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This is the middle section of my September 19, 2024 presentation, Why Open Education Will Become Generative AI Education. I’m pre-posting some of the presentation content due to the very active conversation the announcement of the presentation has created. Via EDTECH@UTRGV
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As more educators try new AI tools in their teaching, they’re wrestling with a thorny question: Should they disclose their AI use to students? Via Ana Cristina Pratas
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Scholars are doing lots of asking and predicting about the risks and rewards of generative artificial intelligence in school, but has anyone asked the all-knowing chatbots? Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
September 2, 2024 12:17 PM
"Like calculators in the classroom (1980s), the internet (1990s), and cell phones (2000s), the potential uses and misuses are seismic and we’re already playing catch-up."
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"No matter what education circle you are in, AI is likely a topic of conversation. Some see it as the holy grail of education, and this has manifested in countless books and presentations, especially at technology conferences. Even events that are not focused on digital have sessions dedicated to the topic. On the other hand, there are an equal number of skeptics and opponents of using AI in schools." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
September 2, 2024 12:22 PM
"[C]larity is needed regarding what AI can and cannot do in education."
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Two instructors made AI chatbot versions of themselves to help teach their classes, and they say class discussion improved as a result. Via Ana Cristina Pratas
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The UPCEA project delivers promising practices to help institutions engage local businesses in the development of non-credit microcredentials Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 29, 2024 11:04 AM
"A new higher-ed playbook aims to accelerate the development and delivery of non-credit, short-term credentials that are effectively directed at the workplace."
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Por Paola Dellepiane HolonIQ ha desarrollado el Higher education digital capability framework ( HEDC), promovido por el Banco Interamer... Via LGA
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K-12 leaders and experts weigh in on whether AI tools have the potential to make teachers’ jobs more manageable and if that can ease staffing challenges. Via Dr. Tom D'Amico (@TDOttawa)
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"Agents are computer programs that can autonomously perform tasks, make decisions and interact with humans or other computers. There are many different types of agents, and they are designed to achieve specific goals spanning our lives and nearly every industry, making them an integral and unstoppable part of our future." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 27, 2024 10:45 AM
"The hacking and control of an AI agent could lead to disastrous consequences, affecting privacy, security, the economy and societal stability. Proactive and comprehensive security strategies are essential to mitigate these risks in the future."
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Tech experts from Wharton and Forrester look back on the advent of the iPhone, identifying key lessons that leaders today can apply to AI. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 26, 2024 12:40 PM
"The AI Wave is growing fast. Billions of people globally are using foundation models like ChatGPT, Claude, Gemini, and Llama, along with a sprawling number of vertical generative AI (gen AI) applications." |
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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. Via Ana Cristina Pratas
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Por Juan José de Haro Cuando se utilizan los botones para copiar que llevan incorporados los chats de IA, el resultado al ser pegado no es ... Via LGA
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Many higher ed faculty recently surveyed said they feel the effects of burn out and reported belief education is not "heading in the right direction." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
September 2, 2024 12:19 PM
"A new report from WGU Labs shows that many higher education faculty members feel fatigue and trepidation with respect to the rapidly evolving educational technologies on offer."
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The risks posed by Artificial Intelligence (AI) are of considerable concern to academics, auditors, policymakers, AI companies, and the public. However, a lack of shared understanding of AI risks can impede our ability to comprehensively discuss, research, and react to them. This paper addresses this gap by creating an AI Risk Repository to serve as a common frame of reference. Via Nik Peachey
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AI-powered form filling agent that completes entire forms with one click. Save time, reduce errors, and boost productivity across various platforms. Experience efficient, accurate form completion with our intelligent automation tool. Via Ana Cristina Pratas
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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. Via Ana Cristina Pratas
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This guide reveals strategies to measuring learning impact and transforming stale training into a driving force for your organization. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 30, 2024 4:37 PM
"Measuring learning impact is crucial for ensuring effective training programs. This article covers methods like monitoring on-the-job performance, conducting follow-up assessments, leveraging Kirkpatrick's Four Levels of Evaluation, and using learning analytics tools."
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These new Gemini features help students learn new material and study smarter. Via Dr. Tom D'Amico (@TDOttawa)
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Joshua R. Eyler gives the U.S. grading system an “F” in his new book, "Failing Our Future: How Grades Harm Students, And What We Can Do About It." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
August 28, 2024 1:53 PM
"One of the main arguments in favor of grading is that it inspires students to do work, and without it, students wouldn’t have any motivation..." but "[t]he research doesn’t really support this claim"
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💼 Facilitating repetitive routine daily tasks with AI to reduce friction. AI for Non-Techies: AI Tools for Work, part 3 of the series. Via Ana Cristina Pratas
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Blog de la "RIED. Revista Iberoamericana de Educación a Distancia". La Revista Iberoamericana de la Educación Digital. Via LGA |
"Generative AI profoundly affects the ways that traditional OER are (1) authored and (2) revised and remixed."