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Posted on: GenAI & Education
Posted by
6 months ago
AI Commons Bulletin 2/26/2025
🆚 AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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 Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Learn More: Sun, H., Kim, M., Kim, S., & Choi, L. (2025). A methodological exploration of generative artificial intelligence (AI) for efficient qualitative analysis on hotel guests’ delightful experiences. International Journal of Hospitality Management, 124, 103974.
🤔 VR Tool with AI Increased Student Learning and Reflection
This empirical study found that students interacting with a VR course tutor increased focus and reflection and were more likely to ask questions, “Within the dialogue with the AI virtual tutor, learners most frequently engaged in discourse centered around collaboratively building on ideas.”
Learn More: Chu, X. et al. Enhancing the flipped classroom model with generative AI and Metaverse technologies. Ed Tech Res Dev (2025).
🧠 Use LLM Prompting to Teach Computational Thinking
Many fields consider computational thinking (CT) to be essential. Hsu (2025) details how to teach this skill using LLM prompting. Also includes interesting ideas for incorporating prompting in a deeper way: meaningful, social prompting, or learner directed prompting
Learn More: Hsu, HP. From Programming to Prompting. TechTrends (2025).
🧭 AI Guidelines at Major Universities are Pretty Predictable
A content analysis of AI guidelines at the top 50 USNWR-ranked institutions reveals key themes: AI use is allowed but must not involve plagiarism or unauthorized assistance, instructors should clearly define AI expectations, and users must follow privacy guidelines by avoiding sharing sensitive or confidential information.
Learn More: Alba et al (2025) ChatGPT Comes to Campus. SIGSCE TS.
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”).
Posted on: #iteachmsu
Posted by
6 months ago
Here's an interesting new bit from Edutopia -- 'Helping Students Navigate New Technology Responsibly' -- on how one educator is fostering use and critique, and evaluation of AI output among her students:
https://www.edutopia.org/video/using-ai-chatbots-in-the-classroom
https://www.edutopia.org/video/using-ai-chatbots-in-the-classroom
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/24/2025
🚫 No More Guidance from USDE
Beyond the AI guidance for schools and the toolkits for educators and developers, the entire Office of Educational Technology website is gone. tech.ed.gov now directs to the USDE website.
Learn More: https://www.ed.gov/
📽️ Try This: Create AI Video for YouTube
Short videos can be useful tools for teaching something, or that students can use to demonstrate something. YouTube now offers tools to use AI to generate video based on a text prompt.
Learn More: https://www.cnet.com/tech/services-and-software/heres-how-you-can-create-ai-videos-in-youtube-shorts-thanks-to-google-veo/
🤔 AI Operator Can Take e-Learning Courses For You
OpenAI’s Operator tool can take an online course, which means it’s time to rethink asynchronous course design.
Learn More: https://benbetts.co.uk/the-fall-of-click-next-e-learning-what-operator-means-for-training/?ref=2ndbreakfast.audreywatters.com
✍️ Should We Invent New Words to Talk to AI?
Want a fresh way to discuss AI literacy? These authors argue we need new words—not just human vocabulary—to grasp AI. Encourage students to create neologisms for human concepts AI should learn or machine ideas we must understand. What might they invent?
Learn More: Hewitt, Geirhos, & Kim, (2025). We Can’t Understand AI Using our Existing Vocabulary.
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”).
🚫 No More Guidance from USDE
Beyond the AI guidance for schools and the toolkits for educators and developers, the entire Office of Educational Technology website is gone. tech.ed.gov now directs to the USDE website.
Learn More: https://www.ed.gov/
📽️ Try This: Create AI Video for YouTube
Short videos can be useful tools for teaching something, or that students can use to demonstrate something. YouTube now offers tools to use AI to generate video based on a text prompt.
Learn More: https://www.cnet.com/tech/services-and-software/heres-how-you-can-create-ai-videos-in-youtube-shorts-thanks-to-google-veo/
🤔 AI Operator Can Take e-Learning Courses For You
OpenAI’s Operator tool can take an online course, which means it’s time to rethink asynchronous course design.
Learn More: https://benbetts.co.uk/the-fall-of-click-next-e-learning-what-operator-means-for-training/?ref=2ndbreakfast.audreywatters.com
✍️ Should We Invent New Words to Talk to AI?
Want a fresh way to discuss AI literacy? These authors argue we need new words—not just human vocabulary—to grasp AI. Encourage students to create neologisms for human concepts AI should learn or machine ideas we must understand. What might they invent?
Learn More: Hewitt, Geirhos, & Kim, (2025). We Can’t Understand AI Using our Existing Vocabulary.
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”).
Posted on: GenAI & Education
Posted by
7 months ago
AI Commons Bulletin 2/19/2025
🧠 AI Tools Soon to Decide How Much They Need to “Think”
Expect the answers from AI tools to generally improve over the next few months, as more of them incorporate “reasoning” into their process. These are models that can discern when a prompt is more complex and would require a multi-step reasoning process. OpenAI is starting this with ChatGPT soon.
Learn More: https://www.youtube.com/watch?v=KtwK3hBAjDY
📗 Five Generations of Intelligent Textbooks
Sosnovsky & Brusilovsky compile the literature on intelligent textbooks and organize five generations:
Engineered: AI-powered adaptive reading.
Integrated: Linked with external smart content.
Extracted: AI analyzes and structures knowledge.
Datamined: Tracks student engagement for insights.
Generated: AI creates content, questions, & chatbots
Learn More: Sosnovsky, S., Brusilovsky, P. & Lan, A. Intelligent Textbooks. Int J Artif Intell Educ (2025).
🚫 Guidance for Uses of AI Banned by EU’s AI Act
The EU regulates AI much more than the US does. When it adopted the AI Act, it banned “unacceptable risk” uses, but didn’t provide much explanation. A new report lays out examples, including manipulative, deceptive, and exploitative practices.
Learn More: https://ec.europa.eu/newsroom/dae/redirection/document/112367
⏳ Waiting 5-10 Minutes for an AI to Answer?! What?!
Deep Research is a newer function of Google’s AI, Gemini. You can ask it an extended question and it will break it down into parts, research each part (including multiple web searches), and write up a report you can download. It’s available both on the web and on Android. Additional $ required.
Learn More: https://youtu.be/IBKRyI5m_Rk
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 Tools Soon to Decide How Much They Need to “Think”
Expect the answers from AI tools to generally improve over the next few months, as more of them incorporate “reasoning” into their process. These are models that can discern when a prompt is more complex and would require a multi-step reasoning process. OpenAI is starting this with ChatGPT soon.
Learn More: https://www.youtube.com/watch?v=KtwK3hBAjDY
📗 Five Generations of Intelligent Textbooks
Sosnovsky & Brusilovsky compile the literature on intelligent textbooks and organize five generations:
Engineered: AI-powered adaptive reading.
Integrated: Linked with external smart content.
Extracted: AI analyzes and structures knowledge.
Datamined: Tracks student engagement for insights.
Generated: AI creates content, questions, & chatbots
Learn More: Sosnovsky, S., Brusilovsky, P. & Lan, A. Intelligent Textbooks. Int J Artif Intell Educ (2025).
🚫 Guidance for Uses of AI Banned by EU’s AI Act
The EU regulates AI much more than the US does. When it adopted the AI Act, it banned “unacceptable risk” uses, but didn’t provide much explanation. A new report lays out examples, including manipulative, deceptive, and exploitative practices.
Learn More: https://ec.europa.eu/newsroom/dae/redirection/document/112367
⏳ Waiting 5-10 Minutes for an AI to Answer?! What?!
Deep Research is a newer function of Google’s AI, Gemini. You can ask it an extended question and it will break it down into parts, research each part (including multiple web searches), and write up a report you can download. It’s available both on the web and on Android. Additional $ required.
Learn More: https://youtu.be/IBKRyI5m_Rk
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”).
Posted on: GenAI & Education
Posted by
7 months ago
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”).
📰 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”).
Posted on: GenAI & Education
Posted by
7 months ago
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”).
🚨 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”).
Posted on: GenAI & Education
Posted by
7 months ago
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”).
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”).
Posted on: GenAI & Education
Posted by
7 months ago
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”).
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”).