Purpose of Education
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Education provides lifelong opportunities through standard entry points into formal education as well as optional opportunities to re-enter education when it is right for the individual. It is important to signpost many paths to both formal and informal learning at different levels so that education acts as a magical key to open many doors to new opportunities for learning.
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Abstract
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Summary
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“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
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References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
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The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
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How should our higher education institutions respond to innovations in new AI...
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
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Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
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This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptx
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptx
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptx
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptx
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Modes of Learning in Higher Education
This graphic provides a brief description for the different modes of learning in higher education.
https://doi.org/10.25416/NTR.16624510.v1
Building social learning communities
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learning
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The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
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- 1. The Purpose of Education#purposedpsi Sue Beckingham
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