Prompt engineering for educators – making generative AI work for you from Teaching@Sydney
This post from Danny Liu (Uni Sydney) offers some simple but effective prompting suggestions to support retrieval practices, learning through analogies, lesson planning, simulations and more.
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Quick Start Guide to ChatGPT and AI in Higher Education from UNESCO
The entire UNESCO guide here is concise and timely but I particularly like Mike Sharples’ table of the range of roles that GenAI tools can play in learning and teaching, with tangible exemplars. It ranges from alternative ways to express an idea to personal tutoring all the way to creating games to help engage learners.
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You’ve Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students from Student Success
The transition from high school to higher ed can be a challenge for many students, with the assumption that as adult learners they will take greater responsibility for their own learning. Early interventions have long been considered vital in supporting new students to engage and develop self-regulated learning practices. This study from Sauchelli, Heath, Richardson, Lewis (UniSA) and Lim (UTS) indicates that while technology mediated emails to students – generated based on learning analytic data – appear to increase motivation, they do not necessarily effect student learning strategies and more support for these may be needed.
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Valuing teaching: exploring how a university’s strategic documents reflect institutional teaching culture from International Journal of Academic Development
While all universities have learning and teaching strategies and commitments to educational excellence, in practice the extent to which learning and teaching is valued (compared to research say) can have a marked effect on quality. This Canadian paper from Shaw et al. analyses institutional strategic documents based on a six point teaching culture framework. They, unsurprisingly, found that the loftiness of the language often conflicted with useful, actionable specificity about what exactly the institution believes good learning and teaching should look like in practice.
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Bluesky does not “own everything you post” from Casey Fiesler (Twitter)
Bluesky is the long awaited or hoped for Twitter replacement from Twitter creator Jack Dorsey. Invitations to the beta-release are already selling for hundreds of dollars. In “news” that crops up from time to time, someone read the terms of service and noticed that the platform asks for a non-exclusive licence to publish your posts. Casey Fiesler explains why this is boiler plate language needed by all social platforms and not a grand IP theft conspiracy.
Colin Simpson has worked in education technology, teaching, learning design and academic development in the tertiary sector since 2003 at CIT, ANU, Swinburne University and Monash University. He is also one of the leaders of the ASCILITE TELedvisors Network. For more from Colin, follow him on Twitter @gamerlearner (or @[email protected] on Mastodon)