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"Higher education is having a familiar conversation in an unfamiliar moment. We are debating whether students “should” use AI, whether it is “ethical,” whether it is “cheating,” whether we can “ban” it, whether we can “detect” it, whether it will “go away.” This is what happens when an institution confuses discomfort with principle."
Via EDTECH@UTRGV
A new resource from CoSN provides guidelines for creating responsible technology use policies and supporting digital citizenship in schools and districts.
Via EDTECH@UTRGV
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Scooped by
Yashy Tohsaku
April 22, 12:43 PM
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The Educationalist. By Alexandra Mihai
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Rescooped by
Yashy Tohsaku
from AI for All
April 22, 12:15 PM
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"Unsure how to spot AI-generated content? These tips can help..."
Via Leona Ungerer
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 22, 12:14 PM
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 22, 12:13 PM
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Steve Huynh, formerly Principal Engineer at Amazon, shares observations from 10+ years of interviewing software engineers, and an excerpt from his new book, Technical Behavioral Interview
Via Vladimir Kukharenko
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 21, 7:07 PM
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Hampshire College’s student-driven, unorthodox approach to education has roots in the early 1900s and a belief that students should be active, engaged learners.
Via Vladimir Kukharenko
Conversations with Kevin Hogan: Extron's Jason Bond explains how districts can start small with esports AV infrastructure, leverage dual-purpose spaces, and use AV over IP to build a scalable foundation for student engagement.
Via EDTECH@UTRGV
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Rescooped by
Yashy Tohsaku
from Edumorfosis.it
April 21, 7:06 PM
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En un contexto marcado por la fragmentación de la atención y la creciente capacidad de la inteligencia artificial para externalizar tareas cognitivas, la universidad se enfrenta a una redefinición profunda de su propósito. Más allá de los argumentos tradicionales que justifican la presencialidad, emerge una tesis más exigente: el campus constituye el último espacio institucional capaz de sostener y entrenar el pensamiento profundo. Sin embargo, lejos de proteger esta función, muchas dinámicas educativas actuales reproducen la lógica de distracción del entorno digital. El verdadero desafío no reside en la existencia del campus, sino en su uso: reconfigurarlo como un entorno de tensión cognitiva colectiva, donde el aprendizaje se base en la resolución compartida de problemas y en la construcción activa del conocimiento. En este marco, la misión de la educación superior se desplaza hacia el desarrollo de la soberanía cognitiva, entendida como la capacidad de pensar de forma autónoma, sostenida y rigurosa en un entorno adverso.
Via Edumorfosis
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Rescooped by
Yashy Tohsaku
from Edumorfosis.Work
April 20, 10:49 PM
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The report, “Labor market impacts of AI: A new measure and early evidence,” was based on real-life enterprise usage of Anthropic’s popular Claude large-language model. It broke down a host of professions by their “observed exposure” and “theoretical exposure” to AI—in essence, what share of the work in a given occupation Al systems can already do, and how much more they could theoretically take on.
For a wide range of previously secure and well-paying white-collar occupations, including computer programming, market research, and financial management, the theoretical exposure is very high—and perhaps inevitably, the report stoked worries about a white-collar recession.
Via Edumorfosis
A higher ed survey reveals widespread belief that AI is the future--but that belief is paired with worries about job security.
Via EDTECH@UTRGV
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Rescooped by
Yashy Tohsaku
from Edumorfosis.Work
April 20, 10:46 PM
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This paper examines a fundamental shift in AI progress: from scaling the intelligence of individual agentic systems to scaling distributed superintelligence. It argues that today’s AI agents, despite their growing capabilities, remain constrained because of semantic isolation. Beyond vertically scaling agents, the next frontier requires new foundational infrastructure for horizontal scaling of intelligence. Such infrastructure would enable shared intent and shared context, accelerate collective innovation, and unlock genuinely emergent capabilities in multi-agent human–AI systems. Together, these systems can address a far broader class of intelligence problems with greater accuracy and robustness.
Via Edumorfosis
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Scooped by
Yashy Tohsaku
April 20, 10:34 PM
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Arts classrooms demonstrate what technology integration at its best can look like
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Passed in 1974, FERPA was never meant to govern cloud-based platforms, artificial intelligence, or the invisible flow of student data across third-party vendors. Our students deserve better.
Via EDTECH@UTRGV
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Scooped by
Yashy Tohsaku
April 22, 5:54 PM
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Plus: Trust batteries, and how many agents we’ll have in the future
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 22, 12:15 PM
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Rescooped by
Yashy Tohsaku
from AI for All
April 22, 12:14 PM
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"Agricultural giants are rolling out robotic dogs to patrol their acres of corn as global food insecurity rises...."
Via Leona Ungerer
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 22, 12:14 PM
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Educators should not be competing with chatbots and large language models. Instead, a continuum can help them guide students from passive learning from AI to synthesising information alongside it
Via Vladimir Kukharenko
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Rescooped by
Yashy Tohsaku
from e-learning-ukr
April 21, 7:08 PM
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As large language models take over more and more cognitive tasks, researchers are warning this mental outsourcing comes with a cost.
Via EDTECH@UTRGV
"Even the most well-intentioned edtech can fall short if it does not meet students where they are. After several years studying the usability of edtech for teachers, the research team at ISTE+ASCD turned its attention to students — examining how the technical and pedagogical design of digital tools shapes their learning experiences."
Via EDTECH@UTRGV
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Scooped by
Yashy Tohsaku
April 21, 12:28 PM
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Curiosity thrives when instruction invites exploration instead of completion.
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Rescooped by
Yashy Tohsaku
from Edumorfosis.it
April 20, 10:48 PM
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En las ecuelas se sigue educando por medio de la memorización y esta es cada vez más irrelevante porque las máquinas tienen mucho mejor memoria que nosotros y procesan mucho más rápido la información. Por tanto lo que le queda al ser humano es la capacidad combinatoria, la generación de nuevas ideas, de nuevos proyectos. Todo el modelo educativo está obsoleto, porque está basado en los modelos de trasmisión de información y al contrario, la innovación, la experimentación, la autonomía del estudiante era siempre vista como un peligro, y no es culpa de los docentes, que están mucho más dispuestos a la innovación, es culpa de la organización de la escuela, de la burocracia del sistema educativo.
Via Edumorfosis
"Here is one surefire way to poke the academic beehive: 1) Declare that artificial intelligence can already do research more capably than many professors. 2) Embed that claim in an essay that lays out nine additional theses — “The academic paper is a dead format walking”; “Much of the opposition to AI is status protection dressed up as principle” — equally guaranteed to provoke outrage. 3) Reveal in a second essay that the first essay was in fact written by AI."
Via EDTECH@UTRGV
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Scooped by
Yashy Tohsaku
April 20, 10:36 PM
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Curiosity is more important than ever for student success and understanding others. Discover how Project Based Learning (PBL) drives student engagement, inquiry-based learning, deeper learning, and perspective-taking in K–12 classrooms.
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![[PDF] Scaling out superintelligence: Building an Internet of Cognition for distributed artificial superintelligence | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/gsR7ldOHYIwhx-o-t5X30zl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
![What Makes Edtech Work for Students [Infographic] | Education 2.0 & 3.0 | Scoop.it](https://img.scoop.it/Gu63SusJIQPhk7r9o5ZY5jl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
El informe de Anthropic se basó en estudiar el uso real que las empresas hicieron con su modelo Claude. Se hizo un desglose de diversas profesiones según la "exposición observada" y la "exposición teórica". Lo que busca es concer con mayor exactitud la distancia existente entre las tareas automatizadas que ya se pueden realizar en determinadas ocupaciones y las capacidades teóricas que se pueden asumir que están en etapas de desarrollo y adopción.
El informe detectó niveles adopción desproporcionados. Pero al observar los detalles subyacentes, se dieron cuenta de que hubo una concentración extrema de adopción entre un conjunto de tareas relativamente pequeñas realizadas por trabajadores especializados.