Multilitteratus Incognitus

All right!  With all that pondering and throat-clearing done (see my previous series of posts), I was wondering what piques my interest in this LLM-hyped world from a practical side . I've been somewhat active in critiquing this whole thing over the past two years, but beyond creating AI images for the blog (or to amuse myself), or using ChatGPT to make silly little genre-busting poems (again amusement and play), and or using ChatGPT to give me a boilerplate letter that I can then tweak (marginal utility, but I guess if organization ask for things that can be boilerplated, they get something that is boilerplate).  I don't mean to dismiss the value of experimentation or play, they are valuable and low-stress ways to get to know a tool and then you may get an AHA!!! moment of a sort. I've been thinking of something more structured.  I was listening to a relatively recent episode (it was recent when I started writing this darned post!_ of the Vergecast , titled  The Ch...

Last evening we had our penultimate EDDE 806 session for this season. On tap for the evening we had Neera's presentation (originally of Cohort 6, but now firmly "one of our own" in cohort 7), and a presentation by Stephanie. One question that came to mind, outside of the context of these presentations, was how long do EdD students stick around in 806 after they have met the requirements of the course?  If they don't come back, why is that?  If they do return, why do they return, and what influences their regularity of participation?  I guess this could be a dissertation topic in and of itself, but it's a question that came to mind as I saw some very familiar names in the guest list on Adobe connect last night, and noticed the absence of other names that I've seen over the last year or so of my 'informal' 806 participation.  Of course, a dissertation topic like this would most likely add 2-3 years to my studies, and that doesn't seem like an a...

Statler & Woldorf, muppet critics This past week the presenter of the week was Angie Parkes of Cohort 3, who is a fellow instructional designer!  Angie was presenting to us  her (potential?) dissertation proposal which as to do  with testing the hypothesis that the DACUM process can be done effectively online.  More specifically, her three hypotheses are that (1) an online asynchronous DACUM can produce a comprehensive and rigorous competency analysis; (2) the online asynchronous DACUM can be completed in less than 6 months (2 financial quarters); and (3) the online asynchronous DACUM can be completed for less than $1000. Angie is coming at this problem from a corporate instructional design lens, where a lot of money is spent in corporate environments for training, however 50%-90% of this training is deemed ineffective.  Because of this training departments are one of the first things that get cut when a company needs to tighten the budget (explains...

Last evening I joined 806 (which seemed to have a very small group of people attending) for their bi-weekly meetup.  I think that for this post I will write more about my 2 take-aways from the session in general, rather than recap both presentations.: Take-away #1: Small sample sizes aren't necessarily a problem.  Both Tracy and Leslie (presenters of the evening) were taking about their work (well, the work they are gearing up to do), and they both have between 6 and 12 participants for their research.  I am thinking about my own dissertation process, my own "problem" (which isn't a problem, so I hate using that term, but whatever), and how many people can be my informants (at most 16, but most likely 10 or so will agree to be part of it).   I've been thinking that AU might have issues with such small sample sizes. However, considering that I am not aiming at generalization (and neither are the presenters from last night's session), I am encouraged to co...