Multilitteratus Incognitus

It's the winter break, and now that I have some actual downtime, I decided to do some Microsoft training. I think the last time I had the mental space to do any of this on the Microsoft Education was sometime in 2021 (if the last badge earned is any indication). Anyway, I went through the course offerings to see what's on tap at Microsoft, and I came upon a whole load of AI-related things. Cool. While I've been paying attention to this whole AI thing, I haven't really paid that  much attention to what corporate training is saying about their products (and how they might be used).  I've seen some colleagues post their badges on LinkedIn, so I thought I'd also follow the AI for Educators  learning path on Microsoft Education to get conversant with what others on my campus are experiencing through these trainings. Now, AI has been touted as a time saver on a variety of fronts, a claim that I think has yet to pan out.  As I was going through the AI for Educators ...

Academic AI-Slop (ChatGPT Produced) Happy end of the semester, and almost the end of the calendar year! Alright, I'll own up to it. The title of this post probably doesn't hit the mark ;-) One more calendar year is in the can, and for me, it was a year of (potential) endings, a year of (potentially) new beginnings, and a year where things changed much more so than I expected in my teaching practice. I won't dwell too much on the endings and beginnings in this post because those things are best viewed in retrospect, so they might take a few years to distill down to a post.  I did want to reflect a bit on my teaching practice. As I look back at the year of teaching, I think this year marked an inflection point: the year I started seeing AI-slop as student submissions.  Interestingly enough, it wasn't my graduate students, but my faculty learners  in some of the various workshops I facilitate that submitted such work as part of their coursework.  Can I prove it?  N...

A great number of years ago, I was part of an edtech team tasked with evaluating learning management systems to move to after WebCT was essentially EoL'd by Blackboard.  Long story short, despite our recommendations, management went with Blackboard, which I guess now is classed "Classic," and it too has been EoL'd.  I wasn't a big fan of Classic, but it worked fine for what we needed it to.  When the time came for the next LMS, my institution went to Canvas (finally...).  I've seen Ultra, the next incarnation of Blackboard, and all I could say was "me'h." I was just happy I didn't have to use it ;-) Fast forward a year, and I am teaching for an institution that uses Bb Ultra. On the plus side, the course was already designed for me, so I didn't really have to figure out a ton of the nuts and bolts of Ultra ahead of the semester, and it seems  pretty easy to pick up.  There are some big "ughs" when it comes to using this system, ...

This semester, I am helping co-facilitate a course somewhere new. More details of that in the future (maybe), but for the time being, I wanted to reflect a bit on technology use.  Since this is a new institution for me, I have to click on the technology acceptance pop-ups, see policy dialog boxes that I no longer see at my institution, and so on.  One of the assignments I am grading this term requires the use of TurnItIn, and while perusing through the course to familiarize myself with the course, I clicked on TII. Since I am new to this instance of TII, I got greeted with a disclaimer about AI detection (bolding my own): Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (i.e., our AI models may produce either false positive results or false negative results), so it should not be used as the sole basis for adverse actions against a student. It takes further...

  A few weeks ago, I saw this posted on a friend's social media feed, and the response was also repeating the "oh wow! I would have never thought of doing this! This is so nifty! Well... my first thought, knowing how ChatGPT works, is that this is a complete bunch of bullshit, and I immediately jettisoned this idiocy from my brain.  Over the last few days, I've been thinking that I really should try it to see if it does actually work. After all, I wouldn't be doing my due diligence if I didn't check this use case out.  If it does, it could be useful for accessibility purposes. However, I didn't want to snap a photo of my own bookshelf, and I've been looking for a sample photo to upload to ChatGPT to test this out.  Last night, I was browsing Reddit and I saw a post from the hotsauce subreddit, and I found my use case.  So, I downloaded the picture , submitted it to ChatGPT (yeah...sorry about that), and asked it some questions.   I've added the photo (...

Well, it's been a hot minute since I last jotted down some thoughts. Don't worry. blog, it's not you, it's me 😂. I also have a daily meditation/reflection journal that I used to jot things down in, even though sometimes it was "Doogie Houser style," that only gets an entry twice or thirce a week.  Gotta take a step back and do some more reflecting.  On the plus side, the weather is finally nice enough to get out and do a daily walk, something I used to do most summers until work (in all its multiple facets) got to be a bit too much. In any case, you didn't come here to read about my (lack of?) exercise and my busy schedule, did you? I thought I'd jot down some thoughts since it is July and summer is one-third gone (sigh). One of the things that I am not making as much progress on as I would have liked is course design. In all honesty, I thought that by now I would have chosen all my readings for the fall, started to put them into Canvas, and have Augu...

ChatGPT Patch of the Wise Owl Recently, I've been playing around with image generation in ChatGPT, not so much to create output that I plan on using seriously for something (although some output do end up on this blog as post images), but more to see how easy (or hard) it is to get something from my mind's eye into some kind of machine output.  I am also curious to see how the LLM interprets what I input (that element of surprise). I only really have the free credits that OpenAI gives to its free users, to my experimentation is basically 10-15 minutes of futzing around while watching TV in the evening. As I was playing around the other day, this scene from Star Trek: The Next Generation came to mind. In Schisms ,   the crew had been abducted by an alien race but had no memory of it (think Alien Encounters of the Third Kind ). As they start to remember small elements of their experience, they all try to piece together their memories so that they can come up with a reconstr...

Happy Friday, to all! This past week  - well, even a few weeks before that, if we're really counting - I've been contemplating my academic work.  Part of it is because I am working on one collaboration with some really awesome folks, and reading proofs for another collab from last summer (that should be published later this year).  However, it's worth noting that all of these academic pursuits are hobbies for me, so it takes time off other hobbies.  They are not things that I can do as part of my regular work (I am not a faculty member). Part of this introspection is because I was updating my Academic CV for a teaching gig I might apply to (another part of the hobby, but this one pays at least), and  I realized that I've done quite a few things in the past couple of years that fit into this particular hobby category, and also fit pretty much in the "life of an academic" category. So, what's changed? To cut to the chase, Trump, and Musk,... and their demen...

  A bit of a kerfulle happened a few weeks ago, and it's just indicative of how the rest of life is  going what I've had this post in draft form for almost a month while I've plugged away at it... Annnyyywhoooo🙄 The kerfuffle was kicked off by Wiley's  Open Educational Language Models initial post describes OELM as bring together a collection of openly licensed components that allow an openly licensed language model to be used easily and effectively in support of teaching and learning.  In his follow up post, Wiley is  open pondering/brainstorming about OELMs, Wiley discusses a separation of form from content, similar to how text on the web is separated from the formatting CSS layer . Wiley's original posts are intersting and do provide some points to ponder. I don't necessarily agree in whole with what  he proposes, but I can see a grain of something interesting there, and certainly worth pondering and discussing. Maybe I've gotten a bit more "get o...