Collaboration does three things solo work cannot match. It accelerates thinking, sharpening it in the friction between people, between perspectives, and increasingly between AI models. It distributes thinking, so discernment is not trapped in a single expert's head. And it lets an institution retain that thinking, holding onto what it learns instead of letting it slip away.
ROI of Collaboration includes not losing all of an individual's contributions when you lose an individual.
The answer is that generation was never the point; it was how you learned to discern. So here is what we are for: from day one, everyone needs what used to require a promotion: the discernment to define the problem, interrogate the output, and validate the result. Hold that against the two responses most institutions reach for, and both fall short:Reject AI, and train students and juniors to generate without it. This serves a fantasy. Many will use it anyway, only without guidance, standards, or accountability. Faculty turn to detectors that cannot reliably tell honest work from misconduct; companies block the apps and drive the behavior underground, where people paste sensitive data into consumer tools because no approved option exists.Embrace AI as a generator, and train juniors to produce faster with it, at the risk of mistaking fluency with prompts for fluency with thought8. They finish quicker, but never learn to judge whether the answer is sound or the problem well framed9, because they never build the internal mastery that judgment requires.Both fail for the same reason: each still casts the next generation as generators, the one role AI has largely taken. The work has inverted; how we develop people has to invert with it.Teaching that is what education was always for. In the spirit of a line often attributed to Plutarch, the mind is not a vessel to be filled but a fire to be lit. That fire is what we call AI Readiness:Domain Expertise: the ability to know what to ask, what context matters, and how to interrogate the answer.AI Enablement: knowing when to use AI, when not to, and how to wield it.Human Excellence: critical thinking, creativity, communication, and collaboration. Being human is the advantage, not the consolation prize.
We used to use Generation as the scaffolding to the destination of Discernment. Entry-level roles did Generation in order to learn Discernment. The application of Discernment was the reward that came with promotion. But now, Discernment is required from the start.
Edu responds either with the fantasy of rejecting AI, or the folly of embracing the generation of AI without Discernment. The former is a rapid path to irrelevance, the latter a slighly delayed path to obsolescense.
The models are finally ready. Costs of inference are getting optimized with open models, and even on-device models.
大多数人认为AI领域仍然处于早期阶段，模型成本高且实用性有限，但作者认为模型已经'准备就绪'，推理成本正在优化，这一观点暗示AI应用可能比大多数人预期的更快进入实用阶段，挑战了行业对AI成熟度的普遍认知。
[[Stefaan Verhulst p]] about AI readiness for data
If Nvidia has cracked the code on bringing AI agents easily, safely, and usefully to the masses, it could — and should — be big.
大多数人认为AI代理技术仍处于早期阶段，难以在消费级设备上有效运行，但作者暗示Nvidia已经解决了这一技术难题。这一乐观观点挑战了当前AI代理技术仍不成熟的行业共识，暗示市场可能即将迎来AI代理的大规模普及。
TRSP Desirable Characteristics
The life cycle status of the repository: is it still being developed or in production and accepting data submissions? The latter does not exclude that some (re)development, enhancement or maintenance may be ongoing, as happens in any mature system.
Smith et al. summarize four categories of characteristics contributing to RTL: cognitive, attitudinal, behavioral, and personality/dispositional: Readiness to learn is a mix of cognitive (e.g., prior knowledge), attitudinal (e.g., enthusiasm), behavioral (e.g., effort; strategy use), and personality or dispositional (e.g., determination or drive) characteristics. As such, the literature indicates that readiness to learn is an elastic construct wherein an individual’s motivation, use of basic cognitive skills, and the use of “soft skills” that enable learning (e.g., communication, teamwork; U.S. Department of Labor, Office of Disability Employment Policy, n.d.) come into play. (177)
They then spent a couple of pages on the history of elementary education, followed by a discussion of the stages of instruction, beginning with "reading readiness" and continuing through "sight words" and "context clues", to mature skills that allow the reader to compare the views of different writers.
The broad idea of "reading readiness" stemmed from Jean Piaget's work, much of which was debunked by Peter Bryant during the 1970s. Yet we're still apparently discussing it and attempting to figure out how to do all this better: https://www.nytimes.com/2022/05/22/us/reading-teaching-curriculum-phonics.html
They didn't tackle the lowest level very thoroughly, but I was a bit surprised that with their discussion of speed reading they didn't give at least a passing mention to phonics which had a big rise in the 1960s before declining in the 70s and 80s only to see another big uptick in the 90s.
Intellectual readiness involves a minimumlevel of visual perception such that the child can take in andremember an entire word and the letters that combine to formit. Language readiness involves the ability to speak clearly andto use several sentences in correct order.
Just as predictive means may be used on the level of letters, words, and even whole sentences within information theory at the level of specific languages, does early orality sophistication in children help them to become predictive readers at earlier ages?
How could one go about testing this, particularly in a broad, neurodiverse group?
Students who are assigned a group project without an adequate level of readiness and/or guidance may be set up for failure. An interesting factor discussed by Sanders (2008) is that students are often ill-equipped through their previous educational experiences to collaborate (in general) or peer-review and often see colleagues as rivals.
we argue that it is necessary to consider teachers’ perceptions of both their own readiness and that of their institution
Rees, F., Geiger, M., Lilleholt, L., Zettler, I., Betsch, C., Böhm, R., & Wilhelm, O. (2021). Measuring parents’ readiness to vaccinate themselves and their children against COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/wrgce
were ready
both teachers and students were ready with digital skills and tools
Interim recommendations for use of the AZD1222 (ChAdOx1-S (recombinant)) vaccine against COVID-19 developed by Oxford University and AstraZeneca. (n.d.). Retrieved 16 February 2021, from https://www.who.int/publications-detail-redirect/WHO-2019-nCoV-vaccines-SAGE_recommendation-AZD1222-2021.1
IJzerman, H., Lewis, N. A., Przybylski, A. K., Weinstein, N., DeBruine, L., Ritchie, S. J., Vazire, S., Forscher, P. S., Morey, R. D., Ivory, J. D., & Anvari, F. (2020). Use caution when applying behavioural science to policy. Nature Human Behaviour, 1–3. https://doi.org/10.1038/s41562-020-00990-w
Test Your Readiness: Data Practices
This seems to be the same overall Readiness test available in all Chapters. Consider segmenting the Readiness test into portions that align with the particular chapter that the learner is in.
The World’s Supply Chain Isn’t Ready for a Covid-19 Vaccine. (2020, July 25). Bloomberg.Com. https://www.bloomberg.com/news/articles/2020-07-25/the-supply-chain-to-save-the-world-is-unprepared-for-a-vaccine
Ivanova, M., Ivanov, I. K., & Ivanov, S. H. (2020). Travel behaviour after the pandemic: The case of Bulgaria [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/36rkb
Shama, S., & Ikbal, J. (2020). EDUCATION DURING A PANDEMIC: A feasibility study of online classes in Bangladesh to counteract potential study gaps caused by COVID-19 related lockdowns [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/p6mws
Lawton, G. (2020, June 17). We knew how to prevent a pandemic like covid-19, so what went wrong? New Scientist. https://www.newscientist.com/article/mg24632871-400-we-knew-how-to-prevent-a-pandemic-like-covid-19-so-what-went-wrong/
Hahn, U. (2020, April 27). ”Psychological Science is not yet crisis-ready”. Reddit. https://www.reddit.com/r/BehSciMeta/comments/g8wrgg/psychological_science_is_not_yet_crisisready/fr5g1vl
IJzerman, H., Lewis, N. A., Jr., Weinstein, N., DeBruine, L. M., Ritchie, S. J., Vazire, S., … Przybylski, A. K. (2020, April 27). Psychological Science is Not Yet a Crisis-Ready Discipline. https://doi.org/10.31234/osf.io/whds4
The State of California's Online Education Initiative (OEI) has developed an innovative set of interactive tutorials and tools, which may increase your chances of success in any online course. These tutorials are interactive, helpful, and easily accessible.
Edward Thorndike's three laws of learning. The page does not explain this, but his theories came out in about 1900. His three laws of learning appear to be relevant to our course work. This simple page features black text on a white page. It is brief and it simply describes the three laws of learning. rating 5/5
Student online readiness
Welcome to Ready to Learn! Readiness tool.
Get students off to a good start with an online orientation
Purpose of Online Teaching Readiness Assessment
This report indicates we can connect with our digital learners to talk about trust and evaluation in the digital information sphere.