De La Salle Institute for Teaching & Learning

Promoting evidence-based teaching practices that lead to meaningful student learning, and the systematic and scholarly inquiry into those practices.

[De La Salle Institute for Teaching & Learning @DLSI_Teaching]

@jengolbeck follow up prompt: "analyze further, what could it represent?"

[De La Salle Institute for Teaching & Learning @DLSI_Teaching]

@joshua_r_eyler @WesternOregonU Don't students need to complete 24 credits per year to receive federal financial aid? What are the implications at Western Oregon and elsewhere?

[Ethan Mollick @emollick]

We are going to go through a fairly extended period where work has changed dramatically for many people thanks to AI but companies will not notice or acknowledge it

This is exactly what is happening in schools. AI broke homework, most instructors haven’t changed anything they do

[Faculty Focus @facultyfocus]

These suggested strategies can be used as bellwork when students enter the classroom, they can be used as a break during a lesson, or as a wrap up as a way to end the class. https://t.co/lc52m6F4Rn

[Ethan Mollick @emollick]

The liking-learning gap, what students like is not what they learn from:
📊We like graphics, but fun slides hurt long-term recall (boring ones help)
🧑‍🏫We think we learn more from slick lecturers, but we don't
🍪 When given cookies in a final class, we report we learned 20% more

[Ethan Mollick @emollick]

I'm not a huge fan of the "its so over" meme phrasing, but, honestly, it is so over for huge amounts of organizational processes

Here is me feeding a resume to Word with Copilot and getting a performance review. No one will start with a blank page anymore https://t.co/keo9x68d5v

[Faculty Focus @facultyfocus]

"This article is not weighing in on the ongoing ethical debates or offering a comprehensive how-to guide, but rather sharing one professor’s initial use of the AI tool and how it successfully accomplished the learning objectives for one course assignment." https://t.co/msHz0i2uIf

[Learning & the Brain @learningandtheb]

When should teachers ask students questions?

And: WHAT KIND OF QUESTIONS should we ask?

Our blogger reports: Recent research into #prequestions provides fascinating -- and helpful -- answers.

https://t.co/HOdHcpFzu5

[Learning & the Brain @learningandtheb]

How to help college students stay in school?

Pedro de Bruyckere (@thebandb) reviews a study emphasizing a straightforward strategy:

"focus on belonging."

https://t.co/WVZ1tSNd2O

[De La Salle Institute for Teaching & Learning @DLSI_Teaching]

@emollick I could see course-centric GPTs built into an LMS, like Canvas or Blackboard, they could be loaded with course materials and provide opportunities for clarification, further explanation, examples, practice, sudy guidance, and more.

[Mike Taylor @tmiket]

New research shows that the 'learning styles' myth can harmfully skew perceptions of student abilities, potentially affecting their educational & career opportunities. It's time to dump this myth for more effective, inclusive learning. via @AceThatTest
https://t.co/VxllnFtS1K

[Faculty Focus @facultyfocus]

To remediate the exam preparation #studyskills that beginning students are missing, most of us respond by telling students: “Come to class.” “Take notes.” "Do the reading." But most of us have discovered that this approach isn’t particularly effective. https://t.co/dGH149DuQU

[Ethan Mollick @emollick]

I think, if anything, people underestimate the amount that GPT-4 can do if you just explain what you want in plain English.

For example, this prompt works well. It asks you to upload a Word document and a grading rubric, and then gives you back a document with red-line comments.

[Ethan Mollick @emollick]

A problem with talking AI to senior decision-makers is that the more important someone is, the less likely it is that they have tried GPT-4, so it all is very abstract to them, without the visceral “what the hell is this” moment you need in order to grapple with LLM implications.

[De La Salle Institute for Teaching & Learning @DLSI_Teaching]

@DTWillingham AI's repetition of learning styles theory is a consistent hallucination. Makes sense given its ubiquity in the training data. Even as LLMs improve, mistakes and repetition of disproven theories will be a challenge given their confident presentation by AI.

[Ethan Mollick @emollick]

Copilot for Outlook is very good and, as a result, is going to completely undermine how we all communicate with each other

Here's an example of it at work

It is going to be AIs talking to AIs, now. I wrote this a couple months ago, it is going to happen: https://t.co/keo9x68d5v

[Caitlin Taylor @CaitJTaylor]

LOVE THIS.

"focus less on having students prove what they know and more on improving their ability to use that knowledge to do something meaningful, together."

A few ideas in here I'll be stealing!

One Key to Student Success? Socializing in Class. https://t.co/5vkEsFrGKF

[Faculty Focus @facultyfocus]

Our students are still in the process of discovering what they can do and drawing conclusions from those discoveries. How can teachers help students find out what they can do and what they should conclude from those experiences? https://t.co/F1j8oQzSID

[National SWAA @NationalSwaa]

A rich resource that should be widely shared: Teaching and Learning Resources on Palestine and Israel. From @ZinnEdProject: https://t.co/2uO746Chgn #IsraelHamas

[Faculty Focus @facultyfocus]

While opportunities for #extracredit certainly have their virtues, to this day, I dread the inevitable requests that most frequently rear their heads around midterms and finals when students are reckoning with their grades. https://t.co/ZWAMKPyL5g