![]() ![]() ![]() ![]() The study carries implications for managing floodplains, fish and natural resources prioritizing habitat restoration efforts and understanding how landscape disturbances impact fish. They conducted their study, published today in the journal Methods in Ecology and Evolution, through field-based experiments in California's Central Valley. Jeff Rients serves as the Center’s Associate Director of Teaching and Learning Innovation.Scientists from the University of California, Davis, demonstrate that they can use stable isotopic analysis of the eye lenses of freshwater fish-including threatened and endangered salmon-to reveal a fish's life history and what it ate along the way. Jonah Chambers is Senior Educational Technology Specialist at Temple University’s Center for the Advancement of Teaching. In the next installment, we’ll look at creative assessments and assignments that not only discourage illicit student usage of AI but help your students learn as well! Your course might benefit, for example, from a unit critiquing AI followed by a unit that makes use of AI. Remember, although we are providing three different paths forward in the use of AI in your classroom, you don’t have to choose just one! A mix-and-match approach may best fit your learning environment. The CAT has developed sample syllabus statements that provide language you can adopt for your own use. However you want to handle AI in your course, it will be important to include a statement on your syllabus that explains your policies so that students understand the expectations for your course. In this latter case, students might find it interesting to form their prompts as interview questions, tasking the AI with justifying its own existence! ![]() However, some students may opt to interrogate the AI itself as part of their investigation. Importantly, these sorts of investigations do not require you or the students to use the tools, making it an ideal choice for those who are uncertain about their willingness to join the AI revolution. Which jobs will go away and which will be completely transformed? Attempt to map out which professions will be most impacted by AI in the short term.Debate the intellectual property concerns of large language AI tools versus other forms of intellectual appropriation.Compare and contrast the environmental impact of AI tools to the impact of search engine usage, cryptomining, the overall impact of the internet, etc.Which responses suggest good corporate stewardship? How can their claims be tested? Contact multiple AI providers and ask them about their protocols for avoiding dataset bias issues like the now-infamous white Obama problem.Will the students’ input become the property of the company owning the tool? What sort of privacy protections are in place? Collaboratively review the privacy policy and terms of use before using an AI tool.Your students could productively engage with issues surrounding AI such as data privacy, dataset bias, environmental impact, intellectual property, and labor. A wide variety of controversial topics intersect with the rise of generative AI, providing a timely touchstone for the development of student critical thinking and media literacy skills. This time, instead of adopting AI as a new educational technology, we propose that you use AI as an object of inquiry. In the previous installment of this series, we outlined some ideas for how to put artificial intelligence to work as a tool in the classroom. ![]()
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