Welcome to the University of Kent's Digitally Enhanced Education webinars!
These webinars are an opportunity to share examples amongst colleagues when using digital technologies for teaching. We hope that you will find some great ideas.
7:56 confirmation bias : use causal ladder : association is confirmation bias, do calculus is to test students with verbal question , and counterfactual is imagine who might not be learning
Thank you for this excellent presentation; your reference list is very helpful also, especially the articles on lecture capture. Now I have a lot of reading to catch up on.
Thanks for this! A great start in thinking about the issues. It is going to be the overweening task of HE in the next few years figuring out the pros and cons of this rapidly changing technology.
I was hoping to add a comment to the old teams site, but is it a case that the chat is only open during the session? I would certainly be interested in having space to develop further an AI community. I noted that discord was mentioned. I'd personally prefer teams, as I'm in that a lot, and previously all the sessions & linked files from these webinars were there, so that continuity makes sense to me.
Thank you for your wonderful talk Liss! I relate to much of your presentation, but even more with your openness in personal experiences. I do wish AI existed when I was in the write-up part of my thesis, and love how you have used this in practice!
I also like the point at 8:44 about how someone can defeat detection relatively easily with a couple of simple commands, "use the word 'the' less" and "vary paragraph lengths". So there is little point in pinning our hopes on AI detector tools.
This is a good point at 15:12 that its 'hallucinations' are as if calculators sometimes got an answer wrong: that this is something that we are not prepared for, so it differs from an unreliable sources like Wikipedia.
Finally students smarter than teachers haha there is no need for them anymore! Thanks for showing what you can do and how to do with the ChatGPT3. Wait for GTP5👍👍👍
Thanks for this Micheal - really useful overview for those of us working in HE. This is something that so needs to be on the radar of all academics but also we need not to over-react and panic to this and consider the workload positives, for example there could be some really good development with students feedback if we can tailor these to our own courses (and be confident about data security) but also be aware of how this can and almost certainly will change the nature of assessments and assignments.
I would like to correct a typo on the second slide: I have been working at UChicago for 4+ years but I have the title, Assistant Instructional Professor, for 3+ years. I apologize for this mistake.
Following on from the 2018 WCAG 2.1 minimum Colour Contrast Validation, UK Government Accessibility Regulations in 2019 companion ISO 30071-1 "DSE Colour Contrast Calibration" was published promoting custom "Reasonable Adjustments" or accommodations preventing and/or mitigating early onset eye-strain, screen fatigue and/or Computer Vision Syndrome resulting in monocular 2D adaptations, eye-strain / asthenopic disease identified as a Global Pandemic in display screen user operators by the 2016 WHO International Classification of Diseases 10th review. ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-2C1jmwGIsGQ.html
Jan McCarthur (2022) Rethinking authentic assessment: work, well being, and society Higher Education doi.org/10.1007/s10734-022-00822-y Rethinking authentic assessment: work, well-being, and society Higher Education - This article seeks a deeper understanding of the concept of authentic assessment which ensures it does not become another educational buzzword, slowly diminishing in real...
Why the Southern Cross Model? How one University’s Curriculum was Transformed Thomas Roche, Erica Wilson and Elizabeth Goode Feb 2022 papers.ssrn.com/sol3/papers.cfm?abstract_id=4029237 Why the Southern Cross Model? How one University’s Curriculum was Transformed In 2019, Southern Cross University commenced a process of deep reflection on the academic outcomes and engagement of its students. Over the preceding five years
The Conversation article on VU Block Model - theconversation.com/uni-fail-rate-falls-by-40-with-block-model-of-intensively-learning-1-subject-at-a-time-176976 Uni fail rate falls by 40% with block model of intensively learning 1 subject at a time Students from equity groups gained the most from the block model, but the arrival of the COVID-affected generation will require all universities to pay more attention to teaching and student support.
