QF4 Academy Asia’s Post

I am pleased to share that Mohamed Fadhil Mohamed Ismail(Ph.D.)'s, Stefan Popenici's and my article has just been published in JUTLP: Higher Education’s Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania It is part of the Journal of University Teaching and Learning Practice's Special Issue on Enhancing Student Engagement using Artificial Intelligence (AI) and chatbots like ChatGPT. From our abstract: Higher education is currently under a significant transformation due to the emergence of generative artificial intelligence (GenAI) technologies, the hype surrounding GenAI and the increasing influence of educational technology business groups over tertiary education. This commentary delves into the complex landscape of opportunities and threats that AI chatbots, including ChatGPT, introduce to the realm of higher education. We argue that while GenAI offers promise in enhancing pedagogy, research, administration, and student support, concerns around academic integrity, labour displacement, embedded biases, environmental sustainability, increased commercialisation, and regulatory gaps necessitate a critical approach. Our commentary advocates for the development of critical AI literacy among educators and students, emphasising the necessity to foster an environment of responsible innovation and informed use of AI. We posit that the successful integration of AI in higher education must be grounded in the principles of ethics, equity, and the prioritisation of educational aims and human values. By offering a critical and nuanced exploration of these issues, our commentary aims to contribute to the ongoing discourse on how higher education institutions can navigate the rise of GenAI, ensuring that technological advancements benefit all stakeholders while upholding core academic values. The article can be freely downloaded here: https://lnkd.in/gT6F-uzU #HigherEducation, #HigherEducationResearch, #generativeAI, #AIEd, #ChatGPT, Shannon Tan, Pauline Seah, Veronica Mitchell, Dr. Kyriaki Koukouraki SFHEA, Lydia Lymperis, PhD, Ailson J. De Moraes, Begüm Burak (PhD) ✍️🐝, Samson Tan (Dr), Vanessa Stafford, Dr Fiona Xiaofei Tang, Dr Eunice Tan, Dr Margarita Kefalaki, 柯菊, Stefan Popenici, Faiza Qureshi, Sayan Dey, Ph.D., Valentine Joseph Owan, Michael Klemm, Paul McAfee, PhD, MBA, Anna Mills, Laura Kaldenbach-Visser, MSc., Maylyn Tan, Dr Mike Perkins, Dr Jasper Roe FHEA, Leon Furze, Martin Grünert, Dr. Susie Khoo, Charlotte George, Joey Crawford, Marios Kremantzis, PhD, FHEA, CMBE

Excited to share some highlights from a recent panel I was on titled "AI Transforming Education & Skills" at the ASU + GSV & Emeritus Summit in Delhi! We discussed some interesting questions around the impact of AI on teacher's jobs, how AI models are evolving and what to expect in the near future. Sharing the full video link in the comments. #ASUGSVEmeritusSummit ASU+GSV Summit Emeritus Open English enguru Live English Learning App

GenAI field #research: I went into a school today to research how I could practically use #genai in the moment to A)improve learning resources for children B)reduce & streamline my workload and C)use as a tool to support my ability to teach. Take a look into my day… 📗 English reading ✍ TASK: read the text & retrieve answers (RIC) 🗨 CH RESOURCES: text- factual information about penguins (approx. 1 page) 🗯 T RESOURCES: no questions given ~~ ✨ My use of GenAI: I used #chatgpt to create a #quiz based on the text by using this prompt: [copy and paste text about penguins] “create 10 questions about penguins using information only from this text”  Further use for #differentiation: "now give me 3 multiple choice answers with the correct answer in bold" -a small group worked with the TA to focus on their ability to retrieve answers and then were able to verbally rehearse the answers meaning they could access the lesson and show their engagement infront of the rest of their group/ class Further use for oral #support: "can you give me sentence starters based on retrieving information from the text to support a learner" ~~ 📈 Success rate: 😁 I completed it in under 45 seconds 😁 It gave me tangible questions to work with so I was not scrabbling thinking of questions on the spot 😁 It supported my TA, as she may not have been confident making retrieval questions on the spot 😁 The LA children were supported and able to access the lesson with the correct resources 😁 I could make extra questions in under 15 seconds if I needed to extend children further ----- 📙 History ✍ TASK: write a diary entry for a child in the Blitz  🗨 CH RESOURCES: printed pictures & IWB slides 🗯 T RESOUCES: IWB slides including pictures, a video and a bank of vocabulary ~~ ✨ My use of GenAI: I created a #chatgpt prompt “you are a child writing a diary entry during the London Blitz. You are in school and need to find shelter. Write 1-2 paragraphs using: personification, conjunctions (because, however, therefore, consequently), adverbial phrases, parenthesis, punctuation including exclamation mark and question mark in a rhetorical question, proper nouns (London, Britain, Germany, Anonymous school, Nazi) and embed the following vocabulary: (I inserted particular y6 vocab and the vocab from the IWB here).” Further use:  1. Create a glossary of contextual words (I printed this to put on tables) 2. Create sentence starters (I printed this as prompts when working with the LA groups) ~~ 📈 Success rate: 😁 I completed it in under 60 seconds 😁 It gave me a #WAGOLL to model with the class as inspiration 😁 It supported my TA when working with the HA children 😁 The LA children were supported if/when needed sentence starters to support their sentence structure 😁 All children were supported and used the vocabulary bank 😁 Children could magpie ideas/ innovate and up-level them for their own diary entry

"Brave New Words": Salman Khan's Insightful Journey into AI and Education Over the weekend, I had the pleasure of finishing Salman Khan's new book, "Brave New Words," which dives into his journey with AI and its impact on education. As the founder of Khan Academy, which boasts over 100 million users worldwide, Khan's insights are particularly valuable for anyone in the education space. Key Takeaways: 1️⃣ Early Access to ChatGPT 4.0: Before the public release of ChatGPT, Sam Altman gave Khan several months of early access to test their 4.0 version, allowing him to incorporate AI into his technology program and develop KhanMigo, an AI tool designed to mentor students. 2️⃣ Guardrails in KhanMigo: Khan describes the detailed safeguards implemented in KhanMigo to ensure that students interact with the AI as a mentor rather than a tool for cheating. However, he acknowledges that other AI models may not have such robust safeguards in place. 3️⃣ Optimism about AI's Future: Khan maintains an overly optimistic outlook on the future of AI in education, despite the potential challenges and concerns surrounding its use. 4️⃣ Bias in AI: Khan suggests that instead of striving to eliminate bias entirely, we should focus on whether AI is more or less biased than current methods used in resume screening, promotions, or university admissions. 5️⃣ Leveling the Playing Field: Generative AI has made personalized college application assistance, previously accessible only to wealthy families through expensive admission coaches, available to everyone, thus evening the playing field. "Brave New Words" offers a thought-provoking exploration of AI's impact on education and society as a whole. Khan's unique perspective, shaped by his experience with Khan Academy and early access to cutting-edge AI technology, makes this book a must-read for educators, students, and anyone interested in the future of learning. Have you read "Brave New Words" yet? #BraveNewWords #SalmanKhan #AIinEducation #KhanAcademy #FutureOfLearning

📣 Navigating AI in Education: A Guide for Parents 📣 As Head of Beaulieu Convent School , I’m often asked about the role of #AI in our students’ lives and #education. With the rapid growth of AI technology, it’s natural for parents to be curious and, at times, concerned about how AI is being used and its impact on young minds. Here’s a guide to help parents understand AI’s role and how you can support your children in navigating it wisely. 1. How Students Are Using AI Our students use AI in various productive ways, from research support and language translation to enhancing creativity and problem-solving. Tools like #ChatGPT and #Grammarly offer a hand with writing assignments, while platforms like #Duolingo use AI to help with language learning. These technologies can make learning more interactive and help students grasp complex ideas more effectively. 2. #Appropriate vs. #Inappropriate Use We emphasise to students that AI should enhance their learning, not replace it. Encouraging students to use AI responsibly is crucial—AI can assist with ideas and help overcome challenges, but it shouldn’t do the work for them. Misuse of AI (e.g., copying answers directly or sidestepping critical thinking) can harm academic integrity and limit personal growth. 3. How Parents Can Help Parents, you play a vital role! Encourage open conversations about AI use, discussing both the benefits and potential drawbacks. Guide your children to think critically about when and how to use AI, reinforcing the value of their own ideas and effort. Together, we can help them make choices that support their learning journey. At Beaulieu, we are already having these conversations with parents, staff, and students, building a strong foundation for ethical and effective use of AI. AI is a powerful tool, but it’s only one part of the educational toolkit. It can support, inspire, and motivate—but it’s ultimately students’ own curiosity, perseverance, and creativity that drive true learning. Let’s work together to empower our students to use AI responsibly and to make the most of their unique potential! #AIinEducation #BeaulieuSchool #ParentalGuidance #FutureofLearning

Add this one to your reading list if you’re interested in AI ethics in education.  Dr Juergen Rudolph, Mohamed Fadhil Mohamed Ismail(Ph.D.), and Stefan Popenici’s paper provides a detailed and nuanced discussion of the need for a critical approach to AI in education, including generative AI like ChatGPT.  #ai #aieducation

Hey everyone, I wanted to share something exciting—PadhAI, a new educational platform we’ve been working on! If you’re familiar with how students in India sometimes struggle with their syllabus, you’ll know that a lot of the information they find isn’t always reliable or aligned with the CBSE curriculum. That’s why we created PadhAI. PadhAI is designed to be like a personal tutor that’s always available. It helps with doubts, numericals, and assignments through a simple, conversational interface. The best part? It’s based on NCERT textbooks, so the info is accurate and right in line with what students are learning. We built this platform with students in mind, aiming to make learning easier and more engaging. If you’re curious or want to check it out, visit us at https://padhai.tech Would love to hear what you think! #EdTech #Education #AI #GenerativeAI #Learning #TechForGood #Innovation #StudentSuccess #DigitalEducation #FutureOfEducation

📢Boris Bambo, CTO at Earlybird discusses, the impact of conversational AI in education and employment, and how to navigate these new challenges and opportunities #artificialintelligence #education #employability Read here👇 https://lnkd.in/eaRQu5mM

🔍 𝗚𝗲𝗻𝗲𝗿𝗮𝘁𝗶𝘃𝗲 𝗔𝗜 𝗮𝗻𝗱 𝗔𝗰𝗮𝗱𝗲𝗺𝗶𝗰 𝗜𝗻𝘁𝗲𝗴𝗿𝗶𝘁𝘆 𝗶𝗻 𝗛𝗶𝗴𝗵𝗲𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 🎓 As technology reshapes education, AI's rise to prominence marks a pivotal transformation in how we learn and create. Generative AI tools, in particular, have sparked debates on equity, inclusion, and academic integrity. A recent study, "GenAI Detection Tools, Adversarial Techniques, and Implications for Inclusivity in Higher Education," critically examines GenAI text detectors' efficacy. It reveals low initial accuracy rates that drastically fall when faced with modified content to evade detection. This raises concerns about false accusations and educators' challenges in ensuring fair assessments. 𝗜𝗺𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻𝘀 𝗳𝗼𝗿 𝗛𝗶𝗴𝗵𝗲𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝟭. 𝗥𝗲𝘃𝗶𝘀𝗶𝘁𝗶𝗻𝗴 𝘁𝗵𝗲 𝗥𝗼𝗹𝗲 𝗼𝗳 𝗛𝗼𝗺𝗲𝘄𝗼𝗿𝗸 𝗶𝗻 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴: The reliance on GenAI tools for homework assignments prompts reevaluating their role in academic integrity. The notion that "if ChatGPT can do your homework, your homework might be wrong" 🚫📚 underlines the importance of developing assignments that enhance critical thinking and creativity beyond what AI can replicate. This challenges educators to devise tasks that truly reflect students' understanding and skills, pushing the boundaries of traditional homework to foster genuine learning experiences. 𝟮. 𝗖𝗿𝗶𝘁𝗶𝗰𝗮𝗹 𝗜𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻:This scenario underscores the necessity for a judicious approach towards integrating GenAI in education. Stakeholders must carefully consider the benefits and limitations, pondering whether these tools are ready for academic application. 𝟯. 𝗘𝘅𝗽𝗹𝗼𝗿𝗶𝗻𝗴 𝗛𝘆𝗯𝗿𝗶𝗱 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗠𝗲𝘁𝗵𝗼𝗱𝘀: The study propels us to consider hybrid strategies that amalgamate human insight with AI's capabilities. This approach could offer a more nuanced and fair evaluation system, ensuring technology enhances rather than detracts from the educational experience. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻:𝗡𝗮𝘃𝗶𝗴𝗮𝘁𝗶𝗻𝗴 𝘁𝗵𝗲 𝗙𝘂𝘁𝘂𝗿𝗲 𝘄𝗶𝘁𝗵 𝗥𝗲𝘀𝗽𝗼𝗻𝘀𝗶𝗯𝗶𝗹𝗶𝘁𝘆 The advent of GenAI in education is undeniable, yet its application demands a balanced, thoughtful approach to uphold academic integrity. ************************************************** 📢 For more, follow me here: https://lnkd.in/efHgEZQA 🔔 Ring the bell to ensure you get notified of new posts. ************************************************** #GenAI #AcademicIntegrity #HigherEducation #EdTech ✨👩🎓🤖

*🌈Critical Thinking and AI are Not Mutually Exclusive, or are they?🤔* *📌For learning outcome to be high, students need to focus on higher level thinking.* *📌AI is supposed to augment not replace critical thinking by providing tools for research analysis.* *📌Educators need to start thinking AI literacy. When students are educated about AI's capabilities and limitations, they will handle AI-generated information ethically.* *📌We need to also teach our learners to leverage AI for inspiration which a lot of adults also do and encourage original thoughts & human judgement. Let's use AI as a tool not a crutch to put our weights on.* *📌Educators have to take a lead in this inclusion and implementation. Let's include AI generated content in our lesson plans asking students ro evaluate, critique and improve on the AI outputs.* *📌We should teach our students about tackling AI generated output. They need to Fault and praise, generate debate, put in their opinion to get AI perspective. It can be turned to a gamified, conversational research system but educators have to guide rightly.* *📌Prompt Engineering needs to be taught. Students need to understand that their AI output is as good as the quality of their prompts & their prompt engineering, an indication of their critical thinking level & the debate going on in their heads.* *🌈The quality of prompting and re-prompting is a function of our thought levels and faulting in a certain way, the result of previous prompt(s).* *🌈Assessment styles need to upscale. Give AI-driven case studies and encourage students to analyze and solve authentic problems.* *🌈No matter how cogent our fears are, AI has come to stay and the superiority of the human mind needs to guide how it rules our world. AI literacy prepares our students for an AI-driven world so we need to take charge.* *📌Educators need to have conversations with parents to enable them see AI as a critical thinking catalyst in their child's educational journey.* *🌈Most importantly, our world needs very brilliant minds as teachers now, more than ever, to sustain human ingenuity & Creativity in nurturing learners who question information until satisfied about its veracity and authenticity.* #aiconvo #artificialintelligence #aiandcriticalthinking Adebayo Alomaja ( BayoGPT ) Uche Danielson O. Abraham Edeni Olusegun Fashakin Ebube Precious Okoli Toyosi Babatunde Omobola Olaribigbe