My approach is to build something first, then demonstrate it. That is why I am starting with a “game” that won’t impact the workings of the institutional machine but could bring positive attention to application of these ideas
That’s right, Rob. Since we exist in the infosphere in onlife, we have to figure out how to maximize the affordances and minimize the downside of the tool—just as we do with all tools. Teachers right now are being squeezed in a system that could solve this problem but instead turns a blind eye. Well, that’s a glittering generalization but you know what I mean I think
To put it simply, we're damned if we do, damned if we don't. Some will be clever enough to use AI without attribution, others will ask a question of AI, hit print, and turn it in. I have always believed that humans should understand the processes and particulars of an operation that machines carry out. When we no longer understand what the machines are doing, we are in trouble!
A good examination of AI instructional strategies in education.
My approach is to build something first, then demonstrate it. That is why I am starting with a “game” that won’t impact the workings of the institutional machine but could bring positive attention to application of these ideas
That’s right, Rob. Since we exist in the infosphere in onlife, we have to figure out how to maximize the affordances and minimize the downside of the tool—just as we do with all tools. Teachers right now are being squeezed in a system that could solve this problem but instead turns a blind eye. Well, that’s a glittering generalization but you know what I mean I think
To put it simply, we're damned if we do, damned if we don't. Some will be clever enough to use AI without attribution, others will ask a question of AI, hit print, and turn it in. I have always believed that humans should understand the processes and particulars of an operation that machines carry out. When we no longer understand what the machines are doing, we are in trouble!