We found 155 results that contain "production"
Posted on: PREP Matrix
Writing Productivity Problems
Stanford University provides this resource to identify and manage writing productivity problems, focusing on writing blocks, decreased productivity, perfectionism, avoidance, negative self-talk, anxiety, difficulty finishing, interpersonal issues, and mental health conditions.
Posted by: Admin
Navigating Context
Posted on: MSU Online & Remote...
Guidelines for productive online conversations
Having conversations online can be difficult, let alone teaching, so make sure you're patient with yourself and others. It can be difficult to miss out on non-verbal cues and tone when we're not talking with one another face to face. That said, there are some best practices for keeping your digital conversation productive. Check out this guide for more on online etiquette or "netiquette"!
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Video Production Menu for Online Teaching
During the last two years of work with the College of Engineering to bring Electrical and Mechanical Master's programs online, we created a video production "menu" as a helpful tool for faculty. We presented them with this document early into course development so they could see examples of different videos they could create for their online courses. This helped provide them with ideas of different video styles so they had options and could make things to their own workflow preferences. Additionally, this gave them a good idea of what our quality standards were so students had a good online experience.
https://docs.google.com/presentation/d/1bPScf--8neBrByMliQwZnW5e-4SPoFhXnqwMuQFVHbU/edit?usp=sharing
https://docs.google.com/presentation/d/1bPScf--8neBrByMliQwZnW5e-4SPoFhXnqwMuQFVHbU/edit?usp=sharing
Authored by: Alyssa Bradley
Pedagogical Design
Posted on: #iteachmsu
Module 5: Podcast Production
Welcome to the Podcast Production module, where you'll learn to craft compelling audio content that captivates and inspires. From scripting and recording to editing and distribution, podcast production is a multifaceted endeavor that requires careful planning and execution. In this module, you'll delve into the world of podcasting, exploring the technical and creative aspects of producing high-quality audio content that resonates with your audience.
What You'll Learn:
Brainstorming and Scripting: Every great podcast starts with a killer idea and a well-crafted script. Learn how to brainstorm topics, develop engaging content, and write scripts that keep your audience hooked from start to finish. Uncover tips for finding your unique voice and crafting narratives that resonate with listeners.
Recording and Editing: Once you've got your script locked in, it's time to hit the record button! Discover techniques for recording high-quality audio, from microphone placement to minimizing background noise. Then, dive into the world of editing and post-production, where you'll learn to polish your recordings, add music and sound effects, and create a professional-sounding podcast that stands out from the crowd.
Distribution and Promotion: Congratulations – you've created your podcast! Now it's time to share it with the world. Learn how to distribute your podcast across various platforms, from iTunes and Spotify to Stitcher and Google Podcasts. We'll also cover strategies for promoting your podcast, building a loyal audience, and growing your listener base over time.
Why It Matters:
Podcasting is more than just a hobby – it's a powerful medium for storytelling, education, and entertainment. Whether you're sharing your expertise, interviewing fascinating guests, or exploring niche topics, podcasting allows you to connect with listeners on a personal level and build a community around your content. By mastering the art of podcast production, you'll have the tools and skills to create audio experiences that inspire, inform, and entertain audiences around the world.
Ready to Get Started?
Whether you're a seasoned podcaster or brand new to the world of audio production, the Podcast Production module in our HushPod Recording Studio has something for everyone. So grab your headphones, fire up your recording software, and let's embark on this exciting journey together. Get ready to unleash your creativity and share your voice with the world through the power of podcasting!
--> Module 6: Advanced Software and Hardware Components
What You'll Learn:
Brainstorming and Scripting: Every great podcast starts with a killer idea and a well-crafted script. Learn how to brainstorm topics, develop engaging content, and write scripts that keep your audience hooked from start to finish. Uncover tips for finding your unique voice and crafting narratives that resonate with listeners.
Recording and Editing: Once you've got your script locked in, it's time to hit the record button! Discover techniques for recording high-quality audio, from microphone placement to minimizing background noise. Then, dive into the world of editing and post-production, where you'll learn to polish your recordings, add music and sound effects, and create a professional-sounding podcast that stands out from the crowd.
Distribution and Promotion: Congratulations – you've created your podcast! Now it's time to share it with the world. Learn how to distribute your podcast across various platforms, from iTunes and Spotify to Stitcher and Google Podcasts. We'll also cover strategies for promoting your podcast, building a loyal audience, and growing your listener base over time.
Why It Matters:
Podcasting is more than just a hobby – it's a powerful medium for storytelling, education, and entertainment. Whether you're sharing your expertise, interviewing fascinating guests, or exploring niche topics, podcasting allows you to connect with listeners on a personal level and build a community around your content. By mastering the art of podcast production, you'll have the tools and skills to create audio experiences that inspire, inform, and entertain audiences around the world.
Ready to Get Started?
Whether you're a seasoned podcaster or brand new to the world of audio production, the Podcast Production module in our HushPod Recording Studio has something for everyone. So grab your headphones, fire up your recording software, and let's embark on this exciting journey together. Get ready to unleash your creativity and share your voice with the world through the power of podcasting!
--> Module 6: Advanced Software and Hardware Components
Posted by: Dave Goodrich
Posted on: PREP Matrix
Coping Productively with Feedback on Your Writing
This blog post offers strategies for how to approach feedback on your work and writing, including what to do when you get conflicting feedback from committee members.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Teaching Product-Market Fit with Library Resources
Entrepreneurs improve how their product matches customer needs by researching their industries with library resources. This short article describes teaching the Value Proposition Canvas with the MSU library resource IBISWorld to quickly improve the product-market fit of their business concepts.Teaching Product-Market Fit with Library Resources: https://doi.org/10.17613/x62d-gy32
Authored by: Terence O'Neill
Disciplinary Content
Posted on: MSU Academic Advising
Empowering Productivity through Tech-Driven Communication & Task Tools
This presentation was created for individuals that are both actively engaged with students and interested in learning more about technological tools designed to aid in both task management and communication.
AI and technology offer a range of opportunities and capabilities that can significantly enhance task management and communication, such as streamlined interactions with students and colleagues or prioritizing and managing daily tasks or large projects. In this session, we discuss how AI and tech tools can be appropriately used to support administrative tasks and outreach.
Upon completion of this learning experience participants will learn of new tools and platforms for communicating with students and colleagues, understand how to leverage technology to automate tasks and improve efficiency, and apply different tech tools to their individual spaces.
Locate presentation slides here
Handout - includes all tools shared and plan pricing
Not included in the handout
Mural – Create brainstorming boards for team collaboration and workshops. Free for 3 mural boards, $9.99 for team accounts and unlimited boards.
Miro ) – Similar to Mural, collaborate with teams using brainstorming boards and sticky notes. Free with educator account.
AI and technology offer a range of opportunities and capabilities that can significantly enhance task management and communication, such as streamlined interactions with students and colleagues or prioritizing and managing daily tasks or large projects. In this session, we discuss how AI and tech tools can be appropriately used to support administrative tasks and outreach.
Upon completion of this learning experience participants will learn of new tools and platforms for communicating with students and colleagues, understand how to leverage technology to automate tasks and improve efficiency, and apply different tech tools to their individual spaces.
Locate presentation slides here
Handout - includes all tools shared and plan pricing
Not included in the handout
Mural – Create brainstorming boards for team collaboration and workshops. Free for 3 mural boards, $9.99 for team accounts and unlimited boards.
Miro ) – Similar to Mural, collaborate with teams using brainstorming boards and sticky notes. Free with educator account.
Authored by: Katie Peterson
Posted on: Catalyst Innovation...
Unlocking 360-degree video production for the MSU Library's 360-degree theater
What inspired you to pursue this project?
Our Mac literate students needed high-powered Mac Studio computers to greatly reduce rendering time for 360-degree video and other extremely large visual files. There are a plethora of powerful PC computers but there were no powerful Mac computers available before the Catalyst grant provided these two Mac Studios! We have one Mac Studio in the library's DSL, as many students use it to create videos for the 360-degree theater there and the other is in the Immersive Journalism Lab in ComArtSci Room 357. Both computers are available for all students in the university to use. The grant also supported the creation of a comprehensive tutorial by Alyssa Bradley (both in video and written form) for students, faculty and staff to follow when creating 360-degree video for YouTube and Vimeo, as well as for the 360-degree theater.
Who was involved in the project or made a significant contribution?
Paul Cooper, Alyssa Bradley and myself.
What are some of the successes that you have experienced on this project?
Judy Walgren teaches a 360-degree documentary filmmaking class each Fall, and many of the students benefited greatly from having unfettered access to these high-powered computers which greatly reduced rendering time. Previously, students' computers were crashing or student had to render the videos for sometimes 24 hours which impacted their other classes and ability to meet deadlines.
What are some of the challenges that you have experienced on this project?
Getting the students to use the computers and to follow the tutorial.
Describe some of the unexpected outcomes that occurred during this project?
That students used the computers and the tutorial!
What are the key lessons that you learned from the project?
Key lessons are listen to student feedback on their needs and the revise accordingly--whether that is course content, equipment, workflow etc...
How would you describe the final status of the project?
The computers and tutorial are in full use for all!
What are the next steps for this project or research?
To increase the use of the Mac Studios, the library's 360-camera kits, the MetaQuest VR equipment, the Insta360 tutorial and the overall video production for the DSL's 360-degree theater. We also want to spread awareness of the JRN 492 course in immersive journalism held every Fall semester during which students make non-fiction 360-degree films for the DSL's 360-degree theater.
Would you like to include links to references, resources, published works, etc.?
360-degree video tutorial
MSU Insta360 Camera Video and Editing
Our Mac literate students needed high-powered Mac Studio computers to greatly reduce rendering time for 360-degree video and other extremely large visual files. There are a plethora of powerful PC computers but there were no powerful Mac computers available before the Catalyst grant provided these two Mac Studios! We have one Mac Studio in the library's DSL, as many students use it to create videos for the 360-degree theater there and the other is in the Immersive Journalism Lab in ComArtSci Room 357. Both computers are available for all students in the university to use. The grant also supported the creation of a comprehensive tutorial by Alyssa Bradley (both in video and written form) for students, faculty and staff to follow when creating 360-degree video for YouTube and Vimeo, as well as for the 360-degree theater.
Who was involved in the project or made a significant contribution?
Paul Cooper, Alyssa Bradley and myself.
What are some of the successes that you have experienced on this project?
Judy Walgren teaches a 360-degree documentary filmmaking class each Fall, and many of the students benefited greatly from having unfettered access to these high-powered computers which greatly reduced rendering time. Previously, students' computers were crashing or student had to render the videos for sometimes 24 hours which impacted their other classes and ability to meet deadlines.
What are some of the challenges that you have experienced on this project?
Getting the students to use the computers and to follow the tutorial.
Describe some of the unexpected outcomes that occurred during this project?
That students used the computers and the tutorial!
What are the key lessons that you learned from the project?
Key lessons are listen to student feedback on their needs and the revise accordingly--whether that is course content, equipment, workflow etc...
How would you describe the final status of the project?
The computers and tutorial are in full use for all!
What are the next steps for this project or research?
To increase the use of the Mac Studios, the library's 360-camera kits, the MetaQuest VR equipment, the Insta360 tutorial and the overall video production for the DSL's 360-degree theater. We also want to spread awareness of the JRN 492 course in immersive journalism held every Fall semester during which students make non-fiction 360-degree films for the DSL's 360-degree theater.
Would you like to include links to references, resources, published works, etc.?
360-degree video tutorial
MSU Insta360 Camera Video and Editing
Authored by: Judy Walgren
Posted on: #iteachmsu
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Video Production Are you thinking about incorporating video into your courses? Check out this site to learn about the available options and campus resources.
https://hub.msu.edu/video-production-support/
https://hub.msu.edu/video-production-support/
Posted by: Rashad Muhammad
Posted on: GenAI & Education
AI Commons Bulletin 1/22/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
📷 AI for Photographic Course Materials
Instructors using photos in course materials can explore AI tools that extend images into panoramic or 360-degree views. Currently based on a single photo, these tools may soon evolve to include context, offering more accurate and dynamic results.
Learn More: https://people.engr.tamu.edu/nimak/Papers/PanoDreamer/index.html
👍 Policies at German Universities Generally Positive Toward AI
A content analysis of AI guidelines at 67 universities in Germany can be summed up as: use it if you wish, just be open and transparent.
Learn More: https://doi.org/10.1111/ejed.12891
💬 Word of the Day: Agentic Era
Google sees the future as agentic. To them, this means AI that can “understand more about the world around you, think multiple steps ahead, and take action on your behalf”. In other words, AI that makes decisions and adapts to its surroundings.
Learn More: https://blog.google/technology/google-deepmind/google-gemini-ai-update-december-2024/
🏫 Learning Needs in the Age of AI is Different
The rise of Generative Artificial Intelligence (GenAI) sparks important discussions regarding learner independence and self-direction:
1. How to use AI productively for one’s learning needs
2. How to evaluate AI responses
3. How to maintain one’s own voice
Learn More: https://doi.org/10.3390/educsci14121369
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.
📷 AI for Photographic Course Materials
Instructors using photos in course materials can explore AI tools that extend images into panoramic or 360-degree views. Currently based on a single photo, these tools may soon evolve to include context, offering more accurate and dynamic results.
Learn More: https://people.engr.tamu.edu/nimak/Papers/PanoDreamer/index.html
👍 Policies at German Universities Generally Positive Toward AI
A content analysis of AI guidelines at 67 universities in Germany can be summed up as: use it if you wish, just be open and transparent.
Learn More: https://doi.org/10.1111/ejed.12891
💬 Word of the Day: Agentic Era
Google sees the future as agentic. To them, this means AI that can “understand more about the world around you, think multiple steps ahead, and take action on your behalf”. In other words, AI that makes decisions and adapts to its surroundings.
Learn More: https://blog.google/technology/google-deepmind/google-gemini-ai-update-december-2024/
🏫 Learning Needs in the Age of AI is Different
The rise of Generative Artificial Intelligence (GenAI) sparks important discussions regarding learner independence and self-direction:
1. How to use AI productively for one’s learning needs
2. How to evaluate AI responses
3. How to maintain one’s own voice
Learn More: https://doi.org/10.3390/educsci14121369
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 by: Sarah Freye
Posted on: GenAI & Education
AI Commons Bulletin 3/12/2025
🔊 MSU IT Announces ChatGPT and Gemini “Coming Soon”
The new AI page on tech.msu.edu teases that Gemini and ChatGPT are “coming soon” But it is unclear if the applications will be available for purchase or if the campus community will have free access of the latest foundational models.
Learn More: https://tech.msu.edu/technology/ai/
✍️ Departments at Johns Hopkins Integrated AI into their Curriculum Development Process
It’s like experiential learning for faculty – integrate AI into a standard task that you need to do anyway. Also has a list of very concrete bite-sized learning objectives for learning to use AI, like: name 3 chatbots, start a chat, list 3 ways to make a better prompt.
Learn More: Khamis, N., et al. (2025). More intelligent faculty development: Integrating GenAI in curriculum development programs. Medical Teacher, 1–3.
⚙️ AI Tools Are Being Used for All Stages of the Scientific Research Process
This working paper gives quite in-depth description of several AI tools being used for each of step of the research cycle: (1) lit review, (2) generating research ideas, (3) conducting experiments, (4) generating multimodal content, and (5) conducting peer-review. Recommended to get a good lay of the land.
Learn More: Eger, S., et al. (2025). Transforming Science with Large Language Models: A Survey on AI-assisted Scientific Discovery, Experimentation, Content Generation, and Evaluation.
📈 Grammarly Acquires Coda: From Writing Assistant to AI Productivity
Grammarly, popular with students and educators as a writing assistant software, just purchased the AI productivity company Coda. While Grammarly has previously positioned itself as a teaching tool for writing, this acquisition signals a move towards an AI productivity platform.
Learn More: https://www.grammarly.com/blog/company/grammarly-acquires-coda/
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”).
🔊 MSU IT Announces ChatGPT and Gemini “Coming Soon”
The new AI page on tech.msu.edu teases that Gemini and ChatGPT are “coming soon” But it is unclear if the applications will be available for purchase or if the campus community will have free access of the latest foundational models.
Learn More: https://tech.msu.edu/technology/ai/
✍️ Departments at Johns Hopkins Integrated AI into their Curriculum Development Process
It’s like experiential learning for faculty – integrate AI into a standard task that you need to do anyway. Also has a list of very concrete bite-sized learning objectives for learning to use AI, like: name 3 chatbots, start a chat, list 3 ways to make a better prompt.
Learn More: Khamis, N., et al. (2025). More intelligent faculty development: Integrating GenAI in curriculum development programs. Medical Teacher, 1–3.
⚙️ AI Tools Are Being Used for All Stages of the Scientific Research Process
This working paper gives quite in-depth description of several AI tools being used for each of step of the research cycle: (1) lit review, (2) generating research ideas, (3) conducting experiments, (4) generating multimodal content, and (5) conducting peer-review. Recommended to get a good lay of the land.
Learn More: Eger, S., et al. (2025). Transforming Science with Large Language Models: A Survey on AI-assisted Scientific Discovery, Experimentation, Content Generation, and Evaluation.
📈 Grammarly Acquires Coda: From Writing Assistant to AI Productivity
Grammarly, popular with students and educators as a writing assistant software, just purchased the AI productivity company Coda. While Grammarly has previously positioned itself as a teaching tool for writing, this acquisition signals a move towards an AI productivity platform.
Learn More: https://www.grammarly.com/blog/company/grammarly-acquires-coda/
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 by: Sarah Freye
Posted on: GenAI & Education
Interim Guidance on Data Uses and Risks of Generative AI
(source site https://tech.msu.edu/about/guidelines-policies/generative-ai/)
Generative artificial intelligence (AI) language models, including products like ChatGPT and Bard, are powerful tools that can assist with various tasks from teaching and learning, to writing support, to data analysis. No generative AI product currently has a formal agreement with Michigan State University, but users looking for a generative AI tool can find a list of IT approved software for individual use here. Note that any use of generative AI tools must adhere to this interim guidance. Users who choose to use these publicly available generative AI tools should understand the potential risks and limitations associated with publicly available versions of them. This interim guidance outlines recommendations regarding the types of data that may and may not be entered into consumer or commercial generative AI products, with specific considerations for higher education, MSU policies, and institutional needs. It also offers an overview of limitations to be aware of when using generative AI and offers some current best practices for working with these tools.
Further guidance regarding more specific needs like handling generative AI in teaching and learning activities, selecting and adopting AI tools, creating sample syllabus language, and more will follow in the coming months as MSU continues to explore how most effectively to leverage these new tools in a way that meets the university’s needs while keeping our data and users safe.
Check out more on Generative AI from Technology at MSU here https://tech.msu.edu/about/guidelines-policies/generative-ai/ link
(source site https://tech.msu.edu/about/guidelines-policies/generative-ai/)
Generative artificial intelligence (AI) language models, including products like ChatGPT and Bard, are powerful tools that can assist with various tasks from teaching and learning, to writing support, to data analysis. No generative AI product currently has a formal agreement with Michigan State University, but users looking for a generative AI tool can find a list of IT approved software for individual use here. Note that any use of generative AI tools must adhere to this interim guidance. Users who choose to use these publicly available generative AI tools should understand the potential risks and limitations associated with publicly available versions of them. This interim guidance outlines recommendations regarding the types of data that may and may not be entered into consumer or commercial generative AI products, with specific considerations for higher education, MSU policies, and institutional needs. It also offers an overview of limitations to be aware of when using generative AI and offers some current best practices for working with these tools.
Further guidance regarding more specific needs like handling generative AI in teaching and learning activities, selecting and adopting AI tools, creating sample syllabus language, and more will follow in the coming months as MSU continues to explore how most effectively to leverage these new tools in a way that meets the university’s needs while keeping our data and users safe.
Check out more on Generative AI from Technology at MSU here https://tech.msu.edu/about/guidelines-policies/generative-ai/ link
Posted by: Makena Neal
Posted on: Help and Support Group
#iteachmsu Release Notes February 6th, 2020 [Production] version- V1.6.2 (3)
This release includes:
Modifications Of features, Messages, Posts, Profile page, Group state
changes, mobile view bug fixes, Standard Footer, Category name updates,
Add image size dimensions for the group profile image, Validation message
updates for primers, Label changes on feed, University affiliation feature on
the profile edit page, Bug fixes. Accessibility issues fixes
This release includes:
Modifications Of features, Messages, Posts, Profile page, Group state
changes, mobile view bug fixes, Standard Footer, Category name updates,
Add image size dimensions for the group profile image, Validation message
updates for primers, Label changes on feed, University affiliation feature on
the profile edit page, Bug fixes. Accessibility issues fixes
Posted by: Rashad Muhammad
Pedagogical Design
Posted on: #iteachmsu
Out ahead of today's 1pm workshop on Generative AI in the context of IAH courses, here is a freshly posted discussion of how teachers can use ChatGPT from the folks at The New EdTech Classroon:
https://www.youtube.com/watch?v=i4HJZzwt3lY
If that piques you interest, the Center for Integrative Studies in the Arts and Humanities (CISAH) invites you to a workshop on how we can plan ahead in a productive way for the challenges and possibilities presented by generative artificial intelligence (AI). The session will provide concrete guidance for incorporating AI in pedagogically sound ways into our courses. Please bring an existing syllabus or assignment that you would like to modify during the session. Scott Schopieray and Caitlin Kirby of the Enhanced Digital Learning Initiative here at MSU will lead the discussion, which will be recorded for those who are unable to attend at the scheduled time.
Topic: IAH Courses and Generative AI Workshop
Time: Oct 9, 2023 01:00 PM Eastern Time (US and Canada)
Join Zoom Meeting
https://msu.zoom.us/j/93292450547
Meeting ID: 932 9245 0547
Passcode: 335367
https://www.youtube.com/watch?v=i4HJZzwt3lY
If that piques you interest, the Center for Integrative Studies in the Arts and Humanities (CISAH) invites you to a workshop on how we can plan ahead in a productive way for the challenges and possibilities presented by generative artificial intelligence (AI). The session will provide concrete guidance for incorporating AI in pedagogically sound ways into our courses. Please bring an existing syllabus or assignment that you would like to modify during the session. Scott Schopieray and Caitlin Kirby of the Enhanced Digital Learning Initiative here at MSU will lead the discussion, which will be recorded for those who are unable to attend at the scheduled time.
Topic: IAH Courses and Generative AI Workshop
Time: Oct 9, 2023 01:00 PM Eastern Time (US and Canada)
Join Zoom Meeting
https://msu.zoom.us/j/93292450547
Meeting ID: 932 9245 0547
Passcode: 335367
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: GenAI & Education
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 by: Sarah Freye
Posted on: GenAI & Education
AI Commons Bulletin 1/15/2025
Human-curated news about generative AI for Teaching and Learning in Higher Education.
🧬 Use Case: A Structured Framework Requiring ChatGPT Use
Graduate students used ChatGPT for a project, following specific steps and justifying their choices. The assessment emphasized critical thinking. Students appreciated the structured framework, which helped them learn ChatGPT’s use and weaknesses effectively.
Learn More: https://doi.org/10.1080/0142159X.2024.2421997
🔍 Explore a Self-Directed Learning Bot
Did you know you can create a customized version of ChatGPT for your students? An example is LearnGuide, created to add self-directed learning to a problem-based learning (PBL) medical curriculum. Students learned as well as or better than those who did not use the tool.
Learn More: https://chatgpt.com/g/g-oZ8zdPaKp-learnguide
✏️ Writing Improved When Assisted by AI
Subjects wrote stories with ChatGPT-3’s assistance. Those who modified AI suggestions produced higher-quality, less biased writing than those who accepted or rejected them outright. Researchers attribute this to higher-order thinking during modification.
Learn More: https://doi.org/10.48550/arXiv.2412.07200
🚫 Why Academics Don’t Use AI
A survey of UK academics found half did not use AI tools in their work because:
They didn’t know how to use AI or if it was allowed
Ethical issues relating to how AI works
Lack of time and interest
They prefer to do work themselves
Reject AI as dehumanizing
AI is inaccurate and can’t be trusted
Learn More: https://doi.org/10.1007/s42438-024-00524-x
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.
🧬 Use Case: A Structured Framework Requiring ChatGPT Use
Graduate students used ChatGPT for a project, following specific steps and justifying their choices. The assessment emphasized critical thinking. Students appreciated the structured framework, which helped them learn ChatGPT’s use and weaknesses effectively.
Learn More: https://doi.org/10.1080/0142159X.2024.2421997
🔍 Explore a Self-Directed Learning Bot
Did you know you can create a customized version of ChatGPT for your students? An example is LearnGuide, created to add self-directed learning to a problem-based learning (PBL) medical curriculum. Students learned as well as or better than those who did not use the tool.
Learn More: https://chatgpt.com/g/g-oZ8zdPaKp-learnguide
✏️ Writing Improved When Assisted by AI
Subjects wrote stories with ChatGPT-3’s assistance. Those who modified AI suggestions produced higher-quality, less biased writing than those who accepted or rejected them outright. Researchers attribute this to higher-order thinking during modification.
Learn More: https://doi.org/10.48550/arXiv.2412.07200
🚫 Why Academics Don’t Use AI
A survey of UK academics found half did not use AI tools in their work because:
They didn’t know how to use AI or if it was allowed
Ethical issues relating to how AI works
Lack of time and interest
They prefer to do work themselves
Reject AI as dehumanizing
AI is inaccurate and can’t be trusted
Learn More: https://doi.org/10.1007/s42438-024-00524-x
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 by: Sarah Freye