Excited to share my most recent reflections on using AI in educational settings. I've been experimenting with ways to use AI to differentiate instruction and provide supports for students with disabilities. But, all of this stuff works great for everyone!
#mindfulai #aiedu #edusky
I'm not the only teacher in my household exploring how AI can be used to enhance our teaching practice. In this post for @mindfulaiedu.bsky.social I share insights from my husband's experience using AI to create and revise tests for Biology and Chemistry.
open.substack.com/pub/mindfula...
Here's my latest post with @mindfulaiedu.bsky.social
Start Where It Hurts: Using AI to Tackle Assessment Pain Points
open.substack.com/pub/mindfula...
I don't know that this saved me any time, but students got so much more individualized feedback than I ever could have generated on my own.
Sometimes AI isn't about working less—it's about impact per hour invested 💪 🕰️. #EduSky #AIEdu #AIinEducation
mindfulaiedu.substack.com/p/what-happe...
📊 Is AI the new Scantron?
AI-assisted grading could lead to speed and scale—if teachers manage it correctly. Explore how AI grading tools are reshaping assessment and what that means for teaching with intention.
🔗 mindfulaiedu.substack.com/p/is-ai-the-...
#EduSky #AIEdu #EdTech
A newish post from me exploring different ways to collaborate with AI to produce feedback for student work. Ultimately, I think we can hand much of this process over to students if we support their AI Literacy Skills development.
My second article with @mindfulaiedu.bsky.social focused on using AI for feedback. In this one, I delve into the benefits and limitations of AI-generated feedback and provide some tips and tricks for educators and students. Can you guess what chapter of the book I'm writing? 😉
Myths about AI in education are everywhere—but what’s the reality? 🤔 We break down the biggest misconceptions and what they really mean for teachers and students. #EduSky #EduSkyAI #AiEDU
mindfulaiedu.substack.com/p/myth-vs-re...
Let’s break down 4 myths about AI in education and look at AI as an intentional tool for teachers and students. #EduSky #EduSkyAI #AiEDU
mindfulaiedu.substack.com/p/myth-vs-re...
Maybe it is a failing of mine, but feedback takes me awhile. I think this because I care very deeply that it be helpful for the students. I agonize over it... So, yeah, this saves me a ton of time, is my authentic feedback, and is customized to the individual.
Crafting a prompt is a form of discourse, a new literacy if you will that relies on the literacies that came before. Reviewing and revising the material and AI generates in response to a prompt is an act of critical thinking and critical discourse.
I guess as a Multiliteracies scholar who's been working in the field for 14 years and gone through extensive research, peer review, and publishing, I have a different perspective on discourse. To me, a recording of me speaking is a form of discourse, a form of text that has the same value prose.
So, I had to go into the longer transcript and separate each one out to ensure the individualization. It works great now. It only includes the feedback I provide and organizes that feedback the way I prompt it to.
I create a separate recording for each student. This way each transcript (and subsequently each AI synthesis of that transcript) focuses on the individual and their needs. The first time I did this I had a long recording and it did homogenize the feedback across students as described in the article.
I always go back to the concept of remixing as described by the New London Group. Everything is iterative becoming new texts as we adapt and change them. New and Multiliteracies scholars have been thinking about these processes since the 90s. www.sfu.ca/~decaste/new...
You're presuming the software is the one prioritizing. When I use this process, I direct it to organize and prioritize in my prompting and then, revise a fairly good amount. I've written and published plenty using many different processes for many different outlets. This manner still feels like me.
Think about it this way: We would allow a student without the ability to type/write audio record their idea and turn that into a draft. Is this process really that much different? What is considered an accommodation is really just a supportive practice that benefits all students.
Excited to share my first essay for @mindfulaiedu.bsky.social
Enhancing Feedback with AI: Making Feedback Clearer, More Meaningful, and More Human
open.substack.com/pub/mindfula...
What can The Simpsons and Hank Azaria teach us about learning in the age of AI? Plenty. In our latest post, we explore "neck-up" learning—why it’s not enough, and how AI can help students become agents of their own learning.
👉 mindfulaiedu.substack.com/p/going-beyo...
#EduSky #AIEdu #EdTech
Agreed. I'm stealing that one for sure!
I was referring to LLMs, since that was the focus of the thread. I've found:
Copilot 👌🏻
Perplexity 👍🏻
Get Liner 🙌🏻
Curious about ChatGPT. I haven't tried it yet. It sounds like in your experience it hallucinates content. Is it topically way off, or is more like it presents intro/lit rev as findings?
I'm jealous of your educating experience. Elementary kids using Boolean operators in research sounds amazing. My high schoolers rarely know what they or how to use them effectively. We get them there, but it takes time and can be intimidating. So having alternatives isn't a bad thing.
I didn't mean to imply that Google Scholar required Boolean operators. Other than formal databases, the search engines don't require them. Boolean operators are great for databases but not as effective in web search engines (Google, Safari, etc.).
AI doesn't require Boolean operators to conduct a search, which can be helpful for students unfamiliar or uncomfortable with the process. That said, I would recommend students use AI early in a search to find a few resources to get them started or when they feel like they aren't finding "anything".
I haven't found search engines super helpful for finding peer reviewed research articles, except maybe Google Scholar, in part because there's just so much information on the Internet. Even Boolean operators can fall short when it comes to web-based search engines.
Before AI, I spent most of my time grading/giving feedback and creating lessons using software. AI has sped up my process giving me more time to interact with my students on a personal level, which aids me in better assessing their work because I know them and how they think more deeply.
In my experience, students appreciate the AI feedback as a first round of feedback. When prompted correctly, AI can identify general areas of improvement. This provides students with good places to start their revision process. Then, we do a round of conferences for more specific feedback.
This is incredible! Thank you @mcneillms.bsky.social for the insight and guidance. @micamulloy.bsky.social I would love to give this a try with the comics class. So many of them are intimidated by drawing in a way they aren't intimidated by technology. #comics #graphicnovels #makingcomics
That's interesting. So, when prompting, are you specifying the names of historical figures, rather than giving a physical or general description of the character? (i.e., senator or older balding man wearing toga)
I would love to see that! Also, just excited for a graphic novel about the Battle of Thermopylae.
