I loved your article. I have a book coming out on May 5 entitled "University Revolution: Artificial Intelligence and the Transformation of Learning". Many of the themes you espouse are part of my book. Thinking about AI in education starts with thinking about how it can leverage and strengthen the educational principles which have defined how education should be. Regrettably these themes have been somewhat corrupted over time. Faculty peers remain committed to the sage on the stage approach to teaching. This approach has never been strong for learning and is especially so for GenZs.
My question to you is this. Do you think universities can adapt fast enough (or at all) to AI. At my university (University of Dayton), when I talk with students, I still hear them saying "my faculty tell me it's cheating" or "I don't know how to use AI" and "I don't know what it means to use AI ethically." No one has advised them to lean into AI for all of their learning and experience.
My fundamental quandary is this - One would have thought educators would have been the first to test use of AI in their education; determine what wasn't working; determine what is working. That has not been the case except perhaps at a few universities worldwide.
As to why educators have been wary of AI, I think Upton Sinclair's statement is instructive: "It is difficult to get a man to understand something, when his salary depends upon his not understanding it!"
Let me think through a brief incentives analysis here, will flesh out later.
I loved your article. I have a book coming out on May 5 entitled "University Revolution: Artificial Intelligence and the Transformation of Learning". Many of the themes you espouse are part of my book. Thinking about AI in education starts with thinking about how it can leverage and strengthen the educational principles which have defined how education should be. Regrettably these themes have been somewhat corrupted over time. Faculty peers remain committed to the sage on the stage approach to teaching. This approach has never been strong for learning and is especially so for GenZs.
My question to you is this. Do you think universities can adapt fast enough (or at all) to AI. At my university (University of Dayton), when I talk with students, I still hear them saying "my faculty tell me it's cheating" or "I don't know how to use AI" and "I don't know what it means to use AI ethically." No one has advised them to lean into AI for all of their learning and experience.
My fundamental quandary is this - One would have thought educators would have been the first to test use of AI in their education; determine what wasn't working; determine what is working. That has not been the case except perhaps at a few universities worldwide.
Concur with the supply side issues for sure, but I think there's also a lot from the demand side: https://hilariusbookbinder.substack.com/p/the-average-college-student-today https://news.ycombinator.com/item?id=43612448&utm_source=tldrnewsletter that needs some deep work and rethinking too.
As to why educators have been wary of AI, I think Upton Sinclair's statement is instructive: "It is difficult to get a man to understand something, when his salary depends upon his not understanding it!"
Let me think through a brief incentives analysis here, will flesh out later.