesora, la clave pasa porque el alumnado comprenda que la cosa pasa por no engañarse a sí mismo, porque aquello que vaya a hacer en la escuela, la universidad, no sea como hacerse trampas al solitario.

Este webinar presenta la historia y el desarrollo de la IA, cómo está incide en el proceso de enseñanza y aprendizaje, y cómo ChatGPT se está utilizando actualmente en la educación a distancia. Además, se discuten los retos, implicaciones éticas y oportunidades futuras en el campo de la IA y ChatGPT en la educación.

“ChatGPT will change the world” the tech prophets say, but how is ChatGPT going to change the way we learn soft skills? Will Artificial Intelligence (AI), combined with Extended Reality (XR) technologies, make both e-learning and coaching obsolete? And can machines really help humans be better with one another? Let’s take a look at 3 ways in which ChatGPT will transform soft skills learning.

1. Every Learning Designer will get an army of scriptwriters
2. Infinite conversations can be realistically simulated
3. Every learner will get an AI coach
   
   

To keep your reading more fun, I asked another AI tool, Midjourney, to create architectural drawings of future universities in the style of 4 “starchitects”. Can you guess which ones they are? Check the answers at the end of the post.

In 2022, eLearning saw a significant increase in popularity as a result of the ongoing COVID-19 pandemic. With many educational institutions and businesses shifting to remote learning, eLearning became a crucial tool for continuing education and training. Additionally, the trend of "anytime, anywhere" learning continued to gain momentum as more and more people realized the convenience and flexibility of eLearning. In this article, we will be discussing this year's trends in detail and how they will impact the eLearning industry in the coming years. So, let's dive in and explore the top eLearning trends to watch out for in 2023.

It is one thing to identify and accept the significant problems with learning styles theory and to lament its enduring popularity, but arguably the harder challenge is to propose an alternative pedagogic approach that more effectively satisfies the underlying needs that learning styles fails to address – that is, to help create the best conditions for learning while also respecting learners’ individuality.

A good place to start is with some of the robust findings from cognitive science, going back more than 100 years, which we should use as a base to inform how we design and sequence learning. It is now well established that ‘working memory’ – which we use to hold and manipulate information over short time intervals – is limited in capacity and duration, while long-term memory is seemingly limitless, and forms the basis for expertise. This basic division of memory function has profound consequences for learning, and much has been discovered about the optimal ways to foster deeper, long-lasting learning.

Teachers and professors are concerned the technology makes it far too easy for students to use it as a shortcut for essays or other writing assignments and exams and that it generates content in a way that can bypass software that detects when students use information that's not their own work. 

Jumping to ban the tool may not be the right course of action, however, education technology experts say: Because AI will be a part of young people's future, it must also be a part of the classroom now. 

In 2022, 4 million fewer people in America enrolled at a college than ten years ago. The COVID-19 pandemic further accelerated the decline in US college enrolment, with a 10% decrease in sign-ups. Why? A survey of those students opting out of college revealed that almost half doubted seeing a return on the cost and time invested.

College degrees were once considered a ticket to the middle class or better. Yet, for many Americans, a college degree is expensive, less relevant and takes too long to obtain. This explains why only 37.1% of 25 to 44-year-olds have a bachelor’s degree in the US.

As faculty members ponder academe’s new ChatGPT-infused reality, may are scrambling to redesign assignments. Some seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

Either way, in creating assignments now, many seek to exploit ChatGPT’s weaknesses. But answers to questions concerning how to design and scale assessments, as well as how to help students learn to mitigate the tool’s inherent risks are, at best, works in progress.

Colleges around the country have been holding emergency meetings of their honor code councils or other committees that govern student cheating.

The reason: a whole new kind of cheating that is suddenly possible, thanks to a new AI tool called ChatGPT. The technology, which emerged just a couple of months ago, can answer just about any question you type into it, and can adapt those answers into a different style or tone on command. The result is it generates text that sounds like a person wrote it.

You may need hierarchies to perform the routine, but that’s increasingly being automated. The valuable work, the valuable outcomes, will emerge from innovation. New ideas come from crossing the hierarchy. Does this signal the demise of hierarchies? Some think so, but others argue that you still need the optimal execution to couple with continual innovation.

Las plataformas estructurales actuales son incapaces de enfrentar eficazmente las crisis evolutivas de la era, y mucho menos son capaces de crear soluciones universales que atiendan las necesidades particulares de las personas.

Es cierto que muchas de las plataformas estructurales actuales pueden no ser adecuadas para abordar las complejas crisis evolutivas de la era. Estas plataformas a menudo son inflexibles y rígidas, lo que las hace incapaces de responder rápidamente a los cambios y de adaptarse a las necesidades específicas de las personas. Además, a menudo están diseñadas con un enfoque global en lugar de un enfoque individual, lo que significa que no tienen en cuenta las diferencias culturales, sociales y económicas que existen entre las personas y las comunidades. Es importante que se desarrollen plataformas más flexibles y adaptables que permitan abordar las crisis evolutivas de manera más eficaz y atender las necesidades particulares de las personas.