3,982 Matching Annotations
  1. Jul 2023
    1. Buck’s.

      So a good KPI for product-market fit would be number of free lunches founder or CEO receives?

      (Buck's is a restaurant in Woodside, California in Silicon Valley and so a hangout for VC and startup types. Presumably, if your business is good, everyone wants to buy you lunch.)

    1. Background knowledge refresh

      AI as subject matter expert?

    2. If fine-tuned on pedagogy,

      What does that look like though?

    3. Lesson plan generation / feedback
    4. Studies show that a surprising proportion of teachers do not have a core program but use their own lessons or search TeachersPayTeachers or Pinterest,

      Needs citation

    5. Could that change if every teacher had an assistant, a sort of copilot in the work of taking a class of students (with varying backgrounds, levels of engagement, and readiness-to-learn) from wherever they start to highly skilled, competent, and motivated young people?

      AI for teachers as creating efficiencies around how they use their time. Providing feedback to students as opposed to creating or even leading activities.

    1. In the first half of the 2021-22 school year, the average K-12 student accessed 74 different education technology products, platforms or services while the average K-12 teacher interacted with 86 different tools in the course of their work.
  2. Jun 2023
    1. great rapper Nas.

      Like Ben's Andreessen Horowitz, an investor in Rap Genius.

    1. panopto's unique features is the ability to search inside your videos

      Could eventually include text of annotations, including tags...

    2. student assignments

      So, it's not just lecture capture. Interesting.

    1. They are developing into sophisticated reasoning engines that can contextualize, infer and deduce information in a manner strikingly similar to human thought.

      Is this accurate?

  3. www.sdmimd.ac.in www.sdmimd.ac.in
    1. did not generate the kind of sales revenues

      Was there any measurable revenue ROI longer term, though?

  4. May 2023
    1. Develop and lead behavioral science training
    2. designing experiments, data collection efforts, and analysis
    3. communicate to the organization a rigorous understanding of behavior change methodologies and implementation strategies within the health care setting
    4. Partner with cross functional teams
    5. highly collaborative environment with designers, engineers, writers, product managers, clinical experts, and other stakeholders.
    6. creative and interdisciplinary thinking,
    7. Using your background in behavioral science, you will inform the design and marketing of our products by sharing insights from the research literature and your own primary  research.
    8. design innovative, effective, and scalable ways to influence behavior
    9. technology, data science
    10. generating and activating data from a variety of sources
    11. data-driven approach
    1. They get points here and there. I think it incentivizes them more than if you had known points. It's one of those things. Extrinsic motivation. Intrinsic motivation. It's a great debate to have but. Maybe having a little bit a little bit not 50% of their grade, but five. Something really small, I think is enough to get them to pay attention. Oh, this is part of the. Learning process as opposed to thinking. Okay. What is the grade? Oh, it's 50%. This okay. That's all Jeremy D.I need to pay attention to. Right. Start paying attention right before the Viranga P.midterm, because Nothing, right? Yeah. That's the downside. If you make the whole course grade because people will advocate for that, people will say, okay, the grade should be based on demonstrating learning, not activities, right. There's a school of thought that way. Okay. So if you do that, then midterms and the final is the whole grade. Essentially, maybe homework. Then that's when they are going to pay attention to it. Right. So they might pay attention when the homework is you. But they're largely going to be disengaged till midterm one shows up and go, oh, I have to study from interim one, but by that time. It's not one of those classes. You can't do that in physics. You can't just do it three Jeremy D.days Viranga P.before. I've Jeremy D.been there Viranga P.thinking I could do that. Jeremy D.Yeah. You can't do it with. I should have been Viranga P.going to lecture. Yeah. So I think it's one of those things where it's a tricky balance. But to say, look. You have to show up and if it helps here's 5% to help you come

      Why assign formative assessments/activities ahead of midterm, etc.

    2. Spend half an hour. Just focus half an hour and do this and you'll get what. I have talked to them about the fact that I'm not expecting them to read every word. Of the assigned reading. Glance through it. Get an idea, right? Just get an idea and ask a question. Start the conversation so that. You're not showing up to class without any understanding of what this is about and expecting in 50 minutes or something like that. To gather a lot of information. It's not very effective to do that. It's a process

      More on "exposure before class"

    3. Right. So what do you see in a class, when this is working, when the students are reading and engaging before class. What registers for you as the instructor. What Viranga P.do you see? Changing. Well, kind of posing questions. During lecture, you get responses that say, oh, they understood the basics, right. If I ask a basic kind of question because it's a game of throw a question. See where they're at throw another question. Maybe that's a little bit more difficult seeing where they are and when they're reading. We're already a step ahead. Right. Clearly. And so then. What we can do is solve problems that are a little bit more difficult and get into the real world applications. Because now you know the basics. Now we'll talk about what's this mean. What is this for? Right. And. It's also the questions that come back right. Like during a lecture. The type of questions that a student is asking. Shows their understanding. Right. So sometimes that's an important thing. Your level of understanding. You can display that by the type of questions you're asking. If you have very high understanding the type of questions you're asking are very high level questions. If you don't know what is the moon made out of, you're going to ask, what is the moon made out of? Right. But the person who knows what the moon is made out of. That person is going to ask what type of minerals. Are the music made out of. How the density structure inside those are the questions that a person who knows something about it is going to ask. Right. So the types of questions are coming my way. Sometimes it trips me Jeremy D.up and go, Viranga P.oh, wait. That's a good question. I don't know the answer to that which is exactly. That's okay. Right. And so that's what I'm seeing with the readings. And so that's why. I want to keep doing that because. Even though they might start off very kind of hesitant. I don't want to read it's annoying. It's too long. I think at the end of the day, they're realizing it's good. It works for them. It's to their

      Improved performance/class discussion with Hypothesis.

    4. The system worked in a way that it disappeared, Jeremy D.right like Viranga P.there's. A concept in design. I think Steve Jobs borrowed it from a German designer of design. That's really good disappears. Right. That design. That. Is well done is obvious. Where if you're trying to reach for a doorknob, it's where it's supposed Jeremy D.to be Viranga P.and you reach it and you don't even think about the fact that the doorknob Jeremy D.was where Viranga P.it's supposed to be. I think hypothesis like that. I think. The design is good so that. You don't really have to think about the platform. The platform kind of disappears into the background, which is what you want from. I think a student's perspective, I think it shouldn't matter. Because if that was what was happening with I think perusal is the platform itself was getting Jeremy D.in the way Viranga P.I think. Good design should disappear.

      Hypothesis as an example of "good design disappears." Compare to Perusall overengineered.

    5. Reading helps students. Be prepared before they come to lecture. We have a lot of material to cover. And. There's complicated concepts that it's not part of everyday life per se. Right. Like idea of torque isn't something that maybe the average person kind of thinks about all the time. But to explain torque from zero. To 100 is a very difficult thing to do in 50 minutes or a very short period of time. So if they come to class with some exposure to the idea they've done some reading, they don't have to understand it. I think a lot of students think. Because I have to read. That means I have to understand it before I come to class. That's not the point. Be exposed to it before you come to class. So then when we talk about it in class. You're familiar, and then. You can solidify Jeremy D.your understanding.

      Reading prepares you for class.

    6. It's way too sophisticated for its own good. Maybe. Right. It's trying to be AI ish in the sense like it's trying to detect. If a particular comment is worthy of two points or three points, and a lot of that system is based on that. So if student makes a comment, it marks it as one. Instead of two. And you get a lot of emails about why was this Mark. And that's not the point. I Jeremy D.think Viranga P.the point of social. Is you're getting them to just have conversations. Encouraging conversations. Not necessarily to judge if that comment was good or Jeremy D.bad. Viranga P.It's just get it done. And we expect the fact that you're in the room having a conversation will help you realize, oh, this is useful. When I have a question, I can ask it here, and somebody else may have the same question. And we can have a discussion around it. And that social part. It's Social constructivism. Is helpful. Right. So people realize that they learn from other people.

      Critique of Perusall as about right or wrong versus the social construction of knowledge.

    1. For 15 years, I assigned readings without knowing for sure that students read them. Now, I know.”

      So powerful!

    1. We ought not to dismiss the non-learning applications of generative AI because that is exactly where the best uses of it for learning are likely to spring.


    2. Rather than doing that we need to understand the way that generative AI may finally push us into a long-needed rethink of what and how we teach and especially how we assess learning.


    3. we need sustained attention, experimentation, and refinement in order to reap the benefit of a particular tool or approach. The trendiness factor often detracts from that sustained attention.

      Great point.

    1. retention, loyalty and advocacy.

      How do we measure these things, especially the latter two?

    2. When the latter happens, you’re likely to see a conflict of interest between the educators and the marketers, mismatched goals, and a watered-down learning experience.


    3. find long-term success

      This is more about engagement and retention. Users use the product deeply and repeatedly. These things can be measure but it's different meaures?

    4. lack of instructional design

      Paging Christie DeCarolis...

    5. There’s another distinct problem that occurs from this arrangement: Because the marketing department is so focused on engagement and conversion metrics, it develops its educational content specifically to meet those goals. Even if the content is informative, it is generally not written as educational content that builds proficiency through specific learning objectives. There tends to be content like passive videos that are informative but do not help build viewers’ competencies.

      Wow, just totally different genres, really.

    6. organizations that paved the way in their field

      Like Hypothesis, for sure.

    7. Education-based marketing is a strategy that shifts the message from a persuasive sales focus to one that imparts knowledge and builds trust,

      I'm down with this!

    1. To take full advantage of our students’ emerging expertise, we must also commit to designing assignments that challenge them to integrate experiential knowledge as a scholarly resource.

      Students as experts. Experts not based on what they've read and can summarize but based on where they come from.

    2. . We need to design more opportunities for students at all levels to do original research, participate in fieldwork, co-create with peers, conduct interviews, collect data and leverage their insights and experiences to advance society.

      I love this as a response to the rise of ChatGPT.

    3. Should we deepen our emphasis on creativity and critical thinking in hopes that our humanness will prevail?

      Yes, yes we should.

  5. Apr 2023
    1. To get real value out of ChatGPT, you have to treat it less like an all-knowing Oracle and more like a colleague.

      Great line.

    2. How hard would it be for LLM-powered individual authors to replace the textbook industry?

      Good question. Scary if you are in publishing.

    3. Don’t be fooled by the LLM hallucination fear. The technology doesn’t need to (and shouldn’t) produce a perfect, finished draft with zero human supervision.

      Been thinking this as people point to the mistakes ChatGPT makes as the reason it's a problem.

    4. What will happen to this tottering industry when professors, perhaps with the help of on-campus learning designers, can use an LLM to spit out their own textbooks tuned to the way they teach?

      This is open education pedagogy if not OER.

    1. And not just the asynchronous, discussion-board kind:

      Maybe too dismissive.

    2. What if we rearranged our universities around departments of critical thinking rather than departments of chemistry?

      Love this idea!

    3. Case in point: a few years ago, I got a backup camera for my car. Now I can barely drive without it. What happens when AI becomes so integrated into our daily decision-making that we become dependent on it?

      Good analogy. (Though I actually don't trust my camera and still crane my neck.)

    4. I don’t consider myself a pessimist about human nature, but in what world do we humans take a perfectly good tool that helped us get from point A to point B and then decline its offer to take us from point B to point C?

      Fair point!

    1. Central to that effort is UF’s push to apply AI teaching across the full breadth of curriculum at UF.

      Wow, no "pause" here.




    1. According to a draft, the principles say the use of publisher content for the development of A.I. should require “a negotiated agreement and explicit permission.”

      This is an interesting suggestion. But it would just keep publishers in the economic loop, not truly solve the engagement crisis they will likely face.

    2. He said one upside for publishers was that audiences might soon find it harder to know what information to trust on the web, so “they’ll have to go to trusted sources.”

      That seems somewhat comically optimistic. Misinformation has spread rampantly online without the accelerant of AI.

    3. the Wikipedia-ization of a lot of information,”

      Powerful phrase

  6. Mar 2023
    1. authentic student-teacher relationships

      Social annotation and the "authentic," maybe horizontal, discussion is enables might be compared to the more hierarchical or vertical structure of a discussion forum: prompt and post.

    2. Center the lived experiences of student

      Annotation can do this simply by giving voice, but how that voice is shared is still part of how a teacher sets up an assignment. Are they asking for the student to share their experience, thinking, emotion, or simply answer a prompt?

    3. facilitators of learning2, knowledge creation, and meaningco-construction.

      Love this. It's really a different pedagogical model in many ways from traditional education structures. And it's good for ALL learners.

    1. extent to which instructorsengage with students in an online course, can be achieved with classdiscussions, daily or weekly multimedia announcements in the LMS,synchronous meetings, virtual office hours, and providing substantivefeedback.

      And, in the reading for the course, through social annotation,

    2. digital nudges, early-alert interventions, andautomated and immediate feedbac

      Hypothesis needs better notifications ASAP.

    3. enable all students to feel that they and their unique background have aplace in the life of the classroom

      Idea: social annotation assignment for student voice that privileges sharing personal experience in annotations.

    4. Meta-cognition, self-regulation, and agency through practices that helpstudents learn to be better learners and take control of the learningprocess.17

      Annotation just seems so suited to this one. Annotation as a key practice that the student OWNs.

    5. foster the construction of meaning

      NOT the absorption of information. The construction of knowledge.

    6. Opportunities to project their personality to the community

      Personality can so often be excised from the education process like the old requirement to remove the "I" in paper writing.

    7. Presence

      Still really the operative term. The teacher needs to be...there. In the discussion. In the case of social annotation, in the text.

    8. Community of Inquiry

      How have I never seen these ideas brought together like this? I love it so much?

    9. Equity-minded practice requires educators to acknowledgethat traditional academic curricula privileges students who have academic,social, financial, and cultural advantages

      SA is in a sense non-traditional. Different from class discussion. Different from the discussion forum. Different, certainly, from reading quizzes...Different from the paper-at-the-end model of course...

    10. Equity-minded teaching practices offer targeted support to students,thereby addressing and mitigating the specific barriers they encounter byproviding resources that meet their needs

      What barriers does SA address and mitigate?

    11. Figure 1.2.

      Great image for thinking through equality v diversity v equity.

    12. Be easily accessible to your students. Provide multiple regular opportunities for connectionand support via email, virtual office hours, prompt feedback, and virtual study sessions orstudent conferences

      I think it's interesting to think about social annotation as a vehicle for this availability/accessibility of the instructor.n What's more isolating than the reading? What's more power than having your instructor present IN the reading?

    13. collaborative document

      With collaborative annotation!

    14. Angela Gunder

    15. Throughout this text, we intend to promote equitable andinclusive digital learning experiences that support minoritized students who have been historicallymarginalized, such as Black, Indigenous, Latinx, Asian, Pacific Islander, poverty-impacted, transgender,first-generation, international, those for whom English is a Second Language (ESL), student parents,student veterans, students with disabilities, or neurodiverse students.

      Minoritized as very broadly defined.

    16. options

      Or choice

    17. control

      Or ownership

    1. The central aspect of equity requires educators to identify, critically evaluate, and change the policies and practices that students experience as inequitable barriers to their persistence and success

      Good overall statement on value of DEI.

    2. meet students where they are

      This can mean a lot of different things...

    3. Student voice and choice means more than letting students select from various assignment options; it means allowing students to develop a sense of ownership of the classroom and their own learning

      Choice versus ownership

    1. Their purpose is “to build new open, interoperable infrastructure connecting the world’s people and ideas over all content on every platform using a new unit of speech—the digital annotation—to enable a world of diverse collaborative services for the benefit of humanity.”

      Content creators need to be part of this conversation.

    1. Senate Bill 17: Banning Discriminatory “Diversity, Equity and Inclusion” (DEI) Policies in Higher Education
    2. inconsistent with the law” for state agencies to fund diversity, equity and inclusion positions with taxpayer money. He
  7. Feb 2023
    1. It might also help to visually split the mapping area in zones, such as "on-stage" (what the customer experiences) versus "back-stage" (what systems and processes are active in the background).

      I like this idea: break it into customer experience and backend enablement.

    1. critique the products of AI writing tools

      Maybe start with Kevin Roose's conversation with "Sydney"--the alter-ego of the new AI powered Bing search/chat platform.

    2. an intimidating blinking cursor on a blank page

    3. We should be familiarizing ourselves with, and nurturing, our student’s writing styles and lines of inquiry.

      I've seen some push back on this idea in conversations on Twitter and elsewhere. I've heard some instructors say they don't necessarily have bandwidth for this kind of intimate pedagogy.

      I'm sympathetic with that challenge--MANY teachers are overworked and overwhelmed--but I still don't think backing off of humnanizing education is the right approach. I'd rather focus systematically on freeing up teachers to use this approach.

    4. annotate the readings with Hypothesis

      One of my favorite things about Hypothesis as an ed-tech product is that it's a tool for classroom use but also useful outside of the context of formal education. Students might use H in a course for an assignment, but could also use it like this: to engage with current topics and debates on the web more broadly.

    5. In this moment of generative AI, Hypothesis continues to rely on what we’ve always done: support process-oriented pedagogies that make learning more accessible.

      Check out our follow-up post for practical ideas on how to use social annotation to build in more scaffolded process into your courses.

    6. It’s hard to avoid concerns about plagiarism with the rise of ChatGPT.

      I really struggled with whether to mention plagiarism at all in this post. I didn't want to add additional hype to the concerns about "cheating students" and the surveillance side of edtech that has profited off it. But I wouldn't be being honest if "plagiarism" wasn't something mentioned by many of the frontline teachers that I work with on the daily.

    7. Over one thousand people registered for the webinar and over five hundred attended synchronously.

      This was by far the largest audience we ever had for an LM.

    1. They also help me to avoid being vague, controversial, or off-topic.

      May need some revising after this exchange.

    1. synthetic writing

      Interesting phrase.

    2. In PRS, I encouraged teachers to shift their focus from asking questions to teaching students how to ask high-quality questions themselves.

      Perhaps in annotations?

    1. We solicited feedback from educators in developing this resource

    1. Why are people so quick to be impressed by the output of large language models (LLMs)?

      This take-down isn't actually address this question. It's using it as a dismissal.

      It is a good question though and one not to be dismissed as its causes might interrogated.

      I am impressed (while also skeptical of ChatGPT). Does that make me dumb?

    1. So will AI text generation tools revolutionize or kill college writing? Both! Neither! For sure! Probably! Eventually! Somewhat! It’s…complicated.

      Nice summary of the discourse on ChatGPT!

    2. e-Literate isn’t about what I know. It’s about what I’m learning.

      There's an interesting point to be made about process here. Can the same be said for course work: that writing for a class isn't about what you know it's about what you are learning.

    3. Particularly if used judiciously as part of the writing curriculum rather than the whole thing, it could be quite useful.

      Very sensible.

    4. students are heavily influenced by whether they believe their teacher cares about their learning.

      Making writing more of a process rather than a product, a process in which the teacher gives regular feedback to the student, would help build that relationship.

    5. Then I would have edited the output

      Interesting. Collaborating with the bot in composition. It gets you started, but you are still needed.

    1. ChatGPT doesn’t mark the end of high school English class, but it can mark the end of formulaic, mediocre writing performance as a goal for students and teachers. That end is long overdue, and if ChatGPT hastens that end, then that is good news.

      Provocative argument: ironically, it's the standardization of learning that is killed by AI writing platforms.

    2. Both started with a version of “Work A and Work B have many similarities and many differences,” an opening sentence that I would have rejected from a live student

      So what's the point, ChatGPT isn't really all that sophisticated in its analysis? Relies on cliched structures? Either way or both, I kind of buy it. It's not a creative writer. It' utilitarian.

      There's also an interesting point to be made here in terms of the prompts teachers provide students for essays. They too need to be sophisticated rather than simply compare and contrast these two books.

    3. If they put a great degree of thought into designing a prompt, would that not mean that they were doing something involving real learning?


    4. I suspect that test runs with ChatGPT depend in part on the richness of the prompt given,

      Writing good prompts could be something we teach students.

    5. And the algorithm cannot manage supporting its points with quotes from the works, a pretty fundamental part of writing about literature.

      ChatGPT not good at integration of quotes, a key piece of writing from evidence.

    1. He said it was “very naive” to think it would be possible to impose restrictions on internet platforms, particularly with Microsoft primed to integrate AI into its search engine, Bing.“Are you going to ban Google and Bing?”

      Fair point.

    1. At the same time, we need to continue building activities and assessments to make classroom work more specific and experiential.

      Yes! Not sure that means banning AI as a tool which this essay ends up arguing.

    2. Pedagogically speaking, focusing on the grunt work of trying out ideas—watching them develop, wither, and cede ground to better ones—is the most valuable time we can spend with our students. We surrender that time to Silicon Valley and the messy database that is the internet at the peril of our students.

      This turns into a very traditional argument of the don't use Wikipedia variety.

    3. digital utopians might claim that students and teachers will have more opportunities for critical thinking because generating ideas—the grunt work of writing—isn’t taking up any of our time. Along this line of thinking, ChatGPT is just another calculator, but for language instead of numerical calculation.

      I'm still compelled by this idea TBH...

    1. Analysis of recent events not in the training data for the system.

      Wouldn't analysis and commentary on recent events be readily available on the Internet?

    2. Note that ChatGPT can produce outputs that take the form of  “brainstorms,” outlines, and drafts. It can also provide commentary in the style of peer review or self-analysis. Nonetheless, students would need to coordinate multiple submissions of automated work in order to complete this type of assignment with a text generator.

      Interesting. It almost takes MORE work to use ChatGPT in the context of such heavily scaffolded writing process,

    3. get a better sense of their thinking

      And if we're reading more of their writing through social annotation or other "steps" in the process, we also become familiar with their thinking.

    4. a process that empowers critical thinking

      Yes, I've never felt I was simply teaching writing when I taught composition. Writing was a visible end product of a lot of other work (reading, thinking, and non-summative pre-writing activities) that I was training students in.

    5. students who feel connected to their writing will be less interested in outsourcing their work to an automated process.

      Love this idea. Teaching students to own and enjoy their writing.

    6. skip the learning and thinking around which their writing assignments are designed.

      Or does it focus the learning? Just as I don't really care if my students know how to spell as long as they use spell check, what does writing with ChatGPT open up in terms of enabling students and instructors to focus on different aspects of writing.

    1. Augmenting teachers, not replacing them


    2. There’s a line somewhere between using ChatGPT in collaboration, and getting it to do all the work.

      Important point.

    3. ChatGPT is not an original thinker, but you are.

      This is important to remind students of too. And maybe a key area for teachers to focus on what students could contribute to a writing process that includes ChatGPT.

    4. using the model’s suggestions as a starting point

      Perhaps the same with students. Not using ChatGPT to write the essay, but perhaps in the brainstorming process.

    5. Right now, one of the most powerful things you can learn about ChatGPT is how to write quality prompts.

      Interesting. Writing instructors could start to train students in writing prompts for AI. The rubrics below are not dissimilar from what we traditionally ask student to do in their writing. So maybe ChatGPT isn't the death of the essay!

    6. Beyond the media hype about cheating,

      I think it's important to move past the plagiarism aspect of the debates around ChatGPT, but don't think it's just "hype." Teachers are concerned.

    1. "I would much rather have ChatGPT teach me about something than go read a textbook."

      What about accuracy? Textbooks go through a rigorous process of composition and editing to ensure accuracy. Most of what exists to be scraped on the internet does not. I realize this is an old Web 2.0 "problem."

      (Would textbooks even be available for scraping by ChatGPT? What does it have access to?)

    2. the company has also heard from them that the chat bot can be "an unbelievable personal tutor for each kid," Altman said.

      ChatGPT as a tutor. Perhaps with the same guardrails in place so that tutors don't do the work for the students.

    3. "We adapted to calculators and changed what we tested for in math class, I imagine.

      What are the implications here for the writing instructor? What "computational" equivalent to basic calculation would then be no longer central to teaching writing?

    1. This framing means that as educators we need to be clear not only about what we hope our students are learning but also about how and why.

      This seems to point to process over product and more formative assessment or scaffolding as part of instruction.

    2. The main goal of transparent teaching is simple: to promote students’ conscious understanding of how they learn.

      So metacognition?

    3. The educational issues surrounding ChatGPT are similar in kind to those we've seen with the growing power of the web

      Yeah, is this even a new thing? It this the same debate we've always had?

    1. Note that students will not be able to cite ChatGPT using a link to their generated response;instead, ask students to repeat the exact language of their search query in the footnotes in lieu of a link

      Actually citation is possible with this extension.

    2. formulaic syntax

      Interesting. So creativity is not it's strength. It's imitative.

    3. These tools, along with a range of other practices,

      Yes, the practices are key! I doubt the battle of algorithms can be won by either side.

    1. creating a more proximal andcontextual environment for reader response, peer interaction, and shared meaning-making

      While always a good academic goal--attending to evidence--I love thinking about this aspect of social annotation in relation to the health of civic discourse more broadly.

    2. Bryant’s (2002)emphasis on the “fluidity” of written texts; namely, that processes of composition, revision,publication, reading, analysis, and discussion are fundamentally collaborative endeavors

      And intersecting, cross-cutting.

    3. SA scholarship has primarily advanced SA as a learning technology–andnot just a writing technology

      And probably more as a reading technology as opposed to a writing technology.

    4. synthesizes reading with writing (e.g.Wolfe, 2002)

      Yes, I would like to read more on this topic.



    1. create assessments that “take into consideration the processes and experiences of learning.”


    2. Ask students to engage in metacognitive reflection that has them articulate what they have learned, how they have learned it, and why the knowledge is valuable.

      Students annotating their own writing?

    1. Is this moment more like the invention of the calculator, saving me from the tedium of long division, or more like the invention of the player piano, robbing us of what can be communicated only through human emotion?

      Great question!

    2. The question isn’t “How will we get around this?” but rather “Is this still worth doing?”

      Somewhat defeatist. Quit rather than evolve?

    3. The rudiments of writing will be considered a given, and every student will have direct access to the finer aspects of the enterprise.

      I wonder if there are analogs in math.

      The graphic calculator, for example, must have changed how math was taught, removing the need for that lower-order computation in math.

    4. Last night, I received an essay draft from a student. I passed it along to OpenAI’s bots. “Can you fix this essay up and make it better?” Turns out, it could. It kept the student’s words intact but employed them more gracefully; it removed the clutter so the ideas were able to shine through. It was like magic.

      This is probably scariest of all. ChatGBT as editor rather than author.

    5. nor does it successfully integrate quotations from the original texts

      Interesting. Probably easy for AI develop this skill rather than a limit of the technology.

      But, for now, maybe a good indicator of more sophisticated writing.

    6. What GPT can produce right now is better than the large majority of writing seen by your average teacher or professor.

      Wow, that's a provocative statement! What is meant by better here?

      On some level, I've always felt that a poorly-written, but original essay is better than a well-written, well-analyzed but plagiarized one.

    1. methods of assessment that take into consideration the processes and experiences of learning, rather than simply relying on a single artifact like an essay or exam. The evidence of learning comes in a little of different packages

      How about Hypothesis social annotation throughout a course and throughout the process of essay composition.

    2. The fact that the AI writes in fully fluent, error-free English with clear structure virtually guarantees it a high score on an AP exam


    3. ChatGPT may be a threat to some of the things students are asked to do in school contexts, but it is not a threat to anything truly important when it comes to student learning.

      Great line, powerful claim.

    4. an opportunity to re-examine our practices and make sure how and what we teach is in line with our purported pedagogical values.

      Love this.

    5. Rather than letting students explore the messy and fraught process of learning how to write, we have instead incentivized them to behave like algorithms, creating simulations that pass surface-level muster

      Annotation shows that messy process.

  8. Jan 2023
    1. In The New Laws of Robotics, legal scholar Frank Pasquale argues for guidance from professional organizations about whether and how to use data-driven statistical models in domains such as education or health care.

      Very interesting. Hypothesis, in its small way, can perhaps help some educators...

    2. we need collaborative processes to seek clarity.


      And the reminder that writing (and knowledge production more generally) is always collaborative, has an audience, both potentially elided by relying on ChatGPT to generate prose/ideas.

    3. slow thinking,

      Love it! Social annotation certainly help slow reading IMO.

    4. Should I ask students to prompt a language model and then critique its output?

      Great assignment idea!

    5. preferences of data scraped from internet sites hardly renowned for their wisdom or objectivity.

      Something else we try to teach our students, right?

    6. “mathy math,” a model of language sequences built by “scraping” the internet and then, with massive computing, “training” the model to predict the sequence of words most likely to follow a user’s prompt

      A kind of plagiarism in and of itself?

    7. What a contrast to the masochistic persistence I had practiced for so many years and preached to my struggling students.

      So true. Writing is hard, isn't it? ChatGPT sometimes makes it look easy. What will students make of that!?

    1. Back in the early 2000s, I used to demonstrate to students how EasyBib often gets it wrong when it comes to MLA formatting.

      This is a great analogy. I remember feeling the same way about EasyBib when teaching comp.

    2. having students socially annotate the paper, practicing their editing and fact-checking skills.

      Yes! Would love to see an example of such an assignment.

    3. The text is being generated on behalf of the student and is being substituted for the student’s self-generated text. This use of AI is inherently dishonest.

      Could one still argue that it's a component piece of the text/writing that is generated? Just like spelling, grammar, and citation are?

      No doubt it's a lot MORE of the text that is generated and COULD be handed in completely as is in many cases. But could it nonetheless be seen as a kind of starting point for students to then focus on other work, other skills? Like the editing processes mentioned above.

    4. Teaching students to be good critical readers takes time and requires instructors develop activities, such as social annotation assignments, that draw students’ attention to the details of a well-written text.

      Yes! And they ARE writing when they read and annotate, so they can still practice and instructors can still evaluate that skill. It's just a very different writing assignment than a final paper.

    5. So, while effective editors may or may not be exceptional writers, they must be great critical readers.

      I have often wondered (when I was an English teacher), am I teaching writing or reading? Obviously the answer is both.

      The product of so much English courses is paper writing, but that's also meant to be an assessment of a student's reading, right?

      So maybe there's a shift to focus more on reading as a formative assessment that is needed?

    1. “As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”

      Love this so much.

    2. “Cooperation, community, and connectedness are central features of culturally responsive teaching. Mutual aid, interdependence, and reciprocity as criteria for guiding behavior replace the individualism and competitiveness that are so much a part of conventional classrooms. The goal is for all students to be winners,

      Collaboration central to equity-minded teaching.

    3. cognitive benefits of sharing ideas with peers, but also the socio-emotional benefits of being a member of a learning community

      I love the idea that peer to peer learning isn't just about "cognitive benefits" but carries social-emotional weight too.

    1. I could instead present students with ChatGPT’s response alongside some marking instructions and ask them to provide a critique on what grade the automated response deserves and why.

      What a great assignment idea (and Hypothesis could be used). Would really help students reflect on what writing is and what techniques/skills are needed to be an effective writer, sone modeled by ChatGPT, some not.

    2. do we really need all students to be writing the same essays and responding to the same questions?


    3. an opportunity to improve the way we assess


    4. articulate its inability to fully replicate the expertise and real-world experience that human teachers bring to the classroom

      Learning from the discourse over the past 6 weeks?

    5. If ChatGPT is used to grade assignments or exams,

      Cheating for teachers?

    6. making it capable of engaging in natural language conversations.

      Is it conversation?

    1. ZTD captures the essential spirit

      Also just has a "ring" to it like Elvis's TCB.

    2. keep you doing what you need to do,without distractions




    1. but an opinion is different from a grounded understanding.

      Preach! Here maybe we're approaching at the limits of AI writing chatbots and the horizons of where we need to push student writing.

    2. “A lot of people in our industry haven’t had very diverse experiences. So they don’t have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem,” Jobs said. “The broader one’s understanding of the human experience, the better design we will have.”

      Love. We need more English majors in tech companies!

    3. But more crucially, the humanities have not fundamentally changed their approach in decades, despite technology altering the entire world around them.

      Fair point.

    4. It’s painful and extraordinary to watch the ham-fisted way a brilliant engineering mind like Musk deals with even relatively simple literary concepts such as parody and satire.

      LOL. So true. Musk doesn't get comedy.

    1. It’s around 24/7, it never gets tired or sick,

      Ugh, those sleepy, sick friends.

    2. It can summarize things you’ve said to it in new language that helps you look at yourself in a different light and reframe situations more effectively. 

      This IS fascinating. Is something lost here, though?

      I keep thinking about the journey versus the destination. There's not doubt a car gets you places faster and more efficiently than a bike. But riding a bike does open about physical and geographic awareness less accessible in an automobile.

    3. Journaling in GPT-3 feels more like a conversation, so you don’t have to stare at a blank page or feel silly because you don’t know what to say.

      Is this part of the generative (and sometimes frustrating) part of journaling?

      In general, this article seems rather utilitarian in its understanding of journaling. But I don't journal regularly so maybe I'm not one to talk.

    4. If you know how to use it correctly and you want to use it for this purpose, GPT-3 is pretty close, in a lot of ways, to being at the level of an empathic friend

      Interesting. In other contexts, AI has been aligned with the unfeeling?

    1. more and more jobs involve the use of generative AI for everything from discovering new drug molecules to developing ad copy,

      Working with ChatGBT is preparing students for the workplace.

    2. more creative assessments that require students to demonstrate application of knowledge rather than simply the ability to produce information.

      More creative and more formative.

    3. It forces us to reconsider what is distinctly human about intelligence if a machine can generate human language complete with analysis.

      Really situates this moment in history.

    4. I fully believe that the fact that the essay was written by AI and not a live person would be undetectable for many college admissions committees.