boop

newsletter8.org

@@ -68,6 +68,7 @@ When they're talking about detecting patterns and automating reasoning based on
 
 So why I like this report is that I think they start off on the right track with stuff like this
 
+pg. 6
 #+begin_quote
 Understanding that AI increases automation and allows machines to do some tasks that only
 people did in the past leads us to a pair of bold, overarching questions:
@@ -77,3 +78,50 @@ leverages automation to advance learning while protecting and centering human ag
 well as convincing evidence of positive impacts, so that constituents can ethically and
 equitably implement this vision widely?
 #+end_quote
+
+I do think you should probably read this for yourself but I'll say that if you're already educated on some of the issues of AI and ethics the meat of the matter starts on page 15 with this part
+#+begin_quote
+AI models allow computational processes to make recommendations or
+plans and also enable them to support forms of interaction that are
+more natural, such as speaking to an assistant. AIenabled educational
+systems will be desirable in part due to their ability to support more
+natural interactions during teaching and learning. In classic edtech
+platforms, the ways in which teachers and students interact with
+edtech are limited. Teachers and students may choose items from a menu
+or in a multiple-choice question. They may type short answers. They
+may drag objects on the screen or use touch gestures. The computer
+provides outputs to students and teachers through text, graphics, and
+multimedia. Although these forms of inputs and outputs are versatile,
+no one would mistake this style of interaction with the way two people
+interact with one another; it is specific to human-computer
+interaction. With AI, interactions with computers are likely to become
+more like human-to-human interactions (see Figure 4). A teacher may
+speak to an AI assistant, and it may speak back. A student may make a
+drawing, and the computer may highlight a portion of the drawing. A
+teacher or student may start to write something, and the computer may
+finish their sentence—as when today’s email programs can complete
+thoughts faster than we can type them.
+
+Additionally, the possibilities for automated actions that can be
+executed by AI tools are expanding. Current personalization tools may
+automatically adjust the sequence, pace, hints, or trajectory through
+learning experiences. Actions in the future might look like an AI
+system or tool that helps a student with homework or a teaching
+assistant that reduces a teacher’s workload by recommending lesson
+plans that fit a teacher’s needs and are similar to lesson plans a
+teacher previously liked. Further, an AI-enabled assistant may
+appear as an additional “partner” in a small group of students who are
+working together on a collaborative assignment.  An AI-enabled tool
+may also help teachers with complex classroom routines. For example, a
+tool may help teachers with orchestrating the movement of students
+from a full class discussion into small groups and making sure each
+group has the materials needed to start their work.
+#+end_quote
+
+Like here we're not talking about the problems of current AI/ML deployment, which I think we've all gotten really familiar with, but rather are starting to focus on what *could* be and how we get there. 
+
+For example, like for awhile now I've been on team "LLMs are more useful as queries to documents than as Thing Knowers" but like even just these paragraphs can help us dig into why a little bit.
+
+Imagine in, say, a year or two from now we've got open source language models that can take in even just---say---an entire chapter or two of a textbook as context. That's probably an overestimate of how far we are, but still let's go with in the next couple of years.
+
+So if you can paste in an entire chapter as context for the LLM, what kinds of possibilities open up for interactions? Well, as a student you could ask for a study guide, a set of potential quiz questions, vocabulary to memorize, an outline of the chapter, &c. As an instructor you could ask for potential homework questions, quiz ideas, class activities, &c. As an instructor, the results aren't anything mindblowing but they're enough to get your curriculum design brain churning when you might be drawing a blank. As a student, they're useful for giving you different ways to review the material. You don't want to rely on it as a source of final knowledge, but it's very valuable for getting quick reminders after you've read the material once. In fact, I think you could also use it to prime yourself in terms of