Exploring the Role of ChatGPT in Teaching, Learning, and Publishing

 

Join us for a free webinar on the role of ChatGPT in teaching, learning, and publishing. For more information and how to register for the webinar go to https://scoc-consulting.com/free-webinar-on-chatgpt.

18. ChatGPT: An AI Powered Education Virtual Assistant for Lifelong Learning

ChatGPT has abundant potential to become a unique transformational learning tool for adult learners throughout the life course. However, the initial reaction of educators to the emergence of ChatGPT has been mixed. In this episode, we explore ChatGPT as an AI powered education virtual assistant for Lifelong Learning. Join in the online forum to follow the discussion.

 

Listen to Podcast

 

AHE FutureTech Episode 18 Transcript

• What are your experiences with ChatGPT as a virtual educational assistant? To what extent did you find the feedback applicable and helpful to your learning situation?
• What are some of the concerns you have with the use of ChatGPT as a virtual educational assistant? Why are they important?
• For what type of learners will this technology be most helpful? Should all learners have equal access to the technology? If so, how can AHE organizations ensure equal access?

 

References

OpenAI. OpenAI: GPT-4, 2023. URL https://openai.com/research/gpt-4. .

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.

Terrasi, V. (2023) GPT-4: How Is It Different From GPT-3.5? https://www.searchenginejournal.com/gpt-4-vs-gpt-3-5/482463/

ZenithAI (https://zenithai.io/).  

Zhai, X. (2023). ChatGPT for next generation science learning. Available at SSRN 4331313.

Zhang, T., Liu, F., Wong, J., Abbeel, P., & Gonzalez, J. E. (2023). The Wisdom of Hindsight Makes Language Models Better Instruction Followers. arXiv preprint arXiv:2302.05206.

 

 

17. The Evolution of ChatGPT: A Transformational Innovation for Teaching in Adult and Higher Education Organizations

 

ChatGPT is a generative AI that can generate text, images, or other media in response to prompts. As a natural language processing (NLP) model developed by OpenAI (https://openai.com/ ), it is designed to generate new content or ideas and express them in real-time conversations (Qadir, 2022). Its core function is to mimic human-like text responses across many domains of knowledge (OpenAI, 2023). Each iteration of ChatGPT builds upon the previous version with advanced features and improved capabilities. On this episode, we explore the potential transformational impacts of ChatGPT on teaching in adult and higher education organizations. 

 

Listen to the Podcast

 

AHE FutureTech Episode 17 Transcript

• What are your personal experiences with ChatGPT? To what extent do you agree (or disagree) with its observations regarding the potential impact of ChatGPT on teaching in Adult and Higher Education?
• To what extent will ChatGPT transform the way teachers prepare for their courses and teach each class?
• How will ChatGPT impact the assessment of students’ learning?

 

References

 

ChatGPT-3.5 (Wikipedia, 2023). https://en.wikipedia.org/wiki/ChatGPT

OpenAI. OpenAI: GPT-4, 2023. URL https://openai.com/research/gpt-4.

Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education.

Terrasi, V. (2023) GPT-4: How Is It Different From GPT-3.5? https://www.searchenginejournal.com/gpt-4-vs-gpt-3-5/482463/

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15.

ZenithAI (https://zenithai.io/).  

Zhai, X. (2023). ChatGPT for next generation science learning. Available at SSRN 4331313.

Zhang, T., Liu, F., Wong, J., Abbeel, P., & Gonzalez, J. E. (2023). The Wisdom of Hindsight Makes Language Models Better Instruction Followers. arXiv preprint arXiv:2302.05206.

16. Smart Immersive Classroom Environments

 

An immersive environment allows learners to be totally immersed in a self-contained artificial or simulated environment while experiencing it as real. On this episode, we explored how immersive technologies are disrupting traditional learning and educational environments. Join in the online forum to follow the discussion.

• What are your classroom experiences with immersive teaching and learning technologies?

• How do these technologies impact the provision of learning opportunities for adult and higher education students?

• To what extent will these technologies disrupt the traditional approaches to delivering content to adult learners? Why?

 

Listen to Podcast

 

AHE FutureTech Episode 16 Transcript 

 

References

 

Bookwidgets Blog, (2021). 20 Powerful virtual reality apps for your classroom of the future. https://www.bookwidgets.com/blog/2021/01/20-powerful-virtual-reality-apps-for-your-classroom-of-the-future (Downloaded 1/12/2023).

Kramer, S. (2016). Technology Behind the Rides. https://www.forbes.com/sites/scottkramer/2016/03/08/the-magic-of-universal-orlando-revealing-the-technology-behind-the-rides/?sh=4f33afcebd0b (Downloaded 1/13/2023).

Loveless, B (2023). Using Augmented Reality in the Classroom. https://www.educationcorner.com/augmented-reality-classroom-education.html (Downloaded, 1-23-2023)

Maryville University Blog (2023).  Augmented Reality in Education: Interactive Classrooms. https://online.maryville.edu/blog/augmented-reality-in-education/ (Downloaded 1-22-2023). 

Memos, V. A., Minopoulos, G., Stergiou, C., Psannis, K. E., & Ishibashi, Y. (2020, June). A revolutionary interactive smart classroom (RISC) with the use of emerging technologies. In 2020 2nd International Conference on Computer Communication and the Internet (ICCCI) (pp. 174-178). IEEE.

Rauschnabel, P. A., Felix, R., Hinsch, C., Shahab, H., & Alt, F. (2022). What is XR? Towards a framework for augmented and virtual reality. Computers in Human Behavior, 133, 107289.

Rizzo, A., John, B., Newman, B., Williams, J., Hartholt, A., Lethin, C., & Buckwalter, J. G. (2013). Virtual reality as a tool for delivering PTSD exposure therapy and stress resilience training. Military Behavioral Health, 1(1), 52-58.

Shalimov, A. (2022). Augmented Reality in Education: How to Apply It to Your EdTech Business. https://easternpeak.com/blog/augmented-reality-in-education-the-hottest-edtech-trend-and-how-to-apply-it-to-your-business/?amp

Shoikova, E., Nikolov, R., & Kovatcheva, E. (2017). Conceptualising of smart education. Electrotech. Electron. E+ E, 52.

Sinha, S., (2021). Augmented Reality In Education: A Staggering Insight Into The Future. https://elearningindustry.com/augmented-reality-in-education-staggering-insight-into-future (Downloaded 1-27-2023).  

Velev, D., & Zlateva, P. (2017). Virtual reality challenges in education and training. International Journal of Learning and Teaching, 3(1), 33-37.

15. The Emergence of Attention-Aware Intelligent Classrooms

 

Attention-aware intelligent classrooms are innovative spaces equipped with AI-powered technology designed to assist teachers to monitor and control the attention provided to both individual students and groups. Building on the advances achieved with smart classrooms, attention-aware intelligent classrooms represent the next wave of impactful and profound digital classroom innovations. By utilizing emerging ambient technologies, these classrooms are being designed to improve students’ learning experiences through context awareness and seamless adaptation in response to changes in the classroom and among its occupants. 

 

On this podcast episode, we explore the emergence of attention-aware intelligent classroom environments and their potential for adult and higher education organizations. Join in the online forum to follow the discussion.

• What are your experiences with the use of attention-awareness technology in classrooms?
• What do you see as the potential benefits and liabilities of attention aware intelligent classrooms? Do they give the teacher too much control over learning in classroom settings? 
• To what extent will these systems benefit students to maximize their learning in classroom settings?

 

Listen to the Podcast

 

 AHE FutureTech Episode 15 Transcript

 

References

 

D’Mello, S. K. (2016). Giving eyesight to the blind: Towards attention-aware AIED. International Journal of Artificial Intelligence in Education, 26, 645-659.

Dooley, J., Callaghan, V., Hagras, H., Gardner, M., Ghanbari, M., & Al-Ghazzawi, D. (2011). The intelligent classroom: Beyond four walls. In Workshop Proceedings of the 7th International Conference on Intelligent Environments (Vol. 10, pp. 457-468). IOS Press.

Huertas Celdrán, A., Ruipérez-Valiente, J. A., Garcia Clemente, F. J., Rodríguez-Triana, M. J., Shankar, S. K., & Martínez Pérez, G. (2020). A scalable architecture for the dynamic deployment of multimodal learning analytics applications in smart classrooms. Sensors, 20(10), 2923.

Hutt, S., Mills, C., White, S., Donnelly, P. J., & D'Mello, S. K. (2016). The Eyes Have It: Gaze-Based Detection of Mind Wandering during Learning with an Intelligent Tutoring System. International Educational Data Mining Society.

Ntagianta, A., Korozi, M., Leonidis, A., & Stephanidis, C. (2018). A unified working environment for the attention-aware intelligent classroom. Proceedings of the Edulearn, 18.

Stefanidi, H., Korozi, M., Leonidis, A., Antona, M., & Papagiannakis, G. (2020, October). The LECTOR Podium. An Innovative Teacher Workstation for the Intelligent Classroom of the Future. In 2020 12th International Conference on Education Technology and Computers (pp. 126-132).

Voyiatzaki, E., & Avouris, N. (2014). Support for the teacher in technology-enhanced collaborative classroom. Education and Information Technologies, 19, 129-154.

14. The Evolution of Smart Classroom Environments

 

Smart digital technologies have allowed mobile app learning providers to quickly optimize their platforms to respond to the personalized needs of learners. AHE organizations are daring to innovate as they continue to deploy digital innovations to provide smart, intelligent, and immersive classrooms. On this episode,we explore the evolution of smart classroom environments. Join in the online forum to follow the discussion.

 

Listen to the Podcast

 

AHE FutureTech Episode 14 Transcript 

 

References

Bannan, K. (2022). Why educators will flip over a new kind of smart board. (https://insights.samsung.com/2022/03/28/why-educators-will-flip-over-a-new-kind-of-smart-board-3/

Blikstein, P. (2013, April). Multimodal learning analytics. In Proceedings of the third international conference on learning analytics and knowledge (pp. 102-106).

Demir, K. A. (2021). Smart education framework. Smart Learning Environments, 8(1), 1-36.

Eriksson, K. (2018). Augmented reality gives us super human abilities and a sixth sense. https://www.ericsson.com/en/blog/2018/7/augmented-reality-gives-us-super-human-abilities-and-a-sixth-sense (Downloaded, June 2, 2022).

Fisk, P. (2017). Education 4.0 … the future of learning will be dramatically different, in school and throughout life. https://www.peterfisk.com/2017/01/future-education-young-everyone-taught-together/ (downloaded, 4/5/2022)

Jantakoon, T., Wannapiroon, P., & Nilsook, P. (2019). Virtual immersive learning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students. Higher Education Studies, 9(1), 144-150.

Hirsh-Pasek, K., Zosh, J., Hadani, H. S., Golinkoff, R. M., Clark, K., Donohue, C., & Wartella, E. (2022). A whole new world: Education meets the metaverse. Policy. https://www.brookings.edu/research/a-whole-new-world-education-meets-the-metaverse/?amp (Downloaded 9/1/2022).

Huertas Celdrán, A., Ruipérez-Valiente, J. A., Garcia Clemente, F. J., Rodríguez-Triana, M. J., Shankar, S. K., & Martínez Pérez, G. (2020). A scalable architecture for the dynamic deployment of multimodal learning analytics applications in smart classrooms. Sensors, 20(10), 2923.

Kaur, A., Bhatia, M., & Stea, G. (2022). A Survey of Smart Classroom Literature. Education Sciences, 12(2), 86.

McCormack, M., (2021). EDUCAUSE QuickPoll Results: XR Technology https://er.educause.edu/articles/2021/12/educause-quickpoll-results-xr-technology

Memos, V. A., Minopoulos, G., Stergiou, C., Psannis, K. E., & Ishibashi, Y. (2020, June). A revolutionary interactive smart classroom (RISC) with the use of emerging technologies. In 2020 2nd International Conference on Computer Communication and the Internet (ICCCI) (pp. 174-178). IEEE.

Ntagianta, A., Korozi, M., Leonidis, A., & Stephanidis, C. (2018). A unified working environment for the attention-aware intelligent classroom. Proceedings of the Edulearn, 18.

Rauschnabel, P. A., Felix, R., Hinsch, C., Shahab, H., & Alt, F. (2022). What is XR? Towards a framework for augmented and virtual reality. Computers in Human Behavior, 133, 107289.

Saini, M. K., & Goel, N. (2019). How smart are smart classrooms? A review of smart classroom technologies. ACM Computing Surveys (CSUR), 52(6), 1-28.

Shoikova, E., Nikolov, R., & Kovatcheva, E. (2017). Conceptualising of smart education. Electrotech. Electron. E+ E, 52.

13. The Case of Duolingo Digital Language eLearning Platform and Mobile App

This episode is part of the Series Adult and Higher Education FutureTech. It is for practitioners, administrators, and researchers in adult and higher education. In this episode, we explore how the explosive growth of mobile learning is disrupting traditional AHE delivery systems and provide an example of Duolingo, a digital eLearning platform and mobile app. 

• What are your experiences with mobile learning?
• What do you believe will be the future of mobile learning?
• To what extent will mobile learning complement, compete with, or replace traditional learning systems?

Listen to Podcast

 AHE FutureTech Episode 13 Transcript

 

References

Chai, W. (2020). Microlearning (microtraining). TechTarget. https://www.techtarget.com/whatis/definition/microlearning

Damyanov, I., & Tsankov, N. (2018). Mobile apps in daily learning activities. iJIM, 12(6).

Intelligent tutoring systems. (2022). https://en.wikipedia.org/wiki/Intelligent_tutoring_system

Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021). Seven units of Duolingo courses comparable to 5 university semesters in reading and listening.

Jimenez L., & Boser U., (2021). Future of Testing in Education: Artificial Intelligence. https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/ (Downloaded, 6/2/2022)

Marr, B. (2020) The Amazing Ways Duolingo Is Using Artificial Intelligence To Deliver Free Language Learning. https://www.forbes.com/sites/bernardmarr/2020/10/16/the-amazing-ways-duolingo-is-using-artificial-intelligence-to-deliver-free-language-learning/?sh=16c276275511

Spaced repetition. (2020). https://en.wikipedia.org/wiki/Spaced_repetition

Stephenson, B. (2021). What Are Smart Clothes? Discover how your clothes can improve your life. https://www.lifewire.com/what-are-smart-clothes-4176103

Stevenson, M. (2020).  Data That Proves the Continued Importance of Employee Learning. https://www.corporatelearningnetwork.com/learning-design/articles/stunning-corporate-learning-stats

Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez-Rodriguez, M. (2019). Enhancing human learning via spaced repetition optimization. Proceedings of the National Academy of Sciences, 116(10), 3988-3993.

Urh, M., Vukovic, G., & Jereb, E. (2015). The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences, 197, 388-397.

Vázquez-Cano, E. (2014). Mobile distance learning with smartphones and apps in higher education. Educational Sciences: Theory and Practice, 14(4), 1505-1520.

Viktor (2021). The Duolingo Business Model – How Does Duolingo Make Money? https://productmint.com/duolingo-business-model-how-does-duolingo-make-money/