At least the following can be considered “human advantages” compared to AI in education: these advantages stem from having real experience about the subject matter one is teaching, and from being a human. …now, depending on student preferences, each could be interpreted as a weakness, too:
Here are three ways AI can help educators in regards to course content: Grouping = often, I create a lot of content because I know the field I’m teaching well and there’s a lot I can say about it. This can result in a situation where the information I want to share (e.g., slides) is fragmented, containing many topics, ideas,…
MIRH: Motivate, Inspire, Relay personal experiences, Hold accountable >> four advantages human educators have in comparison to AI MOTIVATE: People still rely on other people to be motivated. Except if a person has strong intrinsic motivation, then they don’t need to be motivated. But many students need to be motivated and the generic “Hello, I am your friendly AI assistant…
A quote from a panel discussion I participated recently:“AI didn’t replace thinking—it demanded more of it.” It is indeed our solemn duty, now more than ever, to ensure that the future generations get educated in thinking, whether logical, critical, or hypothetical. I don’t believe in the “calculator hypothesis” (=you don’t need to count because we have calculators; same way you…
Three thoughts on students using LLMs to do their thinking. Of course, I’m not in favor of it. But it’s been hard to articulate why in a way that students would understand it. Think I found a good analogy for this in chess. If you watch chess videos, great moves often appear self evident after the player has made them,…
Hi! Saw some interesting claims in this presentation about teacher strengths relative to AI: https://sway.cloud.microsoft/CqKZjoSsoTvWoTMB?ref=Link I’m assessing each one by one below. (Btw, if you’re interested in GenAI for bachelor’s level education, take a look at my tips and experiences.) “Teacher Strengths in Relation to language model ChatGPT:” “Artificial intelligence is an efficient tool that can support teachers in many…
Sharing some thoughts, based on a discussion with colleagues, on how generative AI (GenAI) should and should not be intergrated into teaching at bachelor’s degree level. (Also, since you’re here, you might be interested in this post about human educators’ benefits relative to AI.) First, in my opinion, teachers should have the final authority to decide if and how AI…
This post contains an example of how to declare the use of AI in academic work (see the ‘Methodology’ section below) as well as explaining triangulation as a way of verifying AI-generated information. (Read also my previous post about how to handle AI in education.) Methodology OpenAI’s ChatGPT (September 25 Version) was used to define triangulation and present examples of…
In this post, I’m discussing the use of AI — specifically LLMs or large language models, also known as generative AI, of which Open AI’s GPT models (including ChatGPT) are prominent examples. I will first present a case for why detection and prevention of such models in education is not feasible or even possible. Then, I’ll propose ways of instructing…
Introduction I started thinking this question today when reading my students’ exam answers. The questions was “Define business logic and give an example of it”, and many answers actually defined strategy. At that point, I realized it’s not so easy to see a difference between these two concepts. So, what would I see as the main difference between strategy and…