We found 28 results that contain "production"

AI Commons Bulletin 2/3/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.

👀 Get an Inside Look at How Students Use a Course Tutor
Social Science educators at Eötvös Loránd University (Hungary) found their simple chatbot for learning statistics boosted critical thinking and active learning for some students, who strongly supported its use.

Learn More: https://www.ksh.hu/statszemle_archive/en/2024/2024_02/2024_02_003.pdf

🔮 The Use of AI Isn’t Enough on Its Own to Predict Student Performance
AI’s impact on learning sparks both hype and warnings, with evidence supporting both views. This balance is likely to persist through the next academic year.

Learn More: https://journals.sta.uwi.edu/ojs/index.php/qef/article/view/9338

🎓 DOE’s AI Recommendations for Postsecondary Education
Establish transparent policies
Create/expand infrastructure to support AI
Rigorously test and evaluate AI-driven tools, supports, and services
Forge partnerships with industry, nonprofit, and other HE institutions
Review and update program offerings to address the growing impact of AI on future careers

Learn More: https://tech.ed.gov/ai-postsecondary/

👀 Soon Students Can Let ChatGPT “See” Their Screen
Expect this to have a big impact on teaching and learning practices. Some of the possible ways an AI could assist a student:
- Walk through a multi-step assignment
- Tutor how to use a software application
- Provide feedback as the student sketches out an answer
- Craft an answer to an instructor's question during a synchronous online course

Learn More: https://www.youtube.com/watch?v=NIQDnWlwYyQ

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 Commons Bulletin 3/10/2025

📖 Want a Playbook for Envisioning How AI Changes Your Curriculum?
A concise summary of a biomedical engineering educators’ summit on integrating AI into curricula. It covers aligning AI with industry shifts, using AI in courses, and tackling challenges like accreditation and curriculum overload through Q&A and strategic discussions.

Learn More: Khojah, R., Werth, A., Broadhead, K.W. et al. Integrating Generative Artificial Intelligence Tools and Competencies in Biomedical Engineering Education. Biomed Eng Education (2025).

💯 Estonia to Give All Students ChatGPTedu
Estonia, one of the top countries for ChatGPT usage, is aiming to provide all 10th and 11th grade students with ChatGPT Edu by September 2025, eventually expanding to all 200,000 students in the country.

Learn More: https://openai.com/index/estonia-schools-and-chatgpt/

💰 MSU Tech Store Now Has Full Copilot License for Purchase
MSU Tech Store now offers the full suite of Microsoft Copilot for purchase. The current price is $168 per license through August 2025. This includes access to Copilot within existing applications like Word, Teams, and Outlook.

Learn More: https://techstore.msu.edu/

🤖 Some Concrete Examples for Using and Assigning AI in a Database Course
Examples of using AI to create mini-cases, quiz questions, and slides, plus assignments analyzing AI-generated data and solutions. Students valued the experience, though its impact on critical thinking and problem-solving varied.

Learn More: Zhang, X. (2025). Teaching Tip Incorporating AI Tools Into Database Classes. Journal of Information Systems Education, 36(1), 37–52.

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 Commons Bulletin 2/17/2025

📰 Chronicle of Higher Ed Launches AI Chatbot
The Chronicle of Higher Education has rolled out an AI-powered chatbot to help users navigate its vast archives and answer common higher ed questions. While details on its training data and accuracy are limited, this marks another step in AI’s growing role in academic media.

Learn More: https://www.chronicle.com/chron-faq

📕 New Book on AI and HE explores The Good, the Bad, and the Ugly
The good: AI is here to stay, so let’s make it work for students.
The bad: Convenience comes at the cost of deeper intellectual labor.
The ugly: AI risks shaping a culture of compliance—where decisions are guided by systems without consciousness or accountability.

Learn More: Pulk, K., & Koris, R. (Eds.). (2025). Generative AI in Higher Education. Cheltenham, UK: Edward Elgar Publishing.

❓ If You Teach AI Literacy, Don’t Forget to Assess the RAG as Well as the LLM
When LLMs use retrieval augmented generation (RAG), they can give more trustworthy responses. What does that mean? Ni and colleagues (2025) evaluate rages, using NIST’s list of essentials:
Reliability
Privacy
Explainability
Fairness
Accountability
Safety
Learn More: https://doi.org/10.4337/9781035326020

🤖 On the Horizon: More and More Automated Instruction, Less Faculty?
We should think critically before it’s too late. A study found students using an AI course tutor performed as well and were as satisfied as those in instructor-led courses. As publishers integrate AI tutors, instructors may rely on them more, reducing direct teaching.

Learn More: Chun et al (2025). A Comparative Analysis of On-Device AI-Driven, Self-Regulated Learning and Traditional Pedagogy in University Health Sciences Education. Applied Sciences, 15(4), Article 4.

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”).

iteachmsu Release Notes: Sep 1st , 2020 [production ] version- V1.12.0(2)
 
This release includes updates related to Updating the IteachMSU platform with a new look and feels for the Website This release related to the changes of #iteachMSU site new upgrading. New theme setup according to the iteach-Wizdn Hybrid version. The whole site changes its new look and feel. (Approved changes from UAT Version: V1.10.0 (1), V1.10.0(2), V1.11.0, V1.12.0(1), and V1.12.0(2) )

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 Commons Bulletin 2/10/2025

🚨 CSU Launches “AI Commons” – Sound Familiar?

The California State University (CSU) system just rolled out CSU AI Commons, a system-wide hub for AI tools, training, and research. Backed by Big Tech partnerships, it focuses on faculty development, student literacy, and workforce acceleration. BUT: AI strategy isn’t just about resources—it’s about who controls the narrative. With corporate-backed AI in higher education, what happens to independent faculty innovation?

Learn More: https://genai.calstate.edu/

🔍Tracking AI Policies in Higher Ed

Embry-Riddle Aeronautical University has compiled a Padlet featuring AI policies and guidelines from institutions worldwide. This evolving resource provides insight into how different universities are shaping their AI approaches.

Learn More: https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe

📚 AI Submissions Outperform Students in Recent Study

A PLOS ONE study found that 94% of AI-generated assignments went undetected, with grades averaging half a grade higher than those of real students. There was also an 83.4% chance AI submissions would outperform a random selection of student work across modules.

Learn More: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0305354#:~:text=The%20%27Turing%20Test%27%20is%20now,a%20predefined%20set%20of%20rules

⚞ Blurry Lines in AI and Assessment

A study in Assessment & Evaluation in Higher Education highlights student and educator confusion over acceptable AI use in assessments. Many rely on personal judgment or Grammarly analogies. The authors propose the Dynamic Educational Boundaries Model to embed clear AI-use guidelines directly into assessments.

Learn More: https://doi.org/10.1080/02602938.2025.2456207

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! Here are some talking points to think about in the run up our 10am meeting tomorrow (Friday, November 05, 2021).

Recurring Zoom Link: 951 4830 7886
Passcode 432210


Student Engagement in Higher Education, ch. 2-3

Chapter 2: “Engaging Students of Color”Samuel D. Museus, Kimberly A. Griffin, Stephen John Quaye [MGQ - “Magic”]

1) How would you describe the campus racial climate and/or culture of the schools where you got your degrees and/or have previously taught? Do any institutions in your background for having been successful in instilling a positive racial culture? Do any notable failures or struggles stand out in your memory? It may be helpful to recall: climate is shaped by five internal dimensions: (1) an institution’s history and legacy of inclusion or exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural diversity (Milem, Chang, & Antonio, 2005). [p. 19]

2) Museus, Griffin, and Quaye note that “two concepts provide a useful backdrop for the current discussion: campus racial climate and campus racial culture” (18). What knowledge or familiarity do you have of/with the racial climate or culture at MSU? How would you describe the local manifestation of the framing concepts Museus, Griffin, and Quaye provide?

3) What concrete steps could you take to alleviate cultural incongruence (21) and cultural dissonance (ibid) while boosting cultural engagement (22) for Students of Color in your courses?

4) The “proactive philosophies” indicator of the CECE model describes “Educators who use proactive philosophies [to] go above and beyond to actively reach out, encourage, and sometimes pressure students to take advantage of available information, opportunities, and support” (23). What does being such a faculty member/administrator look like? How does one responsibly and equitably pressure students to pursue opportunities?

5) Practical question: In several places, MGQ advocate for community-based opportunities, but also caution against the tendency towards siloing. Practically, what does/should it look like to provide opportunities for this type of contact among students that is supportive and culturally responsive, without siloing them, or making students of color serve as “ambassadors of their community”?


Chapter 3: “Engaging Multiracial Students”
C. Casey Ozaki, Marc P. Johnston-Guerrero, Kristen A. Renn [OJGR - “Jogger”]

1) It seems like today’s college students often have to enter the classroom already knowing who they are and who they will be. We can likely point to any number of institutional practices/requirements that reinforce that pressure. How can we create spaces for hybridity, ambiguity, uncertainty in our students’ perceptions of self?

2) OJGR note that “median age of the mixed race individuals is 19, compared to single-race individuals with a median age of 38” (39), which means that our students represent the age cohort closest to the “center,” so to speak, of multiracial identity discourse. What pressures might this present to college-aged students? What opportunities?

3) Studies show that “biracial students at HBCUs and non-HBCUs had poorer quality of interactions with faculty, staff, and students than Black and White students at both institutions” (40). What incentive/impetus/motivation does/should a finding like this make for us as educators? How could we productively address situations in which multi-racial students might approach us with complaints about feeling isolated and alienated from classmates in our courses?

4) The most provocative element of OJGR’s chapter comes in their final suggestion, which is to “Create a Campus Culture of Boundary Crossing.” What does this mean for you, and what would it look like at Michigan State?

If ever you have utilized a collaborative approach in your courses, you might be familiar with the following. Sometime just after the middle of the semester, a student contacts you complaining about various problems and/or people within their team during the first nine or ten weeks of the term. Typically, it is clear from the language of such emails that these young adults want someone else to step in and address the litany of issues described. Yet a large part of student-centered learning is providing young minds with the tools necessary to help them navigate our courses with a reasonable amount of success as well as the skills necessary for our students to address any related interpersonal challenges. For many undergraduates in 2022, learning to manage the latter, in particular, is one area where guidance is often necessary. Here is the language I now use to provide helpful suggestions that keep students in the driver's seat without helicoptering in to the rescue myself:


Thank you for your email X. Your frustration is certainly understandable. The issue(s) you describe are something that the entire team should address together in order to determine a concrete and efficient way forward. Communication, problem solving, conflict resolution, and revision of team work habits or processes are all part of effective collaboration.

With that in mind, take a proactive approach to the points outlined in your email. That means ALL of you should collaborate to identify the exact problems hindering the team. A passive ‘wait and see’ approach will not change the situation. Neither will a round of strident text messages or email back and forth between team members. What will help is for all team members to prioritize a meeting in real time plus their direct involvement in making concrete decisions to improve the dynamic and move ahead in the most efficient way possible.

Whether your team meets online or face to face, have an honest yet civil discussion to determine and implement the changes team members deem necessary. This is not easy, but it is vital for improving the situation. Positive change in a team setting comes through strategic, organized, and well-executed plans with specific goals identified and carried out in an orderly manner.

Beginning this sort of conversation might feel uncomfortable, but it is necessary. Contact your other team members right away. Arrange a meeting in real time to pinpoint and address the ongoing issues within the team. Brief explainer videos, part of each course module, provide tips for effective collaboration, but here are three for review that are most relevant:

https://www.youtube.com/watch?v=UDX61xCHN74&t=58s

https://www.youtube.com/watch?v=BghSivQlhVY

https://www.youtube.com/watch?v=OIuTi83L0vE


It is also beneficial for the entire team to revisit its list of values developed early in the semester plus the specific member roles determined at that point. These tasks were part of Week Three team activities when weekly collaboration began. Likewise, have a look again at your collective responses to questions on the team assessment worksheets, part of the collaborative work for Week Six and Week 11. On those, your team took stock of its processes and work habits followng completion of Project #1 and Project #2. Your team also identified collective steps it could take to improve collaboration as part of that work.

Keep in mind that active collaboration to address team issues is solid practice for life in the globalized digital economy of the 21st century where 'teams' are the norm. In most fields now, no single person is responsible for project research, development, and completion. Cohesive teamwork is the name of the game.

Careful attention to the guidance above will help your team have a productive discussion, pull together, and move forward more effectively in the time remaining this semester. Your student learning team is in the driver’s seat and has the power to do this.

Kind Regards,

Prof. Y



Keep in mind that the intent is to guide and empower young adults in navigating their own lives. The language offered above might be too forthright for some, but it gets to the heart of the matter and communicates to students that their interpersonal issues are something they must learn to handle now if they have not already done so. After all, the adult world following graduation is not that far off, and we do our students no favors by taking care of their problems for them.

The language presented works for individual queries but can also be sent to the entire student learning team as a reminder with appropriate changes made. If this idea sounds like something you might like to try yourself, feel free to tailor the reply above to your own needs.