Mahdis Mousavi, Unsplash
By Doug Ward
A new survey from the Association of American Colleges and Universities emphasizes the challenges instructors face in handling generative artificial intelligence in their classes.
By Doug Ward
I talk frequently about the need for faculty members to experiment with and adapt their teaching to generative artificial intelligence.
During a CTE session last week, an instructor mentioned how difficult that was, saying that “the landscape of AI is changing so rapidly that it seems impossible to keep up with.”
By Doug Ward
The phrase “humans in the loop" has become a cliché for the importance of overseeing the processes and output of generative artificial intelligence.
By Doug Ward
Microsoft has recently added Copilot tools specifically for teachers.
By Doug Ward
Research about learning and artificial intelligence mostly reinforces what instructors had suspected: Generative AI can extend students’ abilities, but it can’t replace the hard work of learning. Students who use generative AI to avoid early course material eventually struggle with deeper learning and more complex tasks.
On the other hand, AI can improve learning among motivated students, it can assist creativity, and it can help students accomplish tasks they might never have tried on their own.
By Doug Ward
A few eye-popping statistics help demonstrate the growing reach of generative AI:
By Doug Ward
The KU version of Copilot now allows the creation of agents, which means you can customize Copilot and give it instructions on what you want it to do, how you want it to respond, and what format its output should follow.
By Doug Ward
Adapting colleges and universities to generative artificial intelligence was never going to be easy. Surveys released over the past two weeks provide evidence of just how difficult that adaptation will be, though.
Here’s a summary of what I'm seeing in the results:
Faculty: We lack the time, understanding, and resources to revamp classes to an AI age. A few of us have been experimenting, but many of us don’t see a need to change.
By Doug Ward
The shock has worn off, but the questions about how to handle generative artificial intelligence in teaching and learning seem only to grow.
Those questions lack easy answers, but there are concrete steps you can take as we head into the third year of a ChatGPT world:
By Doug Ward
Kansas ranks near the bottom in the percentage of schools offering foundational computer science education, according to a study by Code.org, the Computer Science Teacher Association, and the Expanding Computing Education Pathways Alliance.