Alden Do Rosario’s Post

Is AI Going To Transform Higher Education And How? - Forbes #highered #AI https://lnkd.in/gvxRQ2nR

Recent surveys reveal a nuanced picture of how generative AI impacts student learning at the institutional level. Findings show 66% of students use generative AI for coursework, with variations across disciplines. 📈🔍 Notably, students’ self-reported usage often contrasts with faculty perceptions, highlighting a gap in understanding and expectations. 📊 The study underscores the need for clear guidelines on AI usage and suggests that tailored, institution-specific data is crucial for effective education. 📚 As generative AI continues to evolve, ongoing, localized research will be vital for adapting teaching strategies and maintaining academic integrity. 🚀 Credit: Chris Hausmann, Inside Higher Ed, https://lnkd.in/gvZkDgKf #HigherEd #GenerativeAI #EducationInnovation #AcademicResearch #TeachingAndLearning

As an Adjunct Instructor at the University of Illinois Springfield, I'm excited to see the university's bold and driven efforts to understand AI, appreciate AI, and integrate AI into interdisciplinary liberal arts education -- and I even get to participate in the conversation in a small way. Academics is a tricky area to become a leader in implementing AI, and this willingness to explore and experiment is the best way to discover the most effective path forward for learning and teaching with the technology. Check it out --> https://www.uis.edu/ai

Kathleen Landy proposes helpful questions for colleges and universities as they consider how to prepare students for a world where the ability to use generative AI is expected. How would you respond to these questions? 1. What do we want the students in our academic program to know and be able to do with (or without) generative AI? 2. At what point in our academic program—that is, in what specific courses—will students learn these skills? 3. Does our academic program need a discipline-specific, program-level learning outcome about generative AI? #highereducation #generativeAI #futureready #employability #futureofwork https://lnkd.in/eGH3rUfx

How are students using generative AI tools in their qualitative and quantitative subjects? Dorottya Sallai, Jon Cardoso-Silva, and Marcos Ennes Barreto analysed student trends and shared ways educators can integrate these findings into their teaching plans. #HigherEducationDay #Teaching #AI

One of the downsides of teaching is that at times our practice seems to be very localised and micro-contextualised. It is difficult to know if what you are experiencing in the classroom is a phenomenon unique to your class or your community or if it is being registered in other places. This paper offers a bit of a wider reading of the effects of AI in the classroom. "The usage of AI in science education steadily established positive impacts on student learning outcomes. It encourages participation in the educational process, enhances comprehension of the subject, and boosts motivation in the students. Both students and teachers showed positive views of AI’s effectiveness and ease of use. Both acknowledged its potential to boost learning experiences. Nevertheless, issues arose from AI’s limited ability to understand particular subject matter, its inability to adjust to various educational contexts, and the variation in performance between various AI models. Ethical considerations regarding responsible use also appeared to be an important concern. Addressing these challenges demands a careful approach that considers thorough evaluation and adaptation to diverse contexts. Educators and policymakers should navigate these complexities to join the potential of AI in science education while ensuring ethical practices and maximizing its impact on students’ learning journey worldwide". #ai #aieducation #digitalentanglement #futureschool https://lnkd.in/gGdaWtMB

Preparing a course with the existence of #AI is challenging, there are too many scenarios in which the tool is used incorrectly. Yet, at present, there is no way back; the single question that matters is how to find an equilibrium between the benefits and the drawbacks of this disruptive innovation

It's been an amazing journey diving into all things AI at UIS and seeing the awesome projects and research we're working on! If you're curious and want to keep up with what's happening, I've got to shamelessly plug our AI at UIS website and newsletter. Sign up at https://uis.edu/ai to see all the latest AI news and insights!

In 1950, Alan Turing devised his truly prophetic Turing Test to gauge whether a computer could be deemed to have acquired human intelligence, by not being detected as a machine by a panel of experts. Throughout the past 7 decades there have been various versions of this test and countless academic papers written. In the 1980s, on a computer science course, the lecturer reminded my class that while computers were getting really powerful, any young child (who's lived in an environment where there are trees) could recognise any previously unseen tree as a tree, but no one has yet written an algorithm to teach a computer how to perform the same task. Fast forward to 2017, at the IB Asia Pacific conference in Yokohama, I recall distinctly Dr Noriko Arai, Professor of Information & Society Research, National Institute of Informatics of Japan speaking about her research: 1) Computer programmes were already capable of passing standardised multiple choice entrance exams to most Japanese Universities 2) A computer was programmed to correctly identity an animal as a cat or dog but was completely foxed (sic) when presented with a photo of a fox! And now last week I just read in the Guardian that researchers at the University of Reading have managed to fool their own professors by submitting ChatGPT-4 - generated take-home online assessments for undergraduate courses, which went undetected (and got better grades than real students). The pace of AI advancement is breath-taking, though the challenge for educators remains essentially the same. Rather than block or ban the technologies (slide rules, log tables, calculators, spreadsheets, spelling & grammar checkers, online dictionaries and language translators, synthesisers & composers for music etc etc) we need to facilitate & empower our students to use these technologies with diligence and intelligence, to enhance their learning and creativity, while retaining and developing their capacity to still function effectively when such tools are not available (like finding one's way around without Google Map or doing mental arithmetic without a phone) Let's not forget the enriching human experience of face-to-face tutoring as students discuss progress in their draft research projects in whatever discipline - the art, sciences, literature, mathematics - stage by stage with their supervisors (such as the IB extended essay process). This is how we could authenticate and value our students' development as learners, while educating ourselves - time-consuming to be sure, but especially essential in this new age of AI. https://lnkd.in/eW6GWdvx

#ObserveNowExclusive: Decision to establish India’s first AI university, Response to Changing Dynamics of Our Times: Tarun Anand, Founder & Chancellor, Universal Ai University From intelligent tutoring systems to automated grading, AI technologies are revolutionizing how educators deliver content and assess student performance. The integration of AI in education holds promise for fostering a more inclusive, efficient, and engaging learning environment, ultimately preparing students for the demands of a rapidly evolving digital age. In this regard Sanjeevini Singhal, ObserveNow interacted with Tarun Anand, Founder & Chancellor, of Universal Ai University. #observenow #observenowexclusive #dailyupdates #ai #observenoweducation