dawblack.bsky.social
Christ-following life-long learner, educator, adjunct professor, speaker, and consultant. Also a huge baseball fan! Opinions are my own. http://faithedtech.org
54 posts
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I will be interested in your summary. I am curious as to what tools you find most valuable.
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Yhe nature of writing seems to be changing, but with that comes the stages of grief for those that hold that dear.
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I've used a tool like this for something different. After a Christian leadership study, I had students create a song that captures their leadership philosophy, using music that is meaningful to them, and then sharing and discussing in small groups.
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Is our ultimate goal to "catch" AI use? Or is it something else? I think it might become less important to catch as time passes.
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What are some things you have learned?
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Well put. I am also starting to think that incorrect information and hallucinations can be limited with more precise prompting.
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Yeah -- I will cede the point that AI as a term is not fully descriptive and more generic.
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Umbrella term that covers various language models, LLMs, SLMs, even the coding of things such as Siri and Alexa.
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It looks like there are some things we agree upon, a lot that we don't, but I appreciate reading your perspective and that it was shared in such a respectful manner. In the end, we both want what is best for students and learning.
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AI is the umbrella term and there are various models under that. Your feeling is that this needs more transparency? If so, to what end? What would be the practical difference?
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4. Examples would be helpful for me to understand the point you are making.
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3) Yes and no. It does encourage offloading of some things, but it also can free us for new things. I am sure some people complained when store-bought clothes became a thing, thinking we were giving up human creative agency. But that also freed us.
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1) AI IS more challenging with discernment with its natural language responses. No argument there. That is one of the challenges I have in the classroom. 2) That has been an issue with every technology. There are some differences, however, about how pervasive this will be in society.
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So it is companies you are concerned about and not AI itself?
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It seems like we are on different paths right now. This whole process of seeing how AI will impact in education will be a journey. We will see where this all leads us.
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Thanks for the suggestions.
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Thanks for the response. I think we see some fundamentally different things in what is happening, which is fine.
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Not bad usually. Often very useful. But not personalized for me and my students, whom I know.
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It is a phrase I have used to describe a different type of interaction with technology. Feel free to recommend other terms if you like.
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And are you working in a school right now? Are you a programmer?
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Can I ask what your role and background is? That is not readily apparent from your profile.
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Of course it is not a peer. Of course it is a tool. But the interactions are different than pointing and clicking through menus and search boxes to get helpful responses.
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Is your point that you don’t think an educator should use AI? If that is the case then we won’t agree.
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That is where I come in. I know my students and myself and I edit, adapt, glean, etc.
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I don’t disagree about how it generates responses, but it is acting as a thought partner and it is useful to me in that way.
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Analyzing lessons and projects, creating checklists and rubrics, a pacing and strategic partner, among other things.
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Disagree with your first point. Agree with your second. They don’t think, but their computational work allows them to reasonably act in that role, ask good questions, challenge assumptions, etc.
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The ability of most LLMs to act as a thought partner is very useful and is an accelerator of thought.
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Currently working with some of the feedback tools available. These are in their infancy, but I will be interested in seeing how these mature.
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That's fine. I am probably not as negative on this point as you are because I think there are inherent differences with AI, but we will see. I'm already experimenting with accelerating learning and feedback.
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Hopefully it will also free educators to engage in the most important tasks within the classroom and build greater individual connections.
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I pretty much feel the same way. I have also found AI to be very useful for problem solving and maintenance ideas — computer, dishwasher, etc.
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My prompt was complicated. It was for research on a baseball history article I am writing, so I had several steps in my prompt. ChatGPT then asked for clarification on several points before it compiled the research.
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I have already seen standard AI get better (and I probably have gotten better at crafting my queries), so I am OK with it now. I intend to grow with the technology.
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My results were a mixed-bag. But it jumpstarted the entire research process in a new way. And since this is likely to keep improving, I plan to embrace this as a staring point.
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I will take a look.
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Not I, but I understand the sentiment.
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This is really helpful. As a high school teacher, I seek to understand the trends to help best position my students for their futures. With AI, it often feels like a moving target.
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This is helpful. The research on AI and education seems to be becoming more robust.