I really appreciate this playlist—especially the tools and frameworks that attempt to mitigate overwhelm and help educators build capacity thoughtfully. It’s such a crucial point that we not only need to understand AI ourselves, but model and teach ethical AI use for learners who will navigate these tools as adults in an AI-fueled economy.
I’m exploring how my CRAFT framework can support schools in integrating AI in ways that center equity and clarity, and help mitigate AI bias. Thanks for offering such a practical, values-driven resource for this work.
I found this curation of resources excellent and highly useful. I am currently leading efforts to raise awareness and promote AI literacy within the Southern University System—the only Historically Black College and University (HBCU) system in the United States, headquartered in Louisiana. As a professor of STEM education and Executive Director of the Digital Education Consulting (DEC) Group, I focus on the strategic integration of AI in STEM learning, immersive digital environments, and open educational practices. These resources will greatly support our initiatives to empower faculty, staff, and students with future-ready digital skills.
Eric, you make me weep with happiness. And you give me hope. As long as there are deep thinking educators like you, there’s still a thread of legitimate possibility for the rest of us. God willing, I’ll soon celebrate my 75th birthday and I’ve been getting to know ChatGPT while I teach fellow elders how to tell some short personal stories using their own photos and their own words in book creator.
The purpose of my class is not for them to see themselves as “content creators” or try to get some attention publishing a book of memoir. I’m teaching them how to harvest short lessons learned so they can connect more deeply - 1st with the value of their personal experience - and then to share it with their friends and family in this time of intense chaos and disconnection.
Everything in your piece here is of interest to me and so is the rest of your writing about the craft of writing. I’ve been telling stories with my words and pictures for more than six decades, and I can see how social media has crippled so many people‘s ability to harvest the value from their life experience so it can be turned into value for others. Not some flash in the pan.
I’m so glad to find you today here on Substack and I will be reading and thinking (and writing as a way to process that thinking ) and hoping to learn more from you. I’m heading into a process of discovery about custom GPT‘s and hoping to create one that supports seniors in a process of memory retrieval that aims them at short form writing and supports them collaborating with AI, not using it to replace their intelligence, but to support their cognition and writing.
I’m measuring the success of my learning and their learning on anecdotal evidence about the kinds of reflective conversations they are having with their readers, based on their short multimedia e-books. I’m offering my course as a volunteer through the Osher lifelong learning Institute at the branch here in Ashland, Oregon. Grateful every day that I’m no longer in some kind of institution where there’s a demand for any other kind of assessment.
As I said above, I’m really going to be looking forward to reading more of your thinking. thank you so much for sharing it here. It’s a lot of work to do what you’re doing. I’m poor as a church mouse these days after surviving a wildfire and losing everything I owned so I can’t send you any money right now. But if some falls in my lap, I will certainly do so because what you’re sharing here is of great value.
You always get to stuff at least a week ahead of me😊🤣. I love the term "rhetorical literacy". I think maybe the biggest contribution of this quite capacious playlist is the starting point of a shared learning experience amongst educators which would go a long way in helping everyone talk about AI. A colleague and I are putting together a short series of student facing modules to pilot in our writing classrooms this fall. The goal is as much to give our instructors a common vocabulary as it is to help students make good use of the technology. Our starting point is the rather delightful idea (irony?) that both teachers and students still want a human in the classroom. I suspect the bigger problem long-term isn't the one that will play out in the classroom, but the one that will play out in administrative pressure to use AI to make teachers more in "productive" by increasing class size. Maybe not at the K-12 level, but I think that's the direction college will be heading.
Or just look at what's happened in the last week: a "summer reading list" suggesting fake books, and a US government health report citing fake research by non-existent writers! Just do your own reading, writing, and thinking, and cite real research from real writers.
I really appreciate this playlist—especially the tools and frameworks that attempt to mitigate overwhelm and help educators build capacity thoughtfully. It’s such a crucial point that we not only need to understand AI ourselves, but model and teach ethical AI use for learners who will navigate these tools as adults in an AI-fueled economy.
I’m exploring how my CRAFT framework can support schools in integrating AI in ways that center equity and clarity, and help mitigate AI bias. Thanks for offering such a practical, values-driven resource for this work.
Nice article with a ton of useful advice. Thanks!
I found this curation of resources excellent and highly useful. I am currently leading efforts to raise awareness and promote AI literacy within the Southern University System—the only Historically Black College and University (HBCU) system in the United States, headquartered in Louisiana. As a professor of STEM education and Executive Director of the Digital Education Consulting (DEC) Group, I focus on the strategic integration of AI in STEM learning, immersive digital environments, and open educational practices. These resources will greatly support our initiatives to empower faculty, staff, and students with future-ready digital skills.
Good luck with your work. I'm at Louisiana Tech. Let me know if you every want to chat.
Eric, you make me weep with happiness. And you give me hope. As long as there are deep thinking educators like you, there’s still a thread of legitimate possibility for the rest of us. God willing, I’ll soon celebrate my 75th birthday and I’ve been getting to know ChatGPT while I teach fellow elders how to tell some short personal stories using their own photos and their own words in book creator.
The purpose of my class is not for them to see themselves as “content creators” or try to get some attention publishing a book of memoir. I’m teaching them how to harvest short lessons learned so they can connect more deeply - 1st with the value of their personal experience - and then to share it with their friends and family in this time of intense chaos and disconnection.
Everything in your piece here is of interest to me and so is the rest of your writing about the craft of writing. I’ve been telling stories with my words and pictures for more than six decades, and I can see how social media has crippled so many people‘s ability to harvest the value from their life experience so it can be turned into value for others. Not some flash in the pan.
I’m so glad to find you today here on Substack and I will be reading and thinking (and writing as a way to process that thinking ) and hoping to learn more from you. I’m heading into a process of discovery about custom GPT‘s and hoping to create one that supports seniors in a process of memory retrieval that aims them at short form writing and supports them collaborating with AI, not using it to replace their intelligence, but to support their cognition and writing.
I’m measuring the success of my learning and their learning on anecdotal evidence about the kinds of reflective conversations they are having with their readers, based on their short multimedia e-books. I’m offering my course as a volunteer through the Osher lifelong learning Institute at the branch here in Ashland, Oregon. Grateful every day that I’m no longer in some kind of institution where there’s a demand for any other kind of assessment.
As I said above, I’m really going to be looking forward to reading more of your thinking. thank you so much for sharing it here. It’s a lot of work to do what you’re doing. I’m poor as a church mouse these days after surviving a wildfire and losing everything I owned so I can’t send you any money right now. But if some falls in my lap, I will certainly do so because what you’re sharing here is of great value.
Thank you, Meri! I hope my work continues to be helpful to you.
Great post, Eric. A great starting point for teachers who want to dip into the AI landscape, especially if they haven’t already.
You always get to stuff at least a week ahead of me😊🤣. I love the term "rhetorical literacy". I think maybe the biggest contribution of this quite capacious playlist is the starting point of a shared learning experience amongst educators which would go a long way in helping everyone talk about AI. A colleague and I are putting together a short series of student facing modules to pilot in our writing classrooms this fall. The goal is as much to give our instructors a common vocabulary as it is to help students make good use of the technology. Our starting point is the rather delightful idea (irony?) that both teachers and students still want a human in the classroom. I suspect the bigger problem long-term isn't the one that will play out in the classroom, but the one that will play out in administrative pressure to use AI to make teachers more in "productive" by increasing class size. Maybe not at the K-12 level, but I think that's the direction college will be heading.
So many great resources to dive into. Thanks Eric
Or just look at what's happened in the last week: a "summer reading list" suggesting fake books, and a US government health report citing fake research by non-existent writers! Just do your own reading, writing, and thinking, and cite real research from real writers.