A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. LESSON PLAN IN INQUIRIES, INVESTIGATION AND IMMERSION
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding on the range of
research topics in the area of inquiry
B. Performance Standard
The learner is able to decide on suitable quantitative research in
different areas of interest
C. Learning
Competency/Objective
(Write the LC code for
each)
CS_RS12-1d-e-1
The learner formulates clearly the statement of resrarch
problem
Subtask: Design a research useful in daily life
II. CONTENT
Identifying the Inquiry and Stating the Problem:
Designing a Research Useful in Daily Life
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Practical Research for Senior High School 2 pages 27-28
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
a. Preparatory Activities
1. Daily Routine
a. Prayer Say: Let’s all stand for a prayer.
b. Greetings
Say/Ask: Everyone may be seated now. Good day everyone!
How are you today?
c. Checking of
Attendance
Say: Who is/are absent today?
d. Checking of
Assignment
Say: Let us check first your assignment if there’s any before
moving on to the next part of our activity.
2. Priming
Activity 1: Brain Check!
What are the factors to consider in designing a resarch?
B. Lesson Proper
3. Activity Activity 2: Pair to Share!
Directions: each group will be given a topic and let them share it
to the whole class.
4. Analysis Directions: Allow students to share idaes on the following guide
questions:
1. What are the possible research topics related to daily
life?
2. 2. How are you going to make a decision on a resaerch
topic?
5. Abstraction Directions: Think of an area by which you feel like you want to
focus in conducting a quantitative resaerch. Briefly justify your
decision in choosing the area of interest in conducting a
research.
6. Application What topic you need to focus on the following areas?
1. Values Education
2. MAPEH
3. Social Science
4. Earth Science
5. English
6. Filipino
a. Assessment Based on student’s output.
b. Additional activities for
application or
remediation
Keep on improving with your research study.
V. Closure
A good researcher makes the wisest decision if not at the
beginning, be all throughout the process.
VI. REMARKS
VII.REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
