In the second part of their conversation, Jacob and Matt continue their discussion of AI ethics with Dr. Eric Covey from Grand Valley State University’s Department of History.

To help find a truly international solution for climate change, they enlist the help of ChatGPT itself. Reading through its ideas leads to a conversation about whether large language models actually contain knowledge or whether it’s something else. Discussing knowledge leads to the question of how creativity relates to randomness, and whether LLMs can truly be creative.

The conversation turns a bit more technical as they consider the idea of information compression as a way to understand how large language models operate. The analogy helps illuminate why there are two different types of bias present in LLMs.

The episode includes a discussion of the concept of “openness” and the financial costs involved, raising the question of how “open” generative artificial intelligence models are—and whether they can ever actually be truly open.

In the final moments of the episode, Eric relates a story about how one of his students used ChatGPT and didn’t notice problems in the generated text. The group returns to some of the broad themes discussed, including the problem of what counts as “good enough”, the need for technoskepticism, as well as the importance of digital literacy in the higher ed curriculum.

Jacob and Matt talk with Dr. Eric Covey of Grand Valley State University’s Department of History. Compared to many faculty, Eric began talking with his students about generative Ai fairly early in the ChatGPT era. He anchored his discussion not in issues of plagiarism, as many faculty have, but in a discussion about the unseen ethical challenges that generative AI presents.

The conversation broadens to discuss ways in which education can help build learner self-awareness—whether of the global impact of their technological habits or the personal impact of practices of self-care and attention to learning science.

The question of critically engaging with technology leads to how individual educators and their institutions can balance concerns about educational technology with the institutional and societal imperatives to prepare learners for their future careers. The three consider why, compared to previous technological changes, so many in education are rapidly embracing generative AI.

The answer may lie in part with the way neoliberalism has shaped modern education. Considering the imperatives and constraints that neoliberalism places on higher ed leads to a question that will likely reappear in this podcast season: how long will it be until we see the rise of “AIU”—an institution that downplays human faculty, leverages generative AI, and claims to do so for the benefit of all.

The episode (the first of two with Eric) ends with a discussion about whether AIU will be successful, whether technical solutions to some of AI’s problems will increase its popularity, and how to counter the fact that for many people a university run by AI will be “good enough.”

Jacob Fortman and Matt Roberts introduce the rebooted T-Squared podcast, whose third season will focus on the topic of generative artificial intelligence. In this episode Jacob and Matt set the stage for the rest of the season by talking about ChatGPT and generative AI more broadly. While there’s no shortage of news about AI—especially in higher education—Matt and Jacob lay out a plan to move past the hype and the hysteria. Future episodes will focus on a deeper discussion about generative artificial intelligence and how it differs from other types of AI; the relationship between AI, knowledge, and expertise; the legal and ethical factors involved in the use of AI; and the connections between efficiency, community, and education.

On our campus, we're a week deep into the response to the novel coronavirus and COVID-19. As at most schools, faculty have been asked to finish the semester online. Most grasp that this means losing the act of physically meeting in a shared classroom. Given tools like Blackboard Collaborate and Zoom, many faculty are trying to recreate their classes by having students meet virtually during their assigned class times. In this first-of-several mini-episodes, we talk about why moving to remote teaching means you have to cope with the loss of your physical classroom AND your class time as well.

On our campus, we're a week deep into the response to the novel coronavirus and COVID-19. As at most schools, faculty have been asked to finish the semester online. Most grasp that this means losing the act of physically meeting in a shared classroom. Given tools like Blackboard Collaborate and Zoom, many faculty are trying to recreate their classes by having students meet virtually during their assigned class times. In this first-of-several mini-episodes, we talk about why moving to remote teaching means you have to cope with the loss of your physical classroom AND your class time as well.

The T-Squared team returns for the first episode of season 2. In addition to choosing prize winners for the campus' New Faculty Orientation, they discuss what they learned over the summer and what they're looking forward to in the year ahead. Coffee in this episode was personally imported from Italy.

The T-Squared team returns for the first episode of season 2. In addition to choosing prize winners for the campus' New Faculty Orientation, they discuss what they learned over the summer and what they're looking forward to in the year ahead. Coffee in this episode was personally imported from Italy.

In the final episode of the podcast’s first season, Eric and Matt interview presenters and attendees at Grand Valley State University’s 18th annual Teaching and Learning with Technology Symposium. Those interviewed are: Kevin Barrons (Seidman College of Business), Lissa Brunan (College of Education, with her students MaKenna Kane and Breanne Dalm), Robert Talbert (Mathematics), Mark Luttenton (Graduate School), Sherry Barricklow (eLearning), Cheryl Kautz (Computing and Information Systems), and Jeff Sykes (Disability Support Resources).

In this second of two interviews with Grand Valley’s Digital Media Developers, we talk with Justin Melick. In his time at Grand Valley, Justin’s work has centered around digital video. In addition to helping faculty across the university develop digital videos, Justin has experimented with 360 degree video, and is the designer of Grand Valley’s three “lightboards.”

In the first of a two episode series, we talk to Grand Valley’s Digital Media Developers. Here we have a conversation with Hunter Bridwell. Many of the projects he works on involve virtual or augmented reality. We discuss several of thees projects, including a project for Occupational Therapy that simulates the kind of “visual field cut” that often occurs in patients after they suffer a stroke. We also touch on Hunter’s background in photography and how technology such as mixed reality can play a role in increasing empathy in education. And perhaps most importantly, Hunter brings us coffee from the Sparrows Coffee Tea and Newsstand (roasted by the Schuil Coffee Company).