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Tag: AI

ChatGPT, AI, and Higher Education

The following is a list of personal blog posts focusing on the applications and implications of ChatGPT in higher education. The topics covered range from the potential benefits and applications of ChatGPT in student learning and teaching to the risks and challenges of implementing it in campus cybersecurity and student conduct. Other topics include the impact of ChatGPT on higher education, its coding functionality, and its use in social justice and Filipino-American history education. Some posts also explore the future of higher education and the role of ChatGPT in it, and its potential to serve stakeholders through the Jobs-To-Be-Done theory.

Collection of higher education and ChatGPT resources, events, and articles.




ChatGPT’s General Use and Implications in Higher Education

ChatGPT as Training/Quiz Generator

ChatGPT as a Learning Tool

ChatGPT and Cybersecurity

ChatGPT for Workplace Efficiency



Transforming Higher Education: How AI and Skilled Educators Can Shape the Future of Learning

I once taught first-year international students an introduction to a university course. Several students mentioned they recorded their lectures because it was a challenge for them to follow their instructors with the language barrier and the instructors speaking style. They would then review their recordings after the class. With this method, students can focus on the instructor with their heads up instead of having their heads down to take notes thereby missing some visual and oral cues from the professor when they’re emphasizing essential concepts.

An instructional designer told me that seats behind the third row in a big lecture hall may as well be considered distance learning. The students who engage by asking questions and participating in discussions are few and often seated in front of the class. During the pandemic, the same instructional designer also noted that Zoom sessions might appear more intimate for students because they can see the instructor up close, including their facial expressions, rather than a minuscule figure in front of an auditorium.

The thoughts above made me think ChatGPT and other generative AI tools could enhance learning and drive transformative changes to higher education. Here are some possibilities:

Flipped classroom. Just like the first example I provided above, AI tools that summarize materials, and introduce concepts in different modes beyond lecture format that may resonate more with the student’s learning styles, can prepare students for active discussions in the classroom. Instructors can provide asynchronous materials (videos, etc.) that students can study before class, and the instructors can then use the class sessions for interactive discussions.

Guide on the side instead of the sage on the stage. Related to the idea above, if higher education is concerned about ChatGPT being used as a cheating device or leading students to become lazy/disengaged, the role of instructors could shift from someone who lectures on stage to an active facilitator. When I attended courses at the UC Berkeley Haas Business School for my executive leadership program and a leadership academy, I was in awe of the caliber of the faculty members. They were experts in their respective fields and skilled facilitators who fostered an engaging and collaborative learning environment. Using the Socratic method, they solicited students’ ideas through dialogues instead of monologues, which was a refreshing experience for a student like me.

Personalized learning. Generative AI as a feedback mechanism can help bridge the gap for students who may be struggling with language barriers and enhance the overall learning experience for all students by addressing their unique strengths and areas for growth. AI tools like ChatGPT can enable personalized learning experiences by providing students with targeted resources and customized feedback based on their learning needs and preferences.

Enhanced accessibility. AI-powered transcription and translation services can make course content more accessible for international students, students with disabilities, or those who prefer learning through different modalities. For example, universities can provide recorded lectures transcribed and translated into other languages, and visual aids can describe visual objects for students with visual impairments in detail, similar to ChatGPT for Be My Eyes.

Virtual mentorship and coaching. Universities can use AI tools like ChatGPT to provide personalized guidance, mentorship, and coaching to students outside the classroom. Students can access on-demand support, helping them navigate academic and personal challenges and improving their overall university experience. An application of this concept is to provide students with self-service applications that can “nudge” or remind them to take certain actions based on information available in student information, learning management systems, or other university systems.

Data-driven teaching and learning. AI tools can analyze vast amounts of student performance and engagement data, allowing instructors to make real-time data-driven decisions or to have better information about their students. One example of this concept is a dashboard for faculty that includes information about their students, including their socioeconomic status, demographic backgrounds, and academic performance in their current or previous courses related to or prerequisites to their class. Along with the data are suggestions for adjusting their courses to improve their students’ performance. The use of generative AI in this way can help faculty members identify struggling students early on, provide targeted support, and continuously improve their teaching strategies and course content.

By adopting the concepts above and integrating AI tools like ChatGPT into higher education, institutions can create more engaging, inclusive, and effective learning environments that enhance student success and better prepare students for the dynamic world they will enter upon graduation. In this new paradigm, faculty members will continue to play a crucial role, not as the sole distributors of knowledge but as skilled facilitators and guides who support and empower students on their learning journeys.

The Case Against Generative AI in Higher Education: 100 Arguments

The debate around incorporating generative AI in higher education is a hot topic among educators, scholars, practitioners, and other interested parties. It’s essential to explore why generative AI may not be the ideal end-all solution for higher education. While there are opportunities and potential advantages of AI-driven learning, such as enhanced efficiency, personalization, and accessibility, we must also consider the possible risks and unintended consequences that come with it.

Below are 100 arguments that reveal the intricate nature of the issue, touching upon ethical dilemmas, pedagogical impacts, the erosion of human agency, and threats to academic freedom. By sharing these insights I hope to encourage a more balanced and informed discussion on the role of Generative AI in shaping the future of higher education. These are generated by ChatGPT, so please offer your critique to the 100 items below.

The Case Against Generative AI in Higher Education: 100 Arguments

The Many Applications of Generative AI, Beyond Student Learning and Teaching

Generative AI, including ChatGPT, is a technology that can potentially transform higher education across all areas of campus operations. Using the Higher Education Reference Model, which outlines the core capabilities of learning and teaching, research, and enabling capabilities, this document, Higher Education Reference Model (HERM) Capability Model & Generative Artificial Intelligence provides ideas on how Generative AI can be applied in higher education.

While generative AI has already proven its potential to revolutionize/disrupt the student learning experience, it can streamline admissions, automate administrative tasks, and support facilities management and IT support. Additionally, AI can help researchers make sense of large amounts of data, identifying patterns and trends and generating new hypotheses.

Ensuring ethical and transparent use of AI is vital. As professionals in higher education, we must continue to explore the various applications of generative AI and its potential to transform higher education beyond the classroom.


The Future of Education: Expert Panel Weighs in on the Metaverse, AI, and Blockchain in Higher Learning

Through the power of ChatGPT, we summon our facilitator, Percy, once again to moderate a round-table conversation amongst thought leaders in the field of higher education and technology. Previously, Percy moderated the topic around The Future of Higher Education: A Roundtable of Higher Education Leaders: Discussing the Future of Higher Education – ChatGPT Style.

The topic for today is “imagine a future where a higher education institutions operate in a time and space in the metaverse, artificial intelligence, and blockchain.” The first question is “How imminent will this happen and what are the implications to higher education?” The second question is “what is the worst case scenario?” and the last question is “what’s the best case scenario?”

Percy: Thank you all for joining this round table discussion. Today, we’ll be exploring a future where higher education institutions operate in the metaverse, leveraging artificial intelligence and blockchain technologies. Our first question is, “How imminent will this happen and what are the implications for higher education?” Let’s hear from Ray Kurzweil first.

Ray Kurzweil: In my view, the integration of these technologies into higher education is not only imminent, but it’s already happening. Within the next decade, we’ll see a significant shift towards virtual, AI-assisted learning environments. The implications include increased accessibility, personalization, and collaboration in education, but also the risk of exacerbating existing inequalities.

Percy: Thank you, Ray. Don Tapscott, would you like to weigh in on this question?

Don Tapscott: I agree with Ray on the timeline. However, I’d like to emphasize the potential of blockchain technology in this context. It can revolutionize higher education by providing secure, decentralized systems for credentials and academic records. This will create more trust and transparency in the sector, ultimately benefiting students and institutions alike.

Percy: Cathy N. Davidson, your perspective would be invaluable here.

Cathy N. Davidson: Building on Ray’s and Don’s points, I see this transformation as an opportunity to rethink our traditional educational models. By embracing the metaverse and AI, we can break free from the constraints of time, space, and bureaucracy. This has the potential to create more inclusive, engaging, and learner-centric experiences, but it also demands a shift in how we prepare educators for this new reality.

Percy: Now, let’s hear from Joi Ito on this topic.

Joi Ito: I agree that this future is imminent, and I’d like to highlight the implications for creativity and innovation. AI and the metaverse will enable new forms of collaboration, fostering a global community of learners and researchers. However, we must be cautious not to let technology dictate the educational experience, but rather use it as a tool to support and enhance human connection and discovery.

Percy: Finally, Cathy O’Neil, what are your thoughts?

Cathy O’Neil: I think my colleagues have covered the potential benefits well, but I’d like to emphasize the potential risks. As AI and blockchain become more prevalent, we need to ensure that privacy, security, and ethical considerations are addressed. Furthermore, we must work to prevent a digital divide in education, where access to these technologies becomes a new source of inequality.

Percy: Let’s dive into the second question: “What is the worst-case scenario for a future where higher education institutions operate in a time and space in the metaverse, artificial intelligence, and blockchain?” I’d like to invite Don Tapscott to share his thoughts first. Don, as a leading expert on the intersection of technology and education, what concerns do you have about this future?

Don Tapscott: The worst-case scenario in my view would involve the exacerbation of existing inequalities in higher education. Institutions that can afford cutting-edge technologies will gain a massive advantage, while others will be left behind. Additionally, there’s a risk of personal data being mishandled on these platforms, putting student privacy at stake.

Percy: Cathy N. Davidson, as a scholar who has focused on the future of learning and digital literacy, how do you see the potential pitfalls in this scenario?

Cathy N. Davidson: I share Don’s concerns about inequality. We need to ensure that access to quality education in the metaverse is not restricted to a privileged few. Moreover, the overemphasis on technology may lead to a devaluation of human interaction, which is essential for critical thinking and creativity.

Percy: Joi Ito, as an entrepreneur and technologist who has been involved with the development of the internet and its impact on society, do you have any thoughts on this worst-case scenario?

Joi Ito: I think there’s a danger of monopolistic behavior by large corporations that could stifle innovation and limit access to these new educational opportunities. Also, we must be cautious of surveillance capitalism, where student data is used to manipulate and control, instead of empowering learners.

Percy: Cathy O’Neil, as a mathematician and author who has written about the dark side of algorithms, what do you think could go wrong in this future?

Cathy O’Neil: The use of AI in higher education could lead to biased decision-making and further marginalize underrepresented groups. We need to make sure algorithms are transparent and accountable to prevent this.

Percy: Ray Kurzweil, as a futurist and inventor who has extensively written about AI and its future impact, what are your thoughts on the potential negative consequences?

Ray Kurzweil: While I’m generally optimistic about technology, I recognize the potential for AI to become an oppressive force if misused. In the worst-case scenario, AI could be used to control students’ thoughts and actions, leading to a dystopian educational environment.

Percy: Thank you all for your insights. It seems that the main concerns in the worst-case scenario involve inequality, surveillance, loss of human interaction, and the misuse of AI. Let’s continue the conversation and explore potential solutions and best-case scenarios.

Percy: That’s a compelling vision, Don. Cathy N. Davidson, you have long advocated for the importance of rethinking traditional education structures. What do you think about the best-case scenario?

Cathy N. Davidson: Building on Don’s ideas, I believe the best-case scenario would also involve a shift from the traditional one-size-fits-all approach to a more diverse and flexible education system. The metaverse and AI can help create an environment where students can explore their passions, and collaborate with people from different backgrounds and disciplines. Blockchain could facilitate a more modular and customizable credentialing system, allowing students to build their own unique learning paths. It’s a future where education becomes a lifelong, adaptable journey.

Percy: Thank you, Cathy. Joi Ito, as someone with a background in both technology and education, what are your thoughts on the best-case scenario for higher education in this new era?

Joi Ito: I agree with Don and Cathy, but I’d like to emphasize the importance of maintaining a strong human component in this new educational landscape. While AI and the metaverse can empower students and educators, we must ensure that these technologies are designed ethically and with empathy. In the best-case scenario, we strike a balance between harnessing technology and fostering human connections. It’s crucial that we create spaces within the metaverse where diverse perspectives can come together, fostering creativity and innovation.

Percy: That’s an important point, Joi. Cathy O’Neil, you have been critical of the potential pitfalls of AI and big data. In your view, what would be the best-case scenario for higher education institutions utilizing these technologies?

Cathy O’Neil: I believe the best-case scenario would be one where AI and blockchain are used responsibly and transparently. Education institutions should ensure that the algorithms they use are fair, unbiased, and do not perpetuate existing inequalities. In addition, they must be transparent about the data collected and used to make decisions about students’ learning experiences. By being accountable and transparent, we can harness these technologies to create an equitable and just educational system for all.

Percy: Thank you all for sharing your perspectives on the best-case scenario for higher education institutions in the age of the metaverse, AI, and blockchain. It’s clear that while there are many potential benefits, it’s crucial to ensure that these technologies are used ethically and responsibly to create a more inclusive, accessible, and innovative education system.

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