Reflections on challenges and exciting news from my experience in Higher Education.
Blog
Generative Artificial Intelligence: Current Developments
What is generative, AI and why does the middle of March 2023 present a watershed for developments in this field? How can educators leverage current technology? And how does the higher education sector respond to it? In this series of three posts, I look deep into the fast-pacing field of consumer-ready generative AI technology, and I reflect on current responses. The posts were originally written for the blog of the Programme Design and Learning Technology Team of the University of York. All images are courtesy of Amy Eyre. Part 1 – a focus on the latest developments.
Generative AI: Challenges and Opportunities in Learning and Teaching
What is generative, AI and why does the middle of March 2023 present a watershed for developments in this field? How can educators leverage current technology? And how does the higher education sector respond to it? In this series of three posts, I look deep into the fast-pacing field of consumer-ready generative AI technology, and I reflect on current responses. The posts were originally written for the blog of the Programme Design and Learning Technology Team of the University of York. All images are courtesy of Amy Eyre. Part 3: What are the implications for HE, and why do we respond to tools and not the underlying technology?
Who’s afraid of GPT-4 (in higher education)
AI is here to stay. Practical tips and theoretical considerations for HE practitioners.
This is not the first or the last time we are seeing major changes affecting HE (think of the internet, computers, you name it). It may not be enough to rethink assessment alone; instead, we need to rethink learning altogether. Walking on shifting sands while offering good education necessitates embracing uncertainty, and, when making a move, we need to navigate having on sight and practically responding to some principles, such as (a) collaboration and teamwork, (b) critical thinking, agency and responsibility, (c) engagement and active learning, (d) equality, diversity, and inclusion, and, (e) setting high expectations.