The advent of AI LLMs has brought about a significant disruption in education landscape, particularly in higher ed paper writing. Despite the irrevocable change, most instructors have yet to fully comprehend the magnitude of this seismic shift.
It was fantastic to see 150+ participants attend my (virtual) ACSL session at the 2023 OLC Innovate Conference. It was great to get feedback and questions from an engaged and interested audience. Thank you! 🙂
This is a short (and somewhat embarrassing, but instructively useful) post that reflects on a recent development in my work designing online courses... and shows how easy it is to assume that something is "obvious" (when it's not).
Exploring rarely-noticed default settings that mediate instructor-student interactions, and their impact on student experience. It's time to pivot from acceptance of (silent) defaults, to intentional, deliberate choices that matter...
Faced with the disruptive presence of AI in higher ed, there are quite a few things we need to re-think: how do we engage students with this new technology, and help them develop future-ready, AI-related skills?
We have known for over a 100 years that practice quizzes are one of the most effective ways for students to review course content. So why are so few instructors using them? Perhaps now, with a little help from AI, this may change?
Seriously: I thought it would be easy to get Chat-GPT4 Plus to write me a quiz for a YouTube video... and here comes the dreaded bias against people who dare think differently (or is it "think different"?).
This post reflects on a practice that is increasingly becoming popular among faculty: (the dreaded) multimedia assignments... so before you ask your students to "record a short video," without giving it much thought, you should read this...
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