Artificial Intelligence (A.I.): AI - Faculty

• Generative AI & Your Course (MIT)

  Use the tabs to guide course planning.

• One piece at a time: Solving the AI writing puzzle

  "Turnitin’s interactive AI writing puzzle resource has been developed to inform your approach to building a clear AI writing strategy across the institutional ecosystem. It offers tools to facilitate the rethinking of grading and assessment, promotion of AI literacy, and safeguarding of institutional values and reputation."

• Teaching in the Context of AI

  From the University of Alberta Center for Teaching & Learning

• Practical Strategies for ChatGPT in education

  Leon Furze, author.

• On Campus Podcast - Generative AI in Higher Education

  CITI Program podcast

• What AI Means for Teaching

  Webinar Recording from the Modern Language Association–Conference on College Composition and Communication Joint Task Force on Writing and AI. Free with Registrarion

• Impact of Generative AI Tools on Teaching & Learning (iFederation@ALISE 2023 Virtual Session) You will need the password from the first screen to view the Zoom recording (hint: Passcode: E1Z^tQ@G)

AI, Higher Education & Librarianship (~1 hr.  Network of the National Library of Medicine)

An Endless Game of Catch-Up_ Exploring the Impact of ChatGPT on Research and Learning in Higher Education from ASERL on Vimeo.

Reports

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  AI and Education: Guidance for Policy-Makers by UNESCO Aims to generate a shared understanding of the opportunities and challenges that AI offers for education, as well as its implications for the core competencies needed in the AI era.

  Publication Date: 2021

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  AI and the Future of Learning: Expert Panel Report by Center for Integrative Research in Computing and Learning Sciences This report introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. These specific capabilities can be engineered into solutions to support learners with varied strengths and needs, such as allowing students to use handwriting, gestures, or speech as input in addition to more traditional keyboard and pointer input. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning.

  Publication Date: 2020

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  Artificial Intelligence and Education by Council of Europe Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype.

  Publication Date: 2022

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  Artificial Intelligence and the Future of Teaching and Learning by U.S. Department of Education, Office of Educational Technology The U.S. Department of Education Office of Educational Technology’s new policy report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. 

  Publication Date: 2023

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  Ethical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators by European Commission These ethical guidelines on AI and data usage in teaching and learning are designed to help educators understand the potential that the applications of AI and data usage can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.

  Publication Date: 2022

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  A Generative AI Primer by JISC, National Centre for AI A short introduction to generative AI, exploring some of the main points and areas relevant to education.

  Publication Date: 2023

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  Generative Artificial Intelligence for Education and Pedagogy by Cornell University, Center for Teaching Innovation Educators must take generative artificial intelligence (GAI) into account when considering the learning objectives for their classes, since these technologies will not only be present in the future workplace but are already being used by students. While these tools have the opportunity to customize the learning experience for individual students and could potentially increase accessibility, they also hold risks. The most obvious risk is that GAI tools can be used to circumvent learning, but they may also hide biases, inaccuracies, and ethical problems, including violations of privacy and intellectual property. To address the risks of GAI while maximizing its benefit, we propose a flexible framework in which instructors can choose to prohibit, to allow with attribution, or to encourage GAI use. We discuss this framework, taking into consideration academic integrity, accessibility, and privacy concerns; provide examples of how this framework might be broadly relevant to different learning domains; and make recommendations for both faculty and administration.

  Publication Date: 2023