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Yashy Tohsaku
onto Education 2.0 & 3.0 April 4, 2014 10:51 AM
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There are lots of great presentation tools for the classroom and these days they are being used by both students and teachers.
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From
blog
A teacher at a high school opens the semester with a policy: Your work may contain up to 20% Gen AI content. Cite it, or you get a zero. Is this an Explore this and more at TCEA TechNotes Blog, your go-to source for educational technology and teaching innovation.
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From
www
Experts say going back to school for a graduate degree is one way to hedge against a rapidly changing labor market. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
April 30, 12:57 PM
"Typically, enrollment in graduate school increases during recessions as workers seek to advance or to move to another industry with better career prospects or pay. Today, more people in a survey said they plan to go back to school within a year, even though the economy is doing well."
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From
ai
Google offers various AI-powered programs, training, and tools to help advance your skills. Develop AI skills and view available resources. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 30, 12:58 PM
"Explore foundational concepts in artificial intelligence. Learn how AI works and how to effectively use it in your daily work."
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Student evaluations can be misleading. Learn what skews teaching ratings—and how to build a fairer, more effective faculty evaluation system. Via Vladimir Kukharenko
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![[2604.21691] There Will Be a Scientific Theory of Deep Learning | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/R3Nf-aV-zFCPDr3s1jV_-zl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
From
arxiv
In this paper, we make the case that a scientific theory of deep learning is emerging. By this we mean a theory which characterizes important properties and statistics of the training process, hidden representations, final weights, and performance of neural networks. We pull together major strands of ongoing research in deep learning theory and identify five growing bodies of work that point toward such a theory: (a) solvable idealized settings that provide intuition for learning dynamics in realistic systems; (b) tractable limits that reveal insights into fundamental learning phenomena; (c) simple mathematical laws that capture important macroscopic observables; (d) theories of hyperparameters that disentangle them from the rest of the training process, leaving simpler systems behind; and (e) universal behaviors shared across systems and settings which clarify which phenomena call for explanation. Via Vladimir Kukharenko
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Por qué los trabajos impecables hechos con IA pueden esconder cero aprendizaje real. Esta semana en TotemAI: estudio publicado en Nature, simulaciones interactivas en Gemini Pro, qué es Canvas y 4 prompts copiables para no quedarte en la superficie cuando aprendes con IA. Via Gumersindo Fernández
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If we design AI systems that shortcut the learning process, we risk undermining the very purpose and value of education. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 28, 12:01 PM
"AI is rapidly reshaping education, but not always in ways that support learning. A growing number of AI tools promise to “help” students by doing assignments, writing papers, solving problem sets, or even completing exams automatically.
While these tools may appear convenient, they raise an important question: Are they removing barriers to learning, or removing learning itself?"
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Visual ideas are all around us if you know where to look. Find inspiration here for approaches to eLearning visual design. Via Vladimir Kukharenko
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Get a YouTube video transcript in seconds: copy TXT, and download SRT/VTT — free, no sign-up. Via Ana Cristina Pratas
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From
er
"Driven by a bottom-up partnership between the Faculty Center for Teaching and Learning and the Division of Digital Learning, the University of Central Florida established an evolving campus infrastructure of policies, training, and a national conference to guide the ethical and effective integration of generative artificial intelligence into teaching and learning." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 29, 1:01 PM
"The bottom-up approach used by the DDL and FCTL to kick-start the development of resources and programming on AI use in teaching and learning has evolved into a strong foundation of faculty support for this rapidly advancing technology."
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How can AI improve student thinking? Explore powerful, classroom-tested strategies that turn AI into a debate partner, tutor, and catalyst for deeper learning. Via Vladimir Kukharenko |
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Read the latest article version by Christian Fuchs, Joel Museba, Kevin Friesch at Open Research Europe Via Vladimir Kukharenko
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Well once again, trying to make a living got in the way of sharing information, so apologies for the long delay since the last of these newsletters. Hopefully I can get back on track soon and start producing at least one each month. Anyway, excuses aside, there are some really great tools and interesting articles (mainly about AI of course) in this edition. Via Nik Peachey
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Researchers looked at more than 150,000 prompts from more than 4,400 K-12 teachers interacting with AI. Here's what they found. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 30, 12:59 PM
"Teachers, the research suggests, are generally using the tool to help them build curriculum content and as a sounding board, all with an eye toward better helping students."
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From
acrlog
Sometimes, the simplest instruction turns out to be the best. A few weeks ago, I taught two classes that turned out so well that I’m still riding that wave as I write this now. The professor and I’s entire class plan was to bring down carts of books related to the class topic, have the students pick something they were interested in, and then read for about Via Vladimir Kukharenko
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From
medium
Imagine one website that contains OER for pictures, music, textbooks, e-books, research, courseware, and so much more. It’s certainly possible. Via Vladimir Kukharenko
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From
dev
Sarah stared at her phone in disbelief. Another data breach. Another company apologizes for losing... Tagged with web5, cryptography, dids, decentralization. Via Vladimir Kukharenko
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Why your AI tools aren't delivering the ROI you were promised — and what to do about it
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If we design AI systems that shortcut the learning process, we risk undermining the very purpose and value of education. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 28, 12:01 PM
"AI is rapidly reshaping education, but not always in ways that support learning. A growing number of AI tools promise to “help” students by doing assignments, writing papers, solving problem sets, or even completing exams automatically.
While these tools may appear convenient, they raise an important question: Are they removing barriers to learning, or removing learning itself?"
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From
mymind
A private place to save your most precious notes, images, quotes and highlights. Enhanced with AI to help you remember without wasting time on categorizing & organizing. Via Ana Cristina Pratas
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"Generative artificial intelligence is pushing teaching and learning away from a model centered on producing answers and academic artifacts and toward one that places greater weight on process, judgment, reflection, and applied thinking. In conversations with campus leaders, three priorities emerged." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 29, 12:57 PM
"It's important to create a safe space for our students and for our faculty as well, where they can share their perspectives, concerns, fears, ideas about generative AI."
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Listening to faculty concerns about generative AI can help institutions respond with more clarity, precision, and trust. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
April 29, 12:59 PM
"[B]efore institutional leaders ask faculty to do more with GenAI, a more useful first step might be to ask a simpler question: What exactly are faculty worried about?" |
