Regardless of whether you hold certain views, ie you think that there are far more negatives with Generative AI than there are positives, that we are going to lose more than we're going to gain, that students are going to lose key knowledge, key skills, not be able to think for themselves, not be able to produce writing or other forms of output without digital assistance (which is quite bizarre because they've been doing that for a long time) – there is somehow a way of stopping the world.

I am bewildered by the idea that we can ‘put this back in the box’ and ‘just stop this right now’ or we can reverse things. I know that suggestion is, quite frankly, ridiculous.

What we have is a situation that's changed. What we have is a world that's changed dramatically.

The use of AI in the Australian Tennis Open 2024 and what that makes me think about AI in Education

I think it maybe time to recognise that the old ways of marketing, of development and in some ways, use, of software is very different for Generative AI. This suggests the need to rethink professional learning, training and deployment for GAI.

I have thought for a long time that a great deal of what a teacher does, can be automated, and in the AC (afterchatGPT) era, be replaced by AI. And that's only looking at it with the current lens of what AI can do or what AI promises to do in the near future. When we try and look more longer term, there are, perhaps, more questions to ask as regards what can be replaced and what can't or shouldn’t be replaced.

A real-life account of a student's use of #aiineducation that shines a huge spotlight on the deep and complex discussions #education at all levels needs to have.

#ai provides us with a different approach to differentiation. A response to the recent post from Darren Coxon 🚀 #aieducation #aiineducation

I admit that I have a certain degree of unease and uncertainty in working with AI. A personal insight into working with AI and how it reflects much of what I see around me.

In my last article, I referred to an AI-driven labyrinth and the navigation of this maze of disruption continues to cause all manner of problems for educators. This article focuses on the significant roles of Identity, Authenticity and Sharing in how we participate and contribute.

This article is in response to this by University of Melbourne: https://lnkd.in/gHbYUkVc focusing on the report - Keeping it Human: Learning Design in the Digital World: https://lnkd.in/gb6FRCFa Considering that work in the context of the #afterchatgpt era, there is a labyrinth of issues to navigate that #ai has brought to the surface. #aieducation #aiineducation

Using the Russian dolls analogy, this piece highlights some of the questions that #ai is bringing to the forefront in the context of the way high #schools typically operate, the experiences offered to #students‍ by #teachers and the systems in place.

Despite the many facets and uses for #ai, and how fascinating it is in itself, the largest impact surely comes from how we fuse the #technology with what we want/need to keep in #education going forward. #aieducation #aiineducation

An honest account of #pbl in my practice, assessment and why #ai offers a fix for criticisms of the PBL methodology.

Looking at schools' responses to #ai. Some key points that represent what should be/is happening, #aieducation #schools

A very personal and somewhat leftfield reflection on lived experiences in the #afterChatGPT era. #ai #aieducation #teaching #learning #education #change

A reinterpretation of the SAMR model that focuses on #assessments, #ai #chatbots. This proposes changes to the original model but, more importantly a way for #educators to see how #technologyintegration can occur and the stages you can go through to get to redefining assessment practice and #aieducation #ai #education #teachers ‍‍‍

The growth of #ai does not necessarily lead to a dystopian future. I am offering possibilities for a completely different future for #education