Teaching in Higher Ed

Jeff Young shares clips from his Learning Curve Podcast regarding AI in higher education on episode 598 of the Teaching in Higher Ed podcast.

It is crazy to think of how much we’ve all learned about generative AI just in the last couple years.

I’ve been really interested in how students are thinking through AI and where their perspectives are. There is not one student view. You can find students that think all kinds of things.

Students are very aware of AI and they’re also very aware of how it’s changing the job market that they might enter.

One danger of these tools is that they give you such instant gratification. There’s a hit of dopamine.

Students are using AI tools, not just for academics. They’re experimenting with AI.

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Bonni Stachowiak shares about her card game, Go Somewhere: A game of metaphors, AI, and what comes next on episode 597 of the Teaching in Higher Ed podcast.

A lot of you have been asking me about this game that I’ve played now and facilitated at over 10 universities and conferences called Go Somewhere.

What the game allows people to do is to be a little bit playful, laugh, and smile as we explore very serious things.

It can be helpful to have a map when we think about all of the different ways that artificial intelligence might impact our teaching.

The other issue that comes up a lot as we start talking about artificial intelligence is how often it bumps up against our sense of identity.

Continue to learn, reflect, and keep moving. Go somewhere.

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Christy Albright + Clarissa Sorensen Unruh share about teaching, learning, and the lessons of grief on episode 596 of the Teaching in Higher Ed podcast.

Take two deep breaths.

None of the books that I researched on grief actually defined grief. It’s like they just assumed you knew what it was because it’s such a universal experience, but it’s not universally experienced by everybody in the same way.

Anticipatory grief is when you know something is coming and you’re already grieving that situation.

People assume that grief gets smaller, and actually we grow around it.

The big griefs in my life stay forever.

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Roberta Hawkins + Leslie Kern share about their book, Higher Expectations: How to Survive Academia, Make it Better for Others, and Transform the University on episode 595 of the Teaching in Higher Ed podcast.

We advise lots of different ways of rethinking our relationship with work in the book.

You can’t solve institutional problems with individual sacrifices.

We are not cogs in an institutional machine.

One of the challenges, is the idea that our work is kind of a calling. It’s a passion project. The institution knows that we love our work and that we are passionate about our students and that we care about bringing great ideas to fruition in the world, so it will extract every little drop of that from you in terms of your time and energy.

Invisibilized labor is an equity issue as well as a workload issue.

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Dave Stachowiak joins Bonni in remembering Ken Bain on episode 594 of the Teaching in Higher Ed podcast.

Ken Bain was such good company to me and to countless people from around the world.

While I didn’t ever have a chance to meet him or talk to him, I’m so glad for everything Ken did, all his writing, and how he’s inspired a new generation of leadership and faculty development in higher education to have a conversation that was really needed.

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Carter Moulton shares about his Analog Inspiration (AI) card deck and human centered AI in the classroom on episode 593 of the Teaching in Higher Ed podcast.

I’m here to talk a little bit about the Analog Inspiration card deck, which really is a professional development resource under the guise of a game.

I wanted to create something that would bring faculty together and talk with each other and wrestle with these moral and ethical questions.

Those three questions underneath at the bottom of the card are really just trying to foster that critical thinking with students about what it is they’re making and what it is they’re doing and how they’re engaging with AI.

I hope we don’t abandon the decades of research that has shown the benefits of peer learning, of caring, belonging, and relationships in the classroom.

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Barbara Oakley shares about her course, Speak Freely, Think Critically, and gives practical advice about teaching on episode 592 of the Teaching in Higher Ed podcast.

If you look at free speech from a historical and neuroscientific perspective, you can get a much better sense of people’s motivations and the continuing patterns that we see through history of people being really pro free speech until it affects them.

Really intelligent people find it very hard to be flexible, to change their mind.

Learning is hard. Your job as a professor, as a teacher, is to help make it understandable, to help make it easier.

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Simon Cullen + Danny Oppenheimer help us rethink student attendance policies toward deeper engagement and learning on episode 591 of the Teaching in Higher Ed podcast.

There’s a lot of evidence that coming to class is one of the best things a student can do to facilitate their learning and performance in class.

You can make students attend, and most faculty do. They set attendance as mandatory. And then students attend and they learn because they attend. But they also hate you, and they hate the subject and they hate everything to do with the class.

If you give people choices, sometimes they make bad choices. Scaffolding choices can help people make choices that actually align with their preferences more effectively.

Students love being treated like adults. They love having choice. Everybody loves having choice. People don’t like other people telling them what to do.

In some sense students have a preference to attend class. And in some sense they have a preference to not attend class. Those preferences can coexist in some way.

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Mike Caulfield shares about using AI as a co-reasoning partner and his Deep Background tool on episode 590 of the Teaching in Higher Ed podcast.

Critical thinking problems with students turn out to be critical doing problems.

AI doesn’t naturally think in terms of provenance, in terms of how it got this piece of information. It’s a little bit of a bolt on afterthought.

Searching for information is a journey. How can we get the benefits of AI but still preserve that feeling of a journey?

I’m working on this issue of follow ups with AI. It is magic to get students to think of these responses as not a single transaction. They’re coaching the AI through a process, not to get a specific answer that they want, but to look at the sorts of sources that matter for the question.

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The Richness of Podcasting in Higher Education, with Dom Conroy and Warren Kidd.

There’s so many different ways to capture people’s imagination through an audio feed.

When we’re creating podcasts, we are putting ourselves on the line.

Education is a relational experience.

The act of teaching is reflective and reflexive.

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