Tag: #edtech

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WNYHigherEdCamp

Yesterday, I was privileged to attend the Western New York Higher Ed EdCamp at Daemen University. Except for a few visits to the gymnasium, I’d never set foot on the campus until yesterday. Soon after driving through the main entrance, I spied Duns Scotus Hall, which reminded me I was on the university’s campus rooted in the Franciscan Tradition. The conference took place in the Social Room of the  John R. Yurtchuk Student Center, which is at the center of the campus. Registration for the EdCamp provided me with a parking pass, and after some driving around, I found a spot in front of the residence hall and just a short walk to the student center.

Upon entering the building, I was directed to the second floor and the large Social Room. As I walked toward the front of the room, I spotted a long-time friend, Dr. Katie McFarland. She greeted me warmly, and we soon shared our lives since the last time we met. EdCamp organizer Angela Stockman also came over and gave me a warm greeting and said how glad she was to see me. We had a nice lunch, and then the conference began with a keynote by Daemen University senior Maggie Burns, who shared her journey as a recovering perfectionist. Who can’t identify with that? She was poised and passionate and invited me to remember what I might have thought of that subject when I was her age.

At each of our seven tables, there were 3×5 cards for us to fill out areas we’d like to learn or share about. I was at table one with Katie, Maggie, and another Daemen senior who was also a special education major. Katie filled in the topics we picked among our several common interests and added them to the shared Google Doc displayed on large projection screens in the front of the room.

I came to the conference wanting to learn more about how other colleges and universities approached the hot topic of artificial intelligence. I wasn’t disappointed as I heard firsthand from experienced professionals what they were doing. The senior students also shared their positives about how AI helped them write lesson plans, differentiate instruction, and rewrite objectives. I found that most of the professional staff embraced the idea of AI in the classroom. There were concerns about privacy and plagiarism, but overall, I came away with the impression that AI is here to stay. I was pleasantly surprised that Daemen University has a position statement on the use of generative AI tools at the university. Further research after yesterday’s conference demonstrated to me that Daemen is a leader in this area in Western New York higher education.

The last session I attended was one I had proposed on how folks were using social networking to share what they were learning. How have personal learning networks evolved in the post-Twitter/X? I shared about the Fediverse and Mastodon, but no one else at our table was familiar with that platform. LinkedIn has become the platform of choice for sharing. I came away from the conference encouraged and hungry for more. I hope that this conference will continue and that I’ll be eager to attend. The EdCamp model is learner-centric and encourages the free flow of ideas. Thank you to Angela Stockman, conference organizer and thought leader, for her leadership.

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Reshaping Education: The Impact of AI Tools on Assessment Methods

In the mystical realm of Academica, where knowledge flowed like a river of endless possibilities, an age-old prophecy began to unfold. It foretold the rise of an ancient artifact known as the “AI Scholar’s Quill.” Crafted by the wisest sorcerers of old, this magical tool possessed the power to provide answers to any question, making it the ultimate source of knowledge for students.

As the AI Scholar’s Quill spread throughout the land, students across high schools and undergraduate programs began to harness its abilities. With a simple incantation, they could summon answers to multiple choice, true/false, and short answer assessments. The temptation was too great, and many succumbed to the allure of instant success. Grades soared, but the pursuit of genuine understanding waned.

In the heart of Academica, a council of scholars convened to discuss the dire consequences of this newfound reliance on the AI Scholar’s Quill. They knew that the essence of education lay in the journey of discovery, not just the destination of correct answers. But as the Quill’s influence grew, the very fabric of learning began to unravel.

The land’s most revered sage, Professor Alaric, embarked on a quest to confront the creator of the AI Scholar’s Quill, the enigmatic AI Artificer. Through treacherous forests and across vast deserts, he journeyed to the hidden citadel of the Artificer. There, in a chamber filled with the hum of arcane machines, he found the creator himself, a wizened figure cloaked in shadows.

Professor Alaric beseeched the Artificer to reconsider the impact of his creation on the pursuit of knowledge. With great wisdom, the Artificer revealed his intent: he had intended to democratize access to information, but he had not foreseen the unintended consequences.

In a moment of revelation, the Artificer and Professor Alaric devised a plan to restore the sanctity of education. Together, they created a new enchantment for the AI Scholar’s Quill. It would now guide students, not by providing answers outright, but by illuminating the path to understanding. Students would need to engage with the material, ask questions, and explore concepts.

As this new enchantment spread, the students of Academica embarked on a renewed quest for knowledge. They no longer sought quick answers but embraced the thrill of learning. Multiple choice, true/false, and short answer assessments regained their relevance as tools for gauging understanding, and the balance was restored.

In the end, the mythical story of the AI Scholar’s Quill became a parable for the ages, a reminder that while technology could be a powerful ally, it could never replace the timeless journey of exploration, curiosity, and genuine learning that defined the pursuit of knowledge in the enchanted realm of Academica. — Written by ChatGPT

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The Ethical Implications of AI in Education

As the use of technology in education increases, so do the questions of ethics and fairness. ChatGPT and other AI technologies, while potentially useful in providing students with more answers to tests and writing essays, can also be seen as a form of cheating. This is especially concerning in light of the already existing issue of cheating in high schools and universities.

The larger problem here is not the use of technology, but our society’s obsession with testing. Education should not be about passing tests, but rather about learning and exploring new ideas. Too often, our educational system is driven by politics, leaving teachers and students feeling as though they are only being evaluated on the basis of their results on standardized tests.

Rather than relying solely on tests, we should be focusing on teaching students how to think critically and apply the knowledge they have learned. ChatGPT and other AI technologies could provide students with the knowledge they need to operate in the world, but it must be done in a fair and ethical manner. We need to shift our focus away from assessment and towards learning, in order to ensure that students are getting the best possible education.

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Will ChatGPT replace journalists?

I asked ChatGPT if it would replace journalists. I think the answer is instructive.

“It is unlikely that ChatGPT or any other language model will completely replace journalists in the near future. While ChatGPT and other language models are capable of generating text that can be used for a wide range of applications, such as news articles, they are not currently able to fully replicate the research, analysis, and critical thinking skills that journalists bring to their work.

Journalists are trained professionals who have developed the ability to gather, verify and present information in an accurate and unbiased manner. They also have the ability to provide context, analysis and in-depth reporting on a subject, which is something that a language model like ChatGPT can’t do.

Additionally, ChatGPT and other language models rely on data to learn and generate text, so their understanding of the world is limited by the data they have been trained on. Therefore, they may not be able to provide accurate information or report on certain topics, especially when it comes to complex and nuanced issues.

That being said, ChatGPT and other language models can be used to assist journalists in their work, by helping them generate text quickly and efficiently. They can also be used to generate news articles, summaries, and other types of content in areas where there is a shortage of human journalists, such as rural or remote areas.

In summary, ChatGPT is a powerful tool, but it does not replace the expertise, critical thinking and analysis skills that journalists bring to their work.”

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Welcome to the Fediverse

Three years ago when I first signed up for a Fosstodon account I really had no comprehension of what a wonderful universe of learning I was getting involved with. Fast forward three years and the impending erosion or collapse of the birdsite and I’m reevaluating my use of social media. I had forgotten how great it was to be with folks who posted interesting content and were more interested and engaged with what I was sharing too. I’m still a neophyte in this federated blogging world but already I can appreciate the richness of what is offered.

I am only beginning to appreciate what it means to be federated and to enjoy what the fediverse has to offer. I spent much of a good deal of my work years in public education and while I was there I worked as a school district technology leader and a classroom teacher who specialized in keyboarding, coding, staff development and digital citizenship. In addition to that I worked as a system administrator for Windows, LInux and LInux servers some of which existed as virtual machines. That unique mix of teacher and technology administrator left me with a broad skill set that I still enjoy today.

The district that I worked didn’t always have robust funding and that sent me looking for innovative solutions for teachers and students. Discussion outside of the classroom and insights from friends led me to consider Linux and open source as viable alternatives for education. I have found in the past almost twenty-five years that open source can provide answers and opportunities not found in proprietary solutions. WordPress is one of those open source gifts. When our school was struggling to afford software for our students and staff that provided a common platform for discussion I saw WordPress as that medium and I continue to believe that WordPress could easily be used in many PK12 classroom and could easily be used in most educational settings to provide an inexpensive and flexible program for home and school interaction.

I see some of those same possibilities with Mastodon and the federated blogging that it supports. At this point Mastodon has not seemed to make as many inroads into PK12 as it has into higher education. I hope that can change. I am recommending it to all of my personal learning network who are still mostly stuck at the birdsite. How can we get the word out to those folks in a way that doesn’t disparage what they are currently using. I think it’s possible to use Twitter and Mastodon. I don’t see it as an either/or but a both/and universe.