As I contemplate returning to teaching after sabbatical, I'm pondering some pedagogical choices, big and small. <\/p>\n
Should I continue teaching on the open web? For a decade, I've put all my materials on my own self-hosted site. Students can access materials faster, my high-school concurrent enrollment students can share with parents easily, and former students can access syllabi for transferring to other colleges without asking me. Other educators can also access my materials, which are creative commons' licensed. <\/p>\n
That said, corporations used my materials to train Ai software that damages the environment. As well, we face galloping fascism today, and I teach world history, which covers peoples that fascists do not want covered. So, I'm going to start password-protecting certain materials, such as assignments. Considering what to protect and what to keep open requires some thought. <\/p>\n
My second question, unanswered right now, is how to structure courses given the rampant Gen Ai usage? My short answer is to build supportive learning environments that reduce harm, encourage academic integrity, and help students hold each other accountable. I've been considering how similar Gen Ai usage is to amphetamine use, and thus far the analogy holds well. Both can be useful in small doses in controlled environments, but their large scale use has disastrous consequences for users and our world. From news reports and colleagues I've learned that more than 80% of students have used Gen Ai for homework. So, treating the who class as recovering addicts seems appropriate, odd as that is to write. <\/p>\n
I'll likely write more about the drug\/Ai analogy. <\/p>\n","protected":false},"excerpt":{"rendered":"
As I contemplate returning to teaching after sabbatical, I’m pondering some pedagogical choices, big and small. Should I continue teaching on the open web? For a decade, I’ve put all my materials on my own self-hosted site. Students can access materials faster, my high-school concurrent enrollment students can share with parents easily, and former studentsContinue reading “Open teaching, Ai, and amphetamines.”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-600","post","type-post","status-publish","format-standard","hentry","category-uncategorized","entry"],"_links":{"self":[{"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/posts\/600","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/comments?post=600"}],"version-history":[{"count":1,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/posts\/600\/revisions"}],"predecessor-version":[{"id":601,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/posts\/600\/revisions\/601"}],"wp:attachment":[{"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/media?parent=600"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/categories?post=600"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jacknorton.org\/blog\/wp-json\/wp\/v2\/tags?post=600"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}