Category Archives: wwwd

Mostly stuff to do with the classroom & Teaching and learning. Posts that fit with the site’s description: “Teaching, ict, and suchlike”

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Bookmarked Degenerative AI in education by Ben Williamson.

But what if, instead of being generative of educational transformations, AI in education proves to be degenerative—deteriorating rather than improving classroom practices, educational relations and wider systems of schooling?

I’ve read this a couple of time, and probably need a couple more.

I guess, like other technologies that have entered the classroom, we are very much in the hands of the powerful. We get the technology we are given. Usually at a low cost, but perhaps at a high price?

As a side note, Jetpack now offers to change the tone of what I write with AI. Here is the humorous rewrite of the previous paragraph:

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Winding Chain - Triple Square Link with Wooden Spacers, 5½-inch Pitch, Wrought Iron, 1850s-1870s

I’ve not posted links for a while, these are some of the things I’ve found interesting in the last couple of weeks.

Technology

Education

Sounds

Nature

Featured image found with Openverse, attribution copied from the caption. Winding Chain – Triple Square Link with Wooden Spacers, 5½-inch Pitch, Wrought Iron, 1850s-1870s by Photographer: David Thompson is licensed under CC-BY 4.0

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A small example of the H5P Find Multiple Hotspots content type in Glow Blogs.

I was intrigued how these wee chicks survived given the number of dogs walked along this shore in addition to plenty of gulls & crows who I would expect to enjoy a plover chick dinner. Even the adults are quite hard to spot.

I am building a collection of H5P examples on Glow Blogs. I’ve also been using it to make some spelling crosswords, word-searches and cloze procedures for my class using the North Lanarkshire spelling word list.

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BBC Radio 4 – Word of Mouth, Chatbots 1

Like lots of other folk I’ve been reading plenty about Large Language Models, AI & Chatbots and playing with some of the toys.

I really liked Professor Bender’s approach and method. I also found this a very easy listen. My mind has tended to wander off when reading blogs post about AI. Very clear on the “not intelligent” and the risks associated with chatbots trained on large piles of language.

And specifically the things that they’re predicting is what would be a plausible next word given all the preceding words here and then again and then again and again.

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And so that’s linguistically interesting that once you get to billions of words of text, there’s enough information in there just in the distribution of words to stick with things that are both grammatical and seemingly coherent.

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So that’s a cool observation and it’s dangerous because we tend to react to grammatical, fluent, coherent, seeming text as authoritative and reliable and valuable.

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So instead of talking about automatic speech recognition, I prefer to talk about automatic transcription because that describes what we’re using it for and doesn’t attribute any cognition to the system that is doing the task for us.2

 

  1. I subscribe to the RSS feed of this BBC radio program as a podcast, pity you can’t find the feed on the webpage. ↩
  2. Ironically I used Aiko to get the text of the podcast for the quotes: “transcription is powered by OpenAI’s Whisper model running locally on your device” ↩

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Robin at dawn. Dither image. It was poor anyhow due to light.

The above is a short selection of a few moments of the stream I broadcast this morning, 10 minutes in total. The segments are each separated by 1 seconds of generated silence. The Whole thing is on the Stream Page.  There is a fox barking near the start and a pigeon claps its wings over head near the end.

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Ollie Brae’s tweet, leads to Game Over for Maths A-level — Conrad Wolfram

The combination of ChatGPT with its Wolfram plug-in just scored 96% in a UK Maths A-level paper, the exam taken at the end of school, as a crucial metric for university entrance. (That compares to 43% for ChatGPT alone).

Wrong conclusion: ban it. Right conclusion: change what humans are learning so they step up a level, and don’t compete with what AIs do well.

Wolfram goes on to explain that an overhaul of the math curriculum is long overdue, and quotes himself from 3 years ago:

Today’s ecosystem of education doesn’t easily support such subject change. From assessments tied to today’s subjects, to too short a time horizon, to evidence-led innovation rather than innovation-led evidence, there’s everything to prevent core subject change and seemingly nothing to promote it. Except, eventually, after much disarray, cold, hard failure.

My hi-light. Seeing “evidence-led innovation” as part of the problem was interesting.