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#aied

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This is a thought-provoking futurist discussion of how the #AIuniversity could look like
aiandacademia.substack.com/p/o
via @bryanalexandee

However, it doesn't address important parts of the picture. As @kate suggests, the place of research students (and academic research in general) is not mentioned. There are also well-known limitations such as copyright, hallucinations, energy consumption, not to mention AI decay (hdsr.mitpress.mit.edu/pub/y95z),...

We invite you to discuss these with us at #AIED

AI, academia, and the Future · One vision of the future of AI in academiaBy Bryan Alexander

New book: Creative application of AI in education

The open access book “Creative Applications of Artificial Intelligence in Education” ( explores the synergy between AI and education (#AIED), highlighting its potential impact on pedagogical practices. It navigates the evolving landscape of AI-powered educational technologies and suggests practical ways to personalise instruction, nurture human-AI co-creativity, and transform the learning experience. Spanning from…

margaridaromero.blog/2024/06/0

Margarida Romero · New book: Creative application of AI in educationThe open access book “Creative Applications of Artificial Intelligence in Education” ( explores the synergy between AI and education (#AIED), highlighting its potential impact on pedagogical practi…
Replied in thread

@Rushkoff Very important point often neglected by AI specialists: Today, it’s Artificial Intelligence. These Large Language Models. These are compositional techniques for rhetoric, yet many people think we’re creating life itself. We are not. We are really just creating another layer of abstraction: a way of mining all the rhetoric we’ve put out there and then synthesizing it into forms that simulate language without using any knowledge or thought. #GenAI #AIEd #skolechat #GenKI

#oer24

Hi to anyone attending #OER24 - here's a small conference gift for those interested in #OER, #OEP, and #AI or #AIEd

In 2024 members of the Global OER Graduate Network have collaborated to produce...

The GO-GN Mindmap of Open Educational Practices for AIED
atlas.mindmup.com/drrobertfarr

PDF version drive.google.com/file/d/1PTFKL

(You might need to zoom out!)

This is an emergent and complex area of scholarship with many dimensions, and we attempt to capture the zeitgeist around research, teaching and learning and the many related elements. It's not the full story, but it's a start.

The hope is that this work can help us to identify pressing areas of scholarship and research practice - perhaps it can do the same for you!

MindMup AtlasGO-GN Mind Map: Open Educational Practices for AI in Education (OEPRA)MindMup mind map: Open Educational Practices for AI in Education (OEPRA)
Replied in thread

@StephanieMoore @veletsianos In the past (pre-chatgpt), the main issues from my point of view were that intelligent tutoring systems (ITS) were proprietary & focused on rote learning, but they do encourage more practice:
* Paper vs. #AI tutoring osf.io/preprints/edarxiv/2jfwp
* History of ITS ieeexplore.ieee.org/document/9
Now there is some interesting #OpenSource #LLM tutor work, but LLMs aren't great at math/sci:
* github.com/luffycodes/Tutorbot
* github.com/CAHLR/OATutor
* arxiv.org/abs/2211.14228
#EdTech #AIEd

osf.ioOSF
Replied in thread

@jeppe @elisanadire "My biggest problem with them is that I do not know from where and how the content is generated. It could, for example, originate from someone with whom I have very little sympathy". Men output kommer ikke fra "nogen", men fra en algoritme for distribution af tokens (ord- og tegndele), så dette argument virker lidt underligt på mig. Argument om bias er efter min mening også helt misforstået. Alle tekster har bias. #skolechat #AIEd #GenKI

Replied in thread

@jeppe @elisanadire Jeg er lidt i tvivl om, hvordan jeg skal forstå, hvad pointen er. Selvfølgelig kan man lade være med at bruge et værktøj, men værktøjet GenKI kan bruges på mange forskellige måder - som f.eks. at bede om at få et andet perspektiv eller deltage i brainstorming, eller få rettet stavefejl (som med stave- og grammatikkontrol). Så er argumentet, at MAN ikke BØR bruge det - eller at du, Elisa, ikke vil bruge det? #skolechat #AIEd #GenKI

A free and #OpenSource alternative to #ChatGPT's GPT4 bots: HuggingChat Assistants: huggingface.co/chat/assistants
More info: huggingface.co/spaces/huggingc
I tested it out by creating a college teaching coach bot: hf.co/chat/assistant/65bf9983c
Another nice thing, other than being free, is that people can use it without having to log in or create an account.
#AI #EdTech #AIEd #EdDev

huggingface.coHuggingChat - AssistantsBrowse HuggingChat assistants made by the community.

She Was Falsely Accused of Cheating With AI — And She Won’t Be the Last rollingstone.com/culture/cultu
Do not use or solely rely on #AI detectors. They have significant false positive rates, are not reliable, are easy to beat, and they collect and use student data. They don't work the same way plagiarism detectors work - they just make a guess based on how predictable the writing is. Don't be surprised to see lawsuits in the future.
See bit.ly/teachchatgpt
#AIEd #EdTech #Teaching #Education

Rolling StoneStudent Wrongly Accused of AI Cheating By New Turnitin Detection ToolBy Miles Klee

CLASS Meet SPOCK: An Education Tutoring Chatbot based on Learning Science Principles arxiv.org/abs/2305.13272 code, model, dataset: github.com/luffycodes/Tutorbot
#AIEd #OpenSource #EdTech #LLM

arXiv.orgCLASS Meet SPOCK: An Education Tutoring Chatbot based on Learning Science PrinciplesWe present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.