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. 

 

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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.

12. The Creation of Smart Learning Environments Through the Emergence of eLearning Platforms

This episode explores how the creation of smart learning environments through the explosive growth of digital eLearning platforms are disrupting traditional Adult and Higher Education delivery systems. 

• What are your experiences with digital eLearning platforms?
• What do you believe will be the future of these types of educational and learning delivery systems?
• To what extent will these delivery systems complement, compete with, or replace traditional educational organizations and institutions?

 

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AHE FutureTech Episode 12 Transcript 

 

References

 

Harman, M. (2021). The Role of Digital Learning Platforms in the Academic Growth of Students. https://kitaboo.com/the-role-of-digital-learning-platforms-in-the-academic-growth-of-students/ (downloaded, 6/18/ 2022).

Nichols, T. P., & LeBlanc, R. J. (2020). Beyond apps: Digital literacies in a platform society. The Reading Teacher, 74(1), 103-109.

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

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.

Wang, X., Chen, W., Qiu, H., Eldurssi, A., Xie, F., & Shen, J. (2020, November). A Survey on the E-learning platforms used during COVID-19. In 2020 11th IEEE Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON) (pp. 0808-0814). IEEE.

10 Best Online Learning Platforms In 2022 To Jumpstart Your Career. https://sites.google.com/site/videoblocksreview/online-learning-platforms

 

 

 

 

 

10. Academic Records Management and the Transition to Blockchain Technology

Blockchain technology is disrupting the academic record-keeping and influencing processes for maintaining student information systems in adult and higher education organizations. Listen to our podcast to learn more about blockchain technology, key design features, and some of the ways adult and higher education organizations are currently deploying it.

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AHE FutureTech Episode 10 Transcript 

Other Ways Blockchain Technology is Impacting AHE

• Educational Resources. These resources (e.g., learning resources in MOOCs for teachers and learners, share time-release exam questions, etc.) that can be safely shared and protected from unauthorized access, copied, modified or even deleted.
• Assessments/Exams. Student assessments and exams can be provided through automated exams and assessments when certain conditions are met.
• Awarding Tokens. Organization-based tokens have been used for fees, credits and currency transfer. For example, university-specific cryptocurrency (e.g., Kelvin coins) have been provided to the best students.
• Smart Contracts. These contracts can be used to build flexible blockchain based distribution solutions for the benefit of all participants in an online learning system, including students teaching staff, and administrative personnel. They can be used for managing and storing student data such as a self-executed code that applies roles and conditions between two or more parties. These include support services applications through digital transactions using a cryptocurrency such as Bitcoin, and digital certificate applications that provide students control of earned certificates, and decreased dependance on adult and higher education institutions for storing, verifying, and validating credentials.
• Accreditation. A process for assessing and ranking educational institutions according to the academic results of their learners.

 

9. Big Data, Educational Data Mining, and Learning Analytics

 

Educational data mining and learning analytics use big data generated from Learning Management Systems and organizational computer systems to track learner connections and interactions. These analytics can inform adult and higher education decision making and planning related to levels of learner attrition, course failures, and repeat classes. This episode explores how big data, educational data mining, and learning analytics are influencing how instructors assess and evaluate students’ learning behaviors and develop interventions in the interest of optimizing both the learning efforts and environments of learners.

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AHE FutureTech Episode 9 Transcript

 

References

• Aguilar, S. J. (2018). Learning analytics: At the nexus of big data, digital innovation, and social justice in education. TechTrends, 62(1), 37-45.
• Bienkowski, M., Feng, M., & Means, B. (2012). Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics: An Issue Brief. Office of Educational Technology, US Department of Education.
• Conn, R. (2020). Seven Key Differences Between Data Analytics and Data Mining. https://www.codemotion.com/magazine/dev-hub/big-data-analyst/data-analytics-data-mining/#. Accessed on 2-10-2021.
• Gedrimiene, E., Silvola, A., Pursiainen, J., Rusanen, J., & Muukkonen, H. (2020). Learning analytics in education: Literature review and case examples from vocational education. Scandinavian Journal of Educational Research, 64(7), 1105-1119.
• Herodotou, C., Rienties, B., Boroowa, A., Zdrahal, Z., & Hlosta, M. (2019). A large-scale implementation of predictive learning analytics in higher education: the teachers’ role and perspective. Educational Technology Research and Development, 67(5), 1273-1306.
• Lee, L. K., & Cheung, S. K. (2020). Learning analytics: Current trends and innovative practices. Journal of Computers in Education, 7(1), 1-6.
• Picciano, A. G. (2012). The evolution of big data and learning analytics in American higher education. Journal of asynchronous learning networks, 16(3), 9-20.
• Picciano, A. G. (2014). Big data and learning analytics in blended learning environments: Benefits and concerns. IJIMAI, 2(7), 35-43.
• Secades, V. A., & Arranz, O. (2016). Big data & eLearning: A binomial to the future of the knowledge society. IJIMAI, 3(6), 29-33.
•  Yupangco, J., (2020). The Essential Guide to Learning Analytics in the Age of Big Data. https://www.lambdasolutions.net/blog/essential-guide-to-learning-analytics-in-the-age-of-big-data-lf2

7. Chatbots and Holograms and Adult and Higher Education

 

Several spatial web digital technologies are currently disrupting the teaching and learning environments of adult and higher education organizations. This episode explores how chatbots and digital holograms are impacting learning applications in adult and higher education.

• What personal experiences have you had with chatbots and digital holograms in educational and learning situations?

 

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 AHE FutureTech Episode 7 Transcript

 

References 

Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246.

Mavrikios, D., Alexopoulos, K., Georgoulias, K., Makris, S., Michalos, G., & Chryssolouris, G. (2019). Using Holograms for visualizing and interacting with educational content in a Teaching Factory. Procedia Manufacturing, 31, 404-410.

Pates, D. (2020). The holographic academic: Rethinking telepresence in higher education. In Emerging technologies and pedagogies in the curriculum (pp. 215-230). Springer, Singapore.

Riel, J. (2021). Essential features and critical issues with educational chatbots: Toward personalized learning via digital agents. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 246-262). IGI Global.

Tsivitanidou, O., & Ioannou, A. (2020). Users' Needs Assessment for Chatbots' Use in Higher Education. In Central European Conference on Information and Intelligent Systems (pp. 55-62). Faculty of Organization and Informatics Varazdin.

Turk, H., & Seckin Kapucu, M. (2021). Innovative Technology Applications in Science Education: Digital Holography. Journal of Education in Science, Environment and Health, 7(2), 156-170.

4. Implications of Workplace Changes to Adult and Higher Education

Web 3.0 inspired Industry 4.0 changes in the workplace have affected adult and higher education practices. Listen to our podcast to learn about the intersection between adult and higher education and workplace changes, what upskilling and reskilling mean in today’s workplace, how adult and higher education can partner with the workplace in upskilling and reskilling employees, and why the new digital skills are needed today.

What are your experiences with Web 3.0 changes in your workplace that have affected adult and higher education practices?

Podcast Link

AHE FutureTech Episode 4 Transcript

References

Caselli, F. (1999). Technological revolutions. American Economic Review, 89(1), 78-102.

Muro, M., Liu, S., Whiton, J., & Kulkarni, S. (2017). Digitalization and the American workforce. 

Organisation for Economic Co‐operation and Development. (2019). Preparing for the changing nature of work in the digital era.

3. Implications of Digital Innovation for Adult and Higher Education

 

Technology is everywhere, but we rarely take the time to deeply consider how profoundly these technologies impact the interconnected systems in which we work. Listen to our podcast to learn more how the digital technologies have impacted and will continue to have implications on the position of adult and higher education.

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AHE FutureTech Episode 3 Transcript

How have you experienced spatial web technologies disruptions in adult and higher education? 

2. Current and Projected Use of the Spatial Web in Adult and Higher Education

 

The Spatial Web is the next evolutionary stage of development for the World Wide Web, and it simultaneously connects to and integrates four emerging computing technologies: spatial technologies, physical technologies, cognitive technologies, and distributed technologies. Listen to our podcast to learn more about these innovative digital technologies, how they are currently used in adult and higher education, and how they are projected to be used in the near and distant future.

 

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 AHE FutureTech Episode 2 Transcript

How have you used spatial web technology in adult and higher education?

 

 

References

 

Pates, D. (2020). The holographic academic: Rethinking telepresence in higher education. In Emerging technologies and pedagogies in the curriculum (pp. 215-230). Springer, Singapore.

Picciano, A. G. (2012). The evolution of big data and learning analytics in American higher education. Journal of asynchronous learning networks, 16(3), 9-20. 

René, G. Mapes D. (2019). The Spatial Web: How web 3.0 will connect humans, machines and AI to transform the world‖ Paperback.

Riel, J. (2021). Essential features and critical issues with educational chatbots: Toward personalized learning via digital agents. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 246-262). IGI Global.

 

1. Effects of Spatial Web Technologies in Adult and Higher Education

The widespread increase in the production and use of innovative digital technology is projected to profoundly impact the future of adult and higher education. There are three stages for digital technology innovation: Web 1.0, Web 2.0, and Web 3.0. Listen to our podcast to learn more about these three stages, the effects of Web 3.0 and what should adult and higher education expect in the future, the changes we can anticipate in adult and higher education, and some of the technologies disrupting adult and higher education.

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AHE FutureTech Episode 1 Transcript

What are some of your experiences with spatial web technology in adult and higher education?

References

Nylén, D., & Holmström, J. (2015). Digital innovation strategy: A framework for diagnosing and improving digital product and service innovation. Business Horizons, 58(1), 57-67.

René, G. Mapes D. (2019). The Spatial Web: How web 3.0 will connect humans, machines and AI to transform the world‖ Paperback.