The photos in these articles are weird. There are lots of pictures of Gimli's harbour that are a bit like Gimli, but are also entirely wrong.
And a bunch of the articles don't actually communicate much of anything.
Oof. Looks like I'm going to have to beef up my lessons on reliable news sources next year.
www.winnipegfreepress.com/arts-and-lif...
A photo called A Setting Earth. Two thirds of the photo show a moon covered in big and small craters, with a crescent Earth peeking out from the horizon.
I like geeking out about all the cool photos from Artemis II this week. So neat!
I think it is set between the end of the show and the movie, so animated would make sense to avoid having to awkwardly de-age everyone. Plus then Wash is still in it!
I'm not familiar with Edsby. How has it integrated AI?
Yes, it isn't helpful when it comes to helping students develop and practice key skills. I've been opting for lots of tasks that lean more on paper and pencil work instead.
I agree. I think divisional policies and guidelines are definitely needed, along with a more critical eye of the ed tech in general.
I think that might depend on the school? That hasn't been my experience.
I hope that the public consultations result in more protections for people. And I'd really love to see curriculum that actually addresses how AI impacts us, the environment, society etc.
A study by the BBC found that AI misrepresents news content about 45% of the time.
The kids section of my local library has a colouring corner with a dollhouse that kids can colour, which is the most adorable thing ever.
The second post in my series on teaching students about how to think critically about AI. We learned about why AI hallucinates, how AI can demonstrate bias and why using reliable sources is important.
teacherbees.ca/ai-part-3/
Here's the second post in my series on teaching students how to think critically about AI. We learned about how AI affects learning and mental health.
teacherbees.ca/ai-part-2/
I've been spending a bit of time writing about how to help students understand AI and think critically about it. The first step below is helping them understand what it is and how it is developed, with a focus on some of the ethical issues surrounding its training.
teacherbees.ca/ai-part-1/
I sometimes use it as a teaching tool with students to teach them about hallucinations and the importance of looking at reliable sources.
But libraries are the best. I can’t understand somebody being annoyed with them.
Those look fantastic!
Also, yay there’s a third Dungeon Club! 😃
This reminds me of the Kurtzgesagt video where they try to find the source of the claim that blood vessels are 100,000 km long.
m.youtube.com/watch?v=bgo7...
Education technology often features a lot of fads, but this one is a lot more intense.
I think people need to consider whether whatever AI is generating is actually what we need, particularly considering the connected impacts on well-being, learning and development.
Rather than teaching students how to use AI, since I'm not convinced they should, I've been teaching them about AI, how it works, and other factors like hallucinations and bias.
I figure everyone should have a better understanding of the technology before making decisions about whether to use it.
Transgender and nonbinary young people have a lower risk of suicide attempts when their pronouns are respected. Respecting pronouns can save a life.
www.parents.com/respecting-p...
This paper contains some good arguments about an issue that concerns me a lot when I hear my colleagues talking about LLM use in developing their research:
Whose ideas are you presenting as your own?
(Though the fatalist argument the authors make at the end of paper is disappointing/bizarre.)
There are a lot of ethical implications to explore (such as environmental and copyright issues and workers' rights), plus questions about how AI actually affects us in terms of mental health and learning.
Something I'm not seeing reflected in the WSD framework is the need to help students critically think about AI. Students and a lot of teachers don't always have a strong understanding of how AI models work, where the data comes from and issues like hallucinations and bias.
This Is Just To Say
I have thwarted
the LLM
that was in
your algorithm
with which
you were probably
planning
world domination
Forgive me
it was delicious
so banal
and so stupid
I've included options that can help adapt it for older students too. I suspect students should probably learn these lessons before high school, but better late than never!
This term I collaborated with another teacher to make this middle school unit about generative AI, how it works and how it is impacting us, the environment and society, with the aim to help students make more informed decisions. Feel free to share!
www.canva.com/design/DAGyC...
This term, we learned about AI and its impacts. We learned about data centres and how in communities elsewhere they are putting stress on the energy grid and water supplies.
Looks like that lesson is becoming increasingly relevant here.
www.winnipegfreepress.com/breakingnews...
These new understandings will help us as we establish together what are inappropriate and appropriate uses of AI in connection with school.
I’m hoping these lessons have given students the understand they need to think critically about AI and make better decisions regarding its use.
This term, my students and I focused on thinking more critically about generative AI, how it works and its consequences for the environment, communities, artists, our mental health and our thinking.
I’m assessing their thinking in a summative assignment and I’m appreciating how thoughtful they are.
A squirrel sitting in a tree nibbling a red sucker it found somewhere.
Happy November 1st everyone!