Since ChatGPT I've been wondering about Digital Humanities: Are the use of LLMs for research or teaching in the Humanities the new DH? Did DH play a role in getting us to where we now find ourselves with AI and educational technology? Can it lead us in a different direction? I'd love to hear more from DH scholars.
AI May Ruin the University as We Know It "No more extracting concepts from long-form arguments, no more psychic struggle with complex ideas: just autosummary on demand, made possible by a vast undifferentiated pool of content that every successive use of the service helps to grow Such is the ed-tech vision of higher education now. What the example of NotebookLM’s promotional campaign demonstrates is the emergence of a new model or template for education, if not for learning itself: a productivity schema ready to be laid across the full spectrum of the postindustrial knowledge economy. It is not difficult to see that in the next phase one can eliminate the lectures and discussions and simply start with the summaries (and eventually the summaries of the summaries), streamed on demand. This vision of the future of education is either dystopian or utopian, depending on one’s sympathies for the idea that the classroom must necessarily once again be disrupted to better serve students, and depending too on the stake one has in the industries that are going to profit from the enterprise." https://lnkd.in/dHmhy5Ba
Co-Founder of Altrosyn and DIrector at CDTECH | Inventor | Manufacturer
1moThe framing of LLMs as "the new DH" risks oversimplifying a complex field. While DH has undoubtedly paved the way for AI integration, its focus extends beyond mere technological application to encompass critical reflection on methodologies and power dynamics within scholarship. Consider the recent backlash against AI-generated content in academic publishing how does this challenge the notion of authorship and originality within a digitally mediated landscape?