When it comes to teaching process, who creates the process matters. There are instructor-created, student-created, and co-created processes. And we lump them all together.

A couple of weeks ago, I travelled to iHeart Radio in NYC, to talk about AI and education. Here’s the full interview for anyone interested: m.youtube.com/watch?v=pn7q...

Experiential Learning in the Age of AI with Jason Gulya

YouTube video by 103.5 KTU

m.youtube.com

One of college’s jobs is to cultivate countercultural cultures — learning communities that push against the trajectories of society in order to throw those trajectories into sharper relief and encourage students to better understand them and how they shape their actions.

For me, reading and assessing student work is, above all else, a way to get to know my students and to better understand their cognitive stories. That's why I worry about what happens when we normalize handing off feedback to an AI program. I worry that I won't know my students as well.

The book is almost done!

I'm a big believer of transparency in the classroom, with AI or anything else. But I also think we need to be very careful about how much cognitive and interpretive load this puts on our students.

Does grading show what we value? Or does grading degrade what we value? I think a lot of how we approach teaching process and metacognition in an age of automation and convenience comes down to how we approach these questions. And unfortunately, it's possible that the answer is yes to both.

AI is upending teaching practices, but professors say administrators remain largely oblivious to how much time faculty members spend redesigning their courses. That and more in our Teaching newsletter. Sign up today. https://chroni.cl/4eW6wDC

How AI Is Forcing Professors to Overhaul the Way They Teach

Whether they are AI-proofing courses or incorporating AI into assignments, instructors are spending a lot of time revamping their teaching.

chronicle.com

It's been such a pleasure being a fellow with Norton and getting to see the framework for AI-aware teaching that Annette Vee, Marc Watkins, and Derek Bruff have been creating.

If you ever truly want to see a group of angry, disillusioned educators ... show them what has become of Grammarly. I'm not kidding. If you haven't looked at it recently, I highly recommend taking a look at it.

Here’s what I’m thinking about today. I think we need to find ways to highlight the crutches we often rely upon — including traditional grades and plagiarism checkers like TurnItIn — so that we can focus on different accountability measures.

Yesterday, my Berkeley students took over an iHeart studio and talked about what advice they would give to professors teaching their courses. One of my students, Bianca, talked about moving away from lectures and creating hands-on experiences that encourage them to grapple and problem-solve.

Excited to have this book out in the world. My chapter is on "Inside Out" and other animated film, within the allegorical tradition.

Going into NYC today to record for a radio show, talk about AI and education, and meet 2 of my Berkeley students IRL.

If a high school says they value teaching writing, but their teachers have a student load over 100 the school is either lying or operating outside of their stated values. In schools where teachers are given the time and resources to do their work with an appropriate load, learning happens.

And here is OpenAI telling me they have a pretty cynical understanding of what “intelligence” is, without explicitly stating it. I can go into ChatGPT and generate an answer to whatever I want. Or I can give them some money and they’ll add some intelligence to it.

No... Stanford students are not "selfish" or "stupid" because they walked out on Sundar Pichai. And treating the fact that 3 billion people will (undeniably) benefit from AI isn't backed by ... well ... anything.

I write this all the time on student work: “Before we give this a Complete and move on, I want to chat.” Sometimes, I have questions about their process. Or I haven’t really seen evidence of learning. Or I think they may have over-used AI. I don’t think asking for more is unreasonable.

Maybe the trick isn’t to offload grading to an AI program, so that we can spend our time on the more human parts of our job… (I see that assumption all the time, in pitches for AI products and AI graders.) Maybe the trick is to make grading more human.

In a recent Inside Higher Ed survey, 4% of Chief Technical Officers said that higher ed has been an effective voice, when it comes to AI. 4%… 4%…

Come listen to me chat about AI, higher education, and the future of LMSs, on Inside Higher Ed's webinar, on Wednesday: urldefense.com/v3/__https:/...

Personally, I would put the final theory first - the curriculum most students have experienced does not allow them to practice the kind of reading (or writing) expected of them in college. It predates smartphones. Also, I've had an iPhone longer than any of these students and I can still read.

Chronicle of Higher Education@chronicle.com · 2mo ago

Opinion | Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote. https://chroni.cl/4vUNFQf

The Liberal Arts are all about slowing down, even when society wants us to go faster and faster. That's not a liability. That's extremely valuable.

Metacognition isn’t something we can build in isolation. It’s social. It’s about narrative-building and empathy.

We need to normalize saying “I’m going to do this myself with no AI, because it looks fun or interesting.” Not everything needs to be about efficiency or outcomes. Sometimes, it can just be about joy.

Great conversation with friends, about the value of Liberal Arts in The Age of AI. I argued that our value rests (partially) in our countercultural nature. www.youtube.com/watch?v=AnQG...

Setting boundaries is one of the most under-rated skills out there, especially when it comes to working with AI programs.

The pope's take on AI, education, and society may become required reading for my students. Personally, I sent it to all of my AI-Powered Communication students on Tuesday, right after the break.

I feel like we’re all going to need to teach patience, especially now that we’re surrounded by programs and agents that are designed specifically to test that patience.

I’m collecting strategies and perspectives, on teaching process and the transactional model of education. (This is for my book, with University of Oklahoma Press.) Here’s the form, for anyone who wants to share (and potentially be mentioned in the book)! forms.gle/7ZaRm4HBexor...

Teaching Process

This is a form for collecting strategies for a book on process-focused teaching.

forms.gle