UnconstrainED的动态

?? Celebrating Success in Learning and Teaching Innovation! ?? A huge congratulations to our incredible School of Business and Law team for securing internal Learning, Teaching, and Research Development (LTRD) funding for an exciting and timely project! This initiative will explore how Generative AI (GenAI) can be used responsibly by students to enhance their learning and by educators to elevate their teaching across business disciplines. The project will also identify discipline-specific and overarching implementation challenges and establish a set of principles to guide GenAI integration in education. What makes this project particularly impactful is its focus on the unique needs of multi-disciplinary teaching in a dual-mode delivery context, where subjects are offered simultaneously to both online and on-campus cohorts. The aim is to foster an inclusive learning environment while addressing the growing need for comparative research to inform education policy development. This project underscores our School’s commitment to innovation, adaptability, and inclusivity in learning and teaching—hallmarks of CQUniversity's approach to education. We are immensely proud of the team's leadership in shaping the future of responsible technology use in education. Congratulations once again on this well-deserved recognition! Prof Lee Di Milia Let’s continue to lead, inspire, and innovate! ?? #LearningAndTeaching #GenerativeAI #BusinessEducation #InclusiveLearning #Innovation #HigherEducation #CQUniversity

Reimagining Education: A Call to Action for Educators and Leaders When you lie down at night, what’s on your mind? For me, it’s not money or jobs- it’s people. I think about students who need to feel seen, educators who deserve to feel supported, and the communities that have been demanding change. In 10 years, education will look completely different, this is inevitable. We can’t predict everything, but we can choose how we act right now. So, what are we going to do today? A Vision for the Future Imagine schools where every student is happy and feels seen. I dream of a time when every educator feels connected. Above all, people want to be there. Technology is certainly part of the equation, but nothing is as important as the human connection. What 50+ Research Articles Say Schools Need to Do These aren’t opinions; they’re backed by evidence. If we want schools to succeed, here’s what can’t be ignored: Equity at the Core We need to tackle systemic barriers to technology access head-on. Marginalized communities- students in rural areas or low-income families deserve access to the tools and infrastructure to succeed. Ethical Use of Technology AI and tech tools must operate under ethical frameworks: transparency, fairness, and accountability are non-negotiable. Diverse voices must be involved in every decision. Digital Literacy and AI Education We need open conversations about AI, not just in schools but across communities, so everyone can engage with it responsibly. Students should learn how to think critically about tech- connecting ethics, critical thinking, and real-world application. Support for Educators Teachers need access to ongoing support and autonomy. Their voices must be central in defining what success looks like in their schools and classrooms. Flexible and Adaptive Practices Practices must reflect the realities of today’s schools and be adaptable to tomorrow’s challenges. Small-scale experiments should guide how AI and innovations are implemented before scaling up. What Comes Next We have to stop holding on to systems that don’t work anymore. This isn’t about small changes- it’s changing the whole thing. And it starts with educators, families, and leaders working together. We don’t have all the answers, but we have what we need to start. #ReimaginingEducation #Equity #AIInEducation #EducationalLeadership #Ethics #EducationInnovation #InclusiveEducation

Bridging the Gap: Rekindling Student Interest at the Semester's End Ever feel that end-of-semester slump hit your teaching and learning? We pour so much energy into grabbing students' attention at the beginning, but what about keeping them engaged as the finish line approaches? UDL Guideline 7: Recruiting Interest In my Ethics class, it's a breeze – tech ethics headlines write themselves so I can easily spend 5-10 minutes at the beginning of class making connections for students! But even in a seemingly less "newsy" course like Technological Nature, a recent event provided the perfect hook. Living in Indiana, we were lucky to be in the path of totality for the 2024 Eclipse. I used this awe-inspiring event to spark discussions about our relationship with nature and technology. We explored David Nye's concept of the "technological sublime," and considered whether technology enhances or diminishes awe. To really drive the point home, we took a quick break to use an augmented reality app – experiencing the "night sky" at 2 pm! This simple connection between the classroom and a real-world phenomenon re-energized the class and fostered engaging discussions. Even at the semester's end, there are ways to keep students interested and learning! What are your favorite strategies for keeping students engaged throughout the semester? Share your thoughts in the comments! #UDL #Technology #Ethics #Curiosity

Redefining Education: From Authority to Facilitation From a young age, we’re taught to follow instructions and accept the status quo. This model has shaped how we engage with the world, but technology is changing everything. What started as a gradual shift has now accelerated, with AI taking the lead. With information just a click away, kids are naturally questioning more. That’s a good thing. Critical thinking and curiosity are the skills our world desperately needs to tackle complex problems. Yet, education still clings to outdated practices, where exploration and innovation often struggle to find space. Education’s role is no longer about authority; it’s about facilitation. But to achieve this, we must move beyond overused buzzwords. Too many choices or an overload of unstructured freedom can overwhelm students. However, finding that balance of structure and creativity will prepare them to move confidently through the world. It’s time for education to embrace this shift. It’s time to redefine its role- where students are guided to question and innovate. #AIInEducation #EducationShift #ReimagineEducation #Teachers #EducationalLeaders

At the #ICCMS24, I had the privilege of speaking in an engaging talking circle chaired by Dr. Joshua Guitar, an Assistant Teaching Professor at Kean University. During the session, I shared my classroom teaching/grading experiences and observations, focusing on AI usage among college students and the way forward. I drew out these three variants that call for different teaching approaches; ??Variant 1 - students who completely generate their essays using AI ?? Variant 2 - Students who feed their independently written essays to AI for an entire ‘Rewrite’ ?? Variant 3 - Students who only use grammatical tools like Grammarly, etc. to adjust the structure, tone and punctuations of their essays. I understand that beyond college students, graduate students can also fit into these variants. However, based on my experience in grading, coaching, teaching, and engaging with students - along with critical observations - I believe that: ??Variant 3 - Requires targeted coaching to foster and preserve their creativity. Instructors should focus on helping these students build confidence in constructing effective sentences. ?? Variant 2 - Requires focused coaching combined with counseling, mentoring, and encouragement to build confidence in producing independent academic work. ??Variant 1 - While all variants should be guided toward fostering independent creativity, this particular learner type requires special attention to address issues such as procrastination, last-minute writing, lack of motivation, and poor commitment to schoolwork. Let me be clear: I am not opposing the use of AI. I fully recognize that the ability to use AI ethically and resourcefully is an essential skill in today’s world. However, my concern lies with the decline in independent creativity among young people. We once had a generation capable of thinking independently from machines, producing groundbreaking works that now inform the very AI systems we use today. While we continue to embrace new and sophisticated technologies, we must not allow artificial intelligence to replace natural, critical thinking and genuine commitment to inquiry - especially in academia, where building confidence in one’s intellectual abilities is paramount. I plan to publish a more detailed article exploring actionable strategies, approaches, and resources that can be adopted to address these challenges and nurture creativity across the identified variants. #StudentsCoaching #CollegeMentorship #AcademicWriting #IndependentCreativity

From the 'Shape of the Future' report (linked below), participating MATs tended to be proactive in terms of creating school or trust level policies addressing AI. Some chose to have an overarching AI policy that incorporated a wide range of associated issues (e.g. Data security and privacy, roles and responsibilities, safeguarding etc), whereas others chose to embed AI considerations across the whole suite of school or trust level policies. MAT leaders often spoke about the role of policy-shapers and -makers (eg. DfE, Ofsted, Ofqual), and the ways in which guidance usually comes after schools have already had to respond to real-world events. There was frustration that guidance tends to focus on regulations and accountability, rather than innovation, and often transfers responsibility to school organisations without providing sufficient support. ?? Read the research here: https://lnkd.in/eJrcQiYP The report charts a project that ran between February and July 2024 involving leaders from 23 Multi-Academy Trusts and school groups, encompassing 413 schools, 32,000 staff, and approximately 250,000 students across England. ?? The work is unique - the first of its kind to explore the realities of AI in education with such a large group of participants ?? #ai #machinelearning #impact #innovation #mats #schoolsgroups #multiacademytrust #education #educators #teachers #leaders #leadership #headteachers #students #parents #learners #pupils #genai #aipolicy #airegulation #aistrategy #regulation #safety #privacy #ethics #risk #safeguarding

Does ChatGPT perpetuate misconceptions? The debunked 'learning styles' myth is so prevalent that I reject at least two (seemingly strong) candidates in every hiring cycle for mentioning it. It used to amaze and frustrate me, but over my years in education, I found myself curious instead. What gives this theory such staying power despite a complete lack of evidence? Why are people so quick to adopt a label like "visual learner" to describe themselves? I don't have the answers, but I think there's something there that will help us understand our world—and our learners—once we figure it out. In the meantime, I like how this video ties it back to how we search for information on the web. And guess what? Gen AI does not make it any easier. I asked ChatGPT to "help me figure out what kind of learner I am,"?and immediately received a description of the four (debunked) learning styles that started with "Discovering your learning style can be a helpful way to optimize how you absorb and retain information". When I instead asked it to "help me figure out how I learn best, relying only on scientifically proven strategies," the answer still mentioned learning styles (it remembers other queries now, so it started with "Learning styles can vary greatly from person to person, but here are some scientifically proven strategies"...) but the actual list I received was a quick summary of proven tactics like spaced repetition and chunking. Bottom line? What we ask AI matters. What we teach our students to ask AI matters.

This is another great episode with Russ Altman and Dean Dan Schwartz of Stanford University Graduate School of Education

Here’s some insight into how I adapted Tech Strategy class to experiment with AI tools. Thanks Columbia Business School for the coverage! My key learning from this experience is that tailoring AI tools toward focused and well identified use cases in the classroom >>>>> a blanket commitment to AI as a panacea to make every aspect of learning better (i.e., let’s make everything an AI agent) Shoutout to Johnny Lee and Danielle Perszyk for an amazing and fulfilling collaboration in developing the tool. Awesome as well to share the stage with the creative and brilliant Ashli B. Carter, Ph.D.!

Highlight key point: The IB and Artificial Intelligence (AI) tools. ·?Why is the IB allowing students to use AI tools? To enhance skills of IB learners like critical thinking ·?How can students maintain academic integrity when using AI tools? Transparency: Students are expected to give full credit to any source/material that they have used when creating their work. ·?How do students correctly reference AI tools? The in-text citation should contain quotation mark using the referencing style used by the school. For example: “the development of the tools and variables required for ……” (text taken/paraphrased from ChatGPT, 2023). In the bibliography, students should also include the prompt given to AI. For example: OpenAI. (23 February 2023). ChatGPT response to example prompt about example topic. · How are artificial intelligence tools addressed in the updated academic integrity policy? In the Programme Resource Centre, there is a new appendix (6) – Guidance on the use of artificial intelligence tools. This section will help schools to support their students on how to use AI tools ethically. #artificialintelligence #AIineducation #IBschools #InternationalBaccalaureate