Nurun Nahar

Developing a Writing Culture Through Academic Leadership

🎙Latest from #TIRIgogy ConnectED podcasts! 🎉

One for your weekend listening as I speak to the amazing Dr Alicja Syska, Chief Editor of the Journal of Learning Development in Higher Education on 'Developing a inclusive writing culture through academic leadership' 👇
open.spotify.com/episode/5P7i...

Oh no! Sounds terrifying. I hope it wasn't anything serious.

So sorry Sue. I just logged into BlueSky after a long time and this is the first post that caught my attention. I hope your mum is doing well now. Sending best wishes 🙏

Great discussion. Thinking about how we implement some great ideas. How do we train students to utilise these technologies in a critical way that aids rather than hinders learning. #LTHEchat

Data-driven assessment reform: How UniSQ is navigating GenAI with evidence, not panic Jessica Marrington, Chris Zehntner and Jo-Anne Ferreira, University of Southern Queensland

📢In my #NeededNowLT series w @jasonmlodge.bsky.social
@unisq.bsky.social Marrington Zehntner➕Ferreira
👇Data-driven assessment reform: How UniSQ is navigating GenAI w evidence, not panic
Assessment Heatmap
-Acad integrity➕innovation
-Evidence guides AI use
🤔Lessons
open.substack.com/pub/neededno...

Thanks for joining @santanuvasant.bsky.social! Was good to have you in the chat session.

😆😆 I am rarely present here but glad I did today 😆

Thanks @nurun.bsky.social 🙏, the questions prompted a creative activity idea of using #GenAI. Plus crystallised the need to question the biases of these systems. Through that, education can be better. #LTHEChat

Sad news. I admired her work 😢

Interesting, I always fear that if we (ever) go to fast we get no meaningful learning. #LTHEchat

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I am with you on that 😆
Currently testing the length and breadth of Comet being able to do that ..so far it's like 👇

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This has been such a stimulating discussion. Thank you to everyone who participated. I shall be reflecting on all the responses (golden nuggets in some!) Enjoy the rest of your evening everyone 😊

Agreed. For better learning, I think the model needs to be trained in pedagogy and the module content. Integration with the curriculum, or at least teaching practice is the key. That said, when used properly, even free models can provide needed learning support, esp in high enrolment classes.

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Q6 - Which part of a module/unit/delivery approach would you deliberately design for friction (slow thinking for dialogue) instead of fluency (quick completion), and why?

Reply with A6 #LTHEChat and your response @nurun.bsky.social

A5 #LTHEChat @nurun.bsky.social. I find that many UGs need to 1st understand learning isn't just about facts, but knowledge co-creation & where dialogic learning comes in in this process. Also prob how to discuss. Some may even need to be convinced that sharing will not hurt their grades.

'Asking a good question goes a long way!' This has been my key takeaway message in an AI literacy workshop for students last week. It can set the course in motion for genuine learning through rich dialogue exchange in peer to peer learning or discussion between tutor and students.

I have been applying that mindset too when using GenAI. I feel most of the models (I am referring to the ones available for free and not paid versions) are not yet that 'advanced' to be used as a learning partner but rather useful as a catalyst for learning.

I do that myself and find it quite useful. Lately I have been experimenting with Comet as personal AI assistant. Still early days and I feel earlier models of ChatGPT and Claude performed much better before the updates were introduced.

A4 #LTHEchat same here. Sometimes I find the process of crafting prompts and refining them iteratively for better responses in itself carries opportunities for dialogic learning with GenAI.

An image of a brain as a memory board with the large letters A I over the top

Q4 - How have you used generative AI—personally or professionally—to support your own dialogic learning, and what did you notice?

Reply with A4 #LTHEChat and your response @nurun.bsky.social

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A3 Maybe the assessment should include a reflection on the dialogic learning process, how different iterations, the prompts and outputs improved and a critical evaluation of the final output (a discussion in class as a formative assessment should be used too) #LTHEChat

A3 #LTHEChat @nurun.bsky.social A clear understanding of why, when, and how GenAI are being used. Also need AI Fluency/Literacy/Competency--knowing the capabilities and limitations of the tool, and the ethical considerations in evaluating AI outputs.

A3 #LTHEChat one strategy would be to being critical of retaining your 'inner voice' when using GenAI for dialogic learning. I find it useful when I begin a dialogue with GenAI with a question rather than a prompt.I found Socratic style use of GenAI chatbots effective to support dialogic learning.

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Q3 - What strategies can help educators and students maintain agency and voice when using Generative AI within human-AI dialogic learning collaboration?
Reply with A3 #LTHEChat and your response @nurun.bsky.social

A2 My concern is that we (as a species) don't get enough practice reasoning because our first recourse is to the AI And because they don't really think or create everything stagnates. #LTHEchat

#LTHEChat A2 GenAI can be useful to structure a pedagogic approach/activity intentionally designed to promote dialogic learning. The cons could be it may have a narrow focus which could leave out the 'messy' processes which are sometime essential for learning through 'difficult' dialogues.

A1 It can happen between tutor and student or between students. It happens when individuals truly listen to each other and then respond #LTHEchat