Montis Innovations’ Post

"This study tests an AI-specific form of social support, and the cost it may pose to student success, wellbeing, and retention. Indeed, while AI chatbot usage may be associated with poorer social outcomes, human-substitution activity that may be occurring when a student chooses to seek support from an AI rather than a human (e.g. a librarian, professor, or student advisor) may pose interesting learning and teaching policy implications." Student Chatbot Use ‘Could Be Increasing Loneliness’ | Inside Higher Ed https://lnkd.in/eZnq6TBB When artificial intelligence substitutes humans in higher education: the cost of loneliness, student success, and retention | Studies in Higher Education https://lnkd.in/enm-gy4Y #openaccess

Should universities use AI to select students? Summary: The Singapore Management University (SMU) has decided to remove personal statements from its 2024 undergraduate admissions process due to the rise of ChatGPT, opting instead for short responses to specific questions. This move, aimed at maintaining the integrity of the application process, reflects a broader trend among universities to adapt to the challenges and opportunities presented by artificial intelligence (AI) in education. SMU Provost Timothy Clark emphasizes the importance of understanding applicants' character, aspirations, and motivations, which AI-generated responses could obscure. Despite the potential of AI to assist in admissions, Clark firmly states that SMU will continue its personalized approach, valuing individual assessment over AI screening to avoid perpetuating biases and missing potential candidates. The introduction of AI has prompted universities to reevaluate teaching, learning, and assessment methods. SMU's response includes adapting assessments to ensure academic integrity and integrating AI literacy into the curriculum, recognizing the growing significance of AI in various fields. This includes teaching students about the technical aspects of AI, its ethical use, and its limitations. SMU is also advancing AI-related research, focusing on societal challenges, ethical AI development, and data bias. The university aims to enhance AI literacy not only among its students but also within the broader Singaporean population through certificate programs and courses. Looking forward, Clark envisions a more pronounced role for AI in higher education, from personalized learning systems to course recommendation tools, emphasizing the need for a university education that prepares students for a future deeply integrated with AI technologies. #SingaporeManagementUniversity #AIinEducation #HigherEducation #AdmissionsProcess #AcademicIntegrity #AILiteracy #PersonalizedLearning https://lnkd.in/gWsbjR2Y

I'll take the risk and say it despite Jason Gulya 😅 Personalised Learning leading towards Personal Learning. (just joking, I know he is upset with those who use such terms without much of a knowledge.) In my current school, ❎ I don't have my own classroom (in fact, I teach in five different rooms) ❎ we still categorise students based on their academic achievement in maths (top set, middle sets and bottom set) ❎ we must go through the same curriculum for all students in a Year group ❎ we must give the same exams to every student in a Year group. etc. Despite all that and more, I developed my model of In-class Flipped Mastery. It has a significant level of personalisation; students can ✅ work on the content in their own pace ✅ benefit from my one-to-one attention whenever they need ✅ re-take tests to showcase their improvement ✅ self-assess their class performance ✅ continuously get descriptive feedback from me ✅ fill in the gaps in their knowledge base ✅ have a positive relationship with me and hence a positive learning environment No, it is not 100% personalised learning. It definitely isn't personal learning. It surely is not the only way to improve the traditional system. However, it gives the opportunity for the students to build self-esteem on doing maths. This is a big win. Huge. All that said, we won't be talking neither about Flipped Learning, nor Personalised Learning and such within ten years' time. It will simply be called as learning. And AI will be an inevitable part of it, like it or not.

In a new Q&A focused on the many ways Artificial Intelligence is impacting higher education, SC&I Assistant Dean for Programs and Assessment Sharon Stoerger discusses educational uses of #AI, how it is transforming student assessment, approaches educators are taking to prepare students for #STEM careers, and ways institutions are embracing this new technology. She said, “There are strong augments to be made for using AI with caution. Despite output that can seem magical at times, AI does struggle with certain tasks. Moreover, AI tools can perpetuate biases based on those present in the training data. Using student data for assessments involving AI raises ethical concerns about privacy and transparency. These tools can also hallucinate, promote misinformation, and violate the rights of content creators. In other words, they can do real harm.” Read the Q&A here: https://lnkd.in/gWWCgGzq #RutgersResearch #RutgersExcellence

Read what Stefan Bauschard has to say, more so the question he asks "How are you redesigning learning to prepare students for an AI world?" So relevant...we need to shift education as a whole...assessing learning, instructional redesign, debates/discussions, portfolios, hands-on learning...all of it. #aiineducation #aiforeducation #chatgpt #highereducation #faculty #teaching #instructionaldesigners

The text discusses the integration of AI and AGI in higher education, highlighting benefits such as personalized learning, streamlined administrative tasks, reduced costs, and the importance of balancing technological innovation with human interaction in education. How do we plan to navigate the ethical considerations and resistance to change that may arise as we work towards integrating AI and AGI into the academic landscape? What are some examples of how AI technologies such as ChatGPT can be utilized in different academic environments to illustrate their transformative potential more vividly? https://lnkd.in/eBbDQXu9

🤖 “AI is not going to replace humans, but humans with AI are going to replace humans without AI.”  🦾 K–12 schools looking to adequately prepare students to participate successfully in a rapidly changing 21st century economy can no longer avoid artificial intelligence. There is an increasing consensus that teaching students to use AI is more than just a nice-to-have — it will make them competitive job candidates later in life. 🏫 What this means is that educators and librarians still have a job to do. They must understand AI in order to help students properly vet these sources. Schools Can Get Started with AI: ✔️ Create a task force w/ stakeholders - including CTE Teachers ✔️ Get Tools Tailored to Education ✔️ Critical - Include AI in Teacher Prof Dev ✔️ Work with internal and external tech partners Read more at https://lnkd.in/gCCmGZqh #k12 #cte #careerandtechnicaleducation #ai #aiedtech

🤔 Students Worry Overemphasis on AI Could Devalue Education Some student findings: ▪️55% believed overuse of AI within teaching devalued education ▪️86% said they “regularly” used programs such as ChatGPT in their studies ▪️86% of students said they were not fully aware of the AI guidelines at their university ▪️55% said they felt they lacked sufficient AI knowledge and skills — and the report adds that they increasingly expect training to be incorporated into their studies. Consequently, training staff members on AI is a “baseline expectation” before integrating it into courses. More: https://lnkd.in/gw6NupvW #AIinEducation #FutureOfEducation #ResponsibleAI

  AI in Higher Education: Enhancing Learning, But At What Cost? Read the research paper here: https://lnkd.in/gtdD9M32 Artificial intelligence (AI) is revolutionising higher education, offering tools like ChatGPT that support academic tasks ranging from grading to providing feedback. However, a recent study by Crawford et al. (2024) highlights a critical concern: while AI can improve academic performance, it may unintentionally harm students' social wellbeing. The research reveals that increased reliance on AI for academic support correlates with reduced human interaction, leading to loneliness and a diminished sense of belonging. Students often turn to AI tools instead of seeking guidance from peers or professors, which can erode the essential social fabric of university life. This substitution effect, where students replace human interaction with AI, can result in lower psychological wellbeing and may even impact retention rates. The study suggests that while AI can be a powerful educational tool, it should complement rather than replace human interactions. We encourage institutions to adopt a balanced approach by integrating AI in ways that enhance learning without jeopardising social connections. For example, AI can manage routine tasks, freeing up educators to focus on fostering personal relationships with students. To mitigate the potential downsides, universities should enhance human-centred support systems, such as peer mentoring and counselling services. Regular evaluation of AI’s impact on student wellbeing is also essential to ensure that technology serves as an aid, not a hindrance, to holistic student development. Ultimately, while AI offers tremendous benefits in academic settings, it is crucial to maintain the human element that underpins effective education. Balancing technological innovation with human interaction will be key to creating a supportive and successful learning environment.

#ArtificialIntelligence (AI) offers exciting opportunities and unique challenges for #neurodivergent students in #education. While #AI can support #communication, #organization, and #independence, concerns about #accuracy, #policy clarity, and the risk of misunderstandings around academic #integrity remain. By setting clear policies and promoting responsible AI use, #educators can harness AI’s potential to #empower neurodivergent students toward greater academic and personal success. “Artificial Intelligence in Education: Benefits and Risks for Neurodivergent Students” By Tara C. Fappiano Advocate and Mediator 📰 Read the article: https://lnkd.in/eH9ZBsfD