We found 16 results that contain "adapt"

AI Commons Bulletin 2/5/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

📝 Try This: Teach Students How to Direct AI to Write an Entire Paper Well
Zufelt (2025) proposes an A to Z strategy for quality writing, whether done manually or with AI. Students follow stages: Gather & Summarize, Prompt & Draft, Curate, Revise & Edit, Review, and Format, with clear instructions at each step.

Learn More: http://doi.org/10.1177/23294906241309846

🤖 The Education Revolution Through AI
AI holds immense potential in education, offering opportunities for personalized learning, task automation, and adaptive teaching. However, challenges such as bias, ethical concerns, and data privacy must be carefully addressed. Its applications are vast, spanning research, teaching, and course design integration.

Learn More: http://octaedro.com/libro/the-education-revolution-through-artificial-intelligence/

💬 Engage With Your Colleagues to Establish Your Strategy for AI in Teaching and Learning
The BYU theatre education faculty proactively explored AI’s role in their curriculum, adopting a shared perspective of AI as a multiplier to enhance their work. They established and shared a set of values on AI use with students, fostering clarity and alignment.

Learn More: Jensen in ArtsPraxis vol. 11, no. 2, p. 43. http://sites.google.com/nyu.edu/artspraxis/2024/volume-11-issue-2.

🎭 Try This: Make a Discussion of AI Ethics More “Real” For Your Students With Personas
To make ethical AI discussions relatable, create characters representing diverse perspectives on AI’s impact. For each character, detail:

* What they’ve heard or read about AI
* Their direct experiences with AI
* Their opinions and statements about AI
* Actions they’ve taken regarding AI
* Their skill level as an influencer, user, or researcher

Learn More: Prietch, S. S., et al. (2024). http://doi.org/10.47756/aihc.y9i1.142

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

A couple of resources I want to share:
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction 3rd Edition
by Robert F. Mager (cheap used versions available)

I've only begun digging through this, and I am hoping it will help me to clarify and target the kind of thinking I would like to promote in my teaching:
The Rationality Quotient: Toward a Test of Rational Thinking. Stanovich, West and Toplak

'Smart people do foolish things because intelligence is not the same as the capacity for rational thinking. The Rationality Quotient explains that these two traits, often (and incorrectly) thought of as one, refer to different cognitive functions. The standard IQ test...doesn't measure any of the broad components of rationality—adaptive responding, good judgment, and good decision making. The authors show that rational thinking, like intelligence, is a measurable cognitive competence....[T]hey present the first prototype for an assessment of rational thinking analogous to the IQ test: the CART (Comprehensive Assessment of Rational Thinking).

AI Commons Bulletin 1/24/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

😊 The New Study Buddy: AI is Becoming a Tutor for Some College of Natural Science Students
MSU students are increasingly using AI tools like ChatGPT and the Khanmigo tutoring program to enhance learning, offering instant, interactive assistance for homework and studies.
Learn More: https://natsci.msu.edu/news/2025-01-the-new-study-buddy.aspx

🧠 Students Might Off-Load Critical Thinking to AI
This study found that using AI didn’t change students’ intrinsic motivation to learn. However, they did find that AI tended to cause “metacognitive laziness”. In other words, to avoid te work of critical thinking that AI is supposed to free them up to do.
Learn More: https://doi-org.proxy1.cl.msu.edu/10.1111/bjet.13544

🏫 Perplexity Pays Students to Market For Them
At least on AI company is using stealth marketing on campuses. Perplexity’s “Campus Strategist” program gives students a budget to spread awareness of Perplexity among their classmates.
Learn More: https://www.perplexity.ai/hub/blog/perplexity-s-2024-campus-strategist-program

🦠 The Education Revolution Through AI
This open-access book offers a collection of chapters on AI’s impact on higher education. Key topics:
Potential: Personalized learning, automated tasks, and adaptive teaching
Challenges: Bias, ethics, and data privacy in education
Applications: Integrating AI into research, teaching, and course design
Learn More: https://octaedro.com/libro/the-education-revolution-through-artificial-intelligence/

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

AI in the World Around Us

Check out this resource from aiEDU (the AI Education Project) a non-profit that creates equitable learning experiences that build foundational AI literacy, outlines the ways AI is "shaping our lives"; including specific examples in the following industries/disciplines: hospitality, legal system, healthcare, knowledge workers, manufacturing & logistics, arts & design, marketing, fashion, video games, content & entertainment, and autonomous vehicles.

You can learn more, and find adaptable tools and activities for educators, parents, and students at https://www.aiedu.org/

Good morning! I'm today's AMA Host on Making/Using Videos. I believe adding videos to any course (online or face-to-face) can provide students with a number of benefits. Videos can often provide deeper connections to course content, inspire and engage students, and put more autonomy into the hands of learners. The key becomes making videos effective, efficient, and adaptable. I have lots of tips that I've learned from so many experts on campus. Looking forward to your questions, your own suggestions, and any advice we can all use.

A Peer-Educator Dialogue Guide is now available for MSU Educators who want to collaborate in bettering their educator practice through observation and dialogue with other educators (https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2393?param=post). If you'd like to print a copy of the Guide to complete, you can download a copy by clicking the attachment (.docx, 6.32MB) below.

Note: this resource was adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State.

AI Commons Bulletin 1/29/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

✨ Model Course Framework for Teaching Ethical and Effective Use of AI
Educators from LUT University, Finland, lay out a course with 4 modules;
- Introduction to Generative AI
- Ethics in Generative AI Usage
- Core Principles of Efficiency and Prompt Engineering
- Project Work for Practicing Efficient AI Usage

Learn More: https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/7d863060-bedf-446e-9862-154add2711fc/content

💯 ChatGPT4 Enrolled in an Online Masters Course and Earned Top Grades
In an online Master of Health Administration course, neither the instructor nor students knew the top-performing student was AI. ChatGPT excelled in quizzes, tests, attendance, and discussions.

Learn More: https://www.ingentaconnect.com/contentone/aupha/jhae/2024/00000040/00000004/art00005

👣 Step-By-Step Instructions for Building an AI Skills Trainer
Law professor Alexandria Serra shares how they created “MootMentor AI” to provide students practical legal advocacy experience. Key insights include pre-building decisions. See page 91 for details.

Learn More: https://scholarlycommons.law.case.edu/cgi/viewcontent.cgi?article=1168&context=jolti

💬 Communication Teacher: Special Issue on AI
A special issue of Communication Teacher explores four AI adaptation stances: observation, replication, enhancement, and transformation. Articles cover how educators integrate generative AI, with assignments, student reflections, and practical applications for communication courses.

Learn More: https://doi.org/10.1080/17404622.2024.2419012

Bulletin items compiled by MJ Jackson and Sarah Freye with production assistance from Lisa Batchelder. Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).

Hello again everyone! Our reading group on Student Engagement and Success is slated to meat for 90 minutes this Friday morning (October 22nd) at 10am. Hope to see you then. For your convenience, here are the questions we'll discuss (or use as jumping off points) related to Chapter One in our book Student Engagement in Higher Education, Third Edition:

Questions on Pendakur, Quaye, and Harper (Ch. 1)

1) What is your view of Pendakur, Quaye, and Harper’s assertion that U.S. higher education, in general, is obligated to do more to foster student engagement within and beyond the classroom? What might be some practical challenges to do that?

2) In the Preface, Pendakur, Quaye, and Harper suggest that there is something temporally specific about the crisis of engagement they and their contributors describe. How would you describe engagement as a timely matter? In other words - what shape(s) does the issue of engagement take in 2021?

3) At the micro level (within our own teaching, advising, or other close work with students), how might we address the issue? What are some concrete steps we might take?

4) Describe your reaction(s) to the approach advocated at the bottom of p. 6, “Faculty and student affairs educators must foster the conditions to enable diverse populations of students to be engaged, persist, and thrive.” Where do you see difficulties with that aim? How might you nevertheless integrate that goal into your own practices? What might you change or adapt?

5) What makes PQH’s intersectional and anti-deficit lens appealing for this type of research? In particular, how do you respond to the book’s organizational reliance upon identity-based systems of oppression (which, we should note, we’ve proposed to use as an organizing principle for our discussions as well)?

6) What are some concrete ways we might be more intentional in our teaching/advising practices or other close work with students when it comes to cultivating their engagement. How do we help them to help themselves?

7) Pendakur, Quaye, and Harper discuss Tinto’s assertion that academic (and social) communities are key to student engagement, performance, and retention (4-5). What is your own view? How might the use of academic communities (student learning teams) nevertheless present challenges of one kind or another? What might be some concrete steps we could take to ease or avoid potential issues?

8) Near the end of Chapter One, Pendakur, Quaye, and Harper acknowledge that “Linking theory and practice is not simple” (12). Realistically, how might we achieve at least some of what they call for? How could we maximize results -- “the amount of time and effort students put into their [Gen. Ed. or Prereq.] studies” -- without completely redesigning our courses and component classes/modules?

9) In the “Distinguishing Educationally Purposeful Engagement” section, PQH mention the National Survey of Student Engagement (NSSE), which has collected data on ten engagement indicators for approx. 4,000,000 college students since 2000. What, if any, familiarity do you have with the NSSE, and how do you respond to their engagement indicators (subcategorized under Academic Challenge, Learning with Peers, Experiences with Faculty, Campus Environment) and High-Impact Practices (service learning, study abroad, research with faculty, internships)?

10) PQH deride the so-called “magical thinking” philosophy that undergirds much traditional scholarship of engagement and insist, instead, that “educators must facilitate structured opportunities for these dialogues to transpire” (8). What experience have you had with this type of facilitation? How did it seem to benefit the students involved?

11) For your own courses, what would you prioritize when it comes to fostering greater student engagement? How might you create or improve conditions that could facilitate that?