Tag: Generative

  • Adjusting to Generative AI in Education Means Getting to the Roots

    Adjusting to Generative AI in Education Means Getting to the Roots

    To help folks think through what we should be considering regarding the impact on education of generative AI tools like large language models, I want to try a thought experiment.

    Imagine if, in November 2022, OpenAI introduced ChatGPT to the world by letting the monster out of the lab for a six-week stroll, long enough to demonstrate its capacities—plausible automated text generation on any subject you can think of—and its shortfalls—making stuff up—and then coaxing the monster back inside before the villagers came after it with their pitchforks.

    Periodically, as new models were developed that showed sufficient shifts in capabilities, the AI companies (OpenAI having been joined by others), would release public demonstrations, audited and certified by independent expert observers who would release reports testifying to the current state of generative AI technology.

    What would be different? What could be different?

    First, to extend the fantasy part of the thought experiment, we have to assume we would actually do stuff to prepare for the eventual full release of the technology, rather than assuming we could stick our heads in the sand until the actual day of its arrival.

    So, imagine you were told, “In three years there will be a device that can create a product/output that will pass muster when graded against your assignment criteria.” What would you do?

    A first impulse might be to “proof” the assignment, to make it so the homework machine could not actually complete it. You would discover fairly quickly that while there are certainly adjustments that can be made to make the work less vulnerable to the machine, given the nature of the student artifacts that we believe are a good way to assess learning—aka writing—it is very difficult to make an invulnerable assignment.

    Or maybe you engaged in a strategic retreat, working out how students can do work in the absence of the machine, perhaps by making everything in class, or adopting some tool (or tools) that track the students’ work.

    Maybe you were convinced these tools are the future and your job was to figure out how they can be productively integrated into every aspect of your and your students’ work.

    Or maybe, being of a certain age and station in life, you saw the writing on the wall and decided it was time to exit stage left.

    Given this time to prepare, let’s now imagine that the generative AI kraken is finally unleashed not in November 2022, but November 2024, meaning at this moment it’s been present for a little under six months, not two and a half years.

    What would be different, as compared to today?

    In my view, if you took any of the above routes, and these seem to be the most common choice, the answer is: not much.

    The reason not much would be different is because each of those approaches—including the decision to skedaddle—accepts that the pre–generative AI status quo was something we should be trying to preserve. Either we’re here to guard against the encroachment of the technology on the status quo, or, in the case of the full embrace, to employ this technology as a tool in maintaining the status quo.

    My hope is that today, given our two and a half years of experience, we recognize that because of the presence of this technology it is, in fact, impossible to preserve the pre–generative AI status quo. At the same time, we have more than info information to question whether or not there is significant utility for this technology when it comes to student learning.

    This recognition was easier to come by for folks like me who were troubled by the status quo already. I’ve been ready to make some radical changes for years (see Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities), but I very much understood the caution of those who found continuing value in a status quo that seemed to be mostly stable.

    I don’t think anyone can believe that the status quo is still stable, but this doesn’t mean we should be hopeless. The experiences of the last two and a half years make it clear that some measure of rethinking and reconceiving is necessary. I go back to Marc Watkins’s formulation: “AI is unavoidable, not inevitable.”

    But its unavoidability does not mean we should run wholeheartedly into its embrace. The technology is entirely unproven, and the implications of what is important about the experiences of learning are still being mapped out. The status quo being shaken does not mean that all aspects upon which that status quo was built have been rendered null.

    One thing that is clear to me, something that is central to the message of More Than Words: How to Think About Writing in the Age of AI: Our energies must be focused on creating experiences of learning in order to give students work worth doing.

    This requires us to step back and ask ourselves what we actually value when it comes to learning in our disciplines. There are two key questions which can help us:

    What do I want students to know?

    What do I want students to be able to do?

    For me, for writing, these things are covered by the writer’s practice (the skills, knowledge, attitudes and habits of mind of writers). The root of a writer’s practice is not particularly affected by large language models. A good practice must work in the absence of the tool. Millions of people have developed sound, flexible writing practices in the absence of this technology. We should understand what those practices are before we abandon them to the nonthinking, nonfeeling, unable-to-communicate-with-intention automated syntax generator.

    When the tool is added, it must be purposeful and mindful. When the goal of the experience is to develop one’s practice—where the experience and process matter more than the outcome—my belief is that large language models have very limited, if any, utility.

    We may have occasion to need an automatic syntax generator, but probably not when the goal is learning to write.

    We have another summer in front of us to think through and get at the root of this challenge. You might find it useful to join with a community of other practitioners as part of the Perusall Engage Book Event, featuring More Than Words, now open for registration.

    I’ll be part of the community exploring those questions about what students should know and be able to do.

    Join us!

    Source link

  • Unlocking Generative Engine Optimization (GEO): What Marketers Must Do to Stay Ahead

    Unlocking Generative Engine Optimization (GEO): What Marketers Must Do to Stay Ahead

    Remember when SEO was all about keywords and metatags, fueling now-defunct search engines like Yahoo, AltaVista and early Google? Those were the days of “keyword stuffing,” where quantity trumped quality and relevance, delivering poor search results and frustrating users. Google’s PageRank algorithm changed everything by prioritizing content quality, giving birth to the “Content is King” mantra and improving the user experience.

    Fast forward to the Era of the Modern Learner, where digitally astute users demand fast and accurate information at their fingertips. To keep up with their heightened expectations, search engine algorithms have evolved to become more sophisticated, focusing on the intent behind each search query rather than simple keyword matching. This shift has led to the emergence of AI-powered search engines features like Google’s AI Overviews to provide an AI-powered summary which now command prime real estate on the search engine results page.

    In response, Generative Engine Optimization (GEO) is emerging. AI-powered search engines are moving beyond simply ranking websites. They are synthesizing information to provide direct answers. In this fast-paced environment, delivering the right information at the right time is critical now more than ever. All marketers, regardless of industry, must adapt their strategies beyond traditional SEO.

    What is Generative Engine Optimization (GEO)?

    Artificial intelligence is rapidly infiltrating tools across every industry, fundamentally reshaping the digital landscape. Generative Engine Optimization (GEO) is emerging as a new approach to digital marketing, leveraging AI-powered tools to generate and optimize content for search engines. GEO is a catalyst, driving a fundamental shift in how search engines present information and how users consume it

    GEO leverages machine learning algorithms to analyze user search intent, create personalized content, and optimize websites for improved search engine rankings. This advanced algorithmic approach delivers contextually rich information from credible sources, directly answering user searches and proactively addressing related inquiries. A proactive strategy that goes beyond traditional SEO ensures that a school’s information is readily discoverable, easily digestible and favorably presented by AI-powered search engines such as Google’s AI Overviews, ChatGPT, Perplexity and Gemini.

    How GEO Works

    At its core, Generative Engine Optimization (GEO) uses artificial intelligence to bridge the gap between user needs and search engine performance. GEO tools go beyond traditional SEO by harnessing AI to deeply understand user behavior and generate content that’s not only relevant but also personalized and performance driven. Here is how it works across four core functions: 

    • Analyzing User Intent: GEO starts by analyzing user intent. AI models examine search queries, website behavior and browsing patterns to uncover what users are specifically searching for. This helps marketers develop content strategies that directly align with user expectations and needs. 
    • Generating Content: Using these insights, GEO tools generate original content tailored to meet the precise needs of the target audience. The result is content that answers user questions and aligns with how modern search engines evaluate relevance and quality.  
    • Optimizing Content: GEO then optimizes the generated content for performance. AI refines readability, integrates keywords and enhances structural elements for improved visibility in search results, which ensures that content performs well in both traditional and AI-powered search environments.  
    • Personalizing Content: Where GEO truly shines is in content personalization. By leveraging data like demographics, preferences and past interactions, GEO delivers tailored experiences that feel more relevant and engaging to individual users.  

    Comparing SEO and GEO

    While SEO and GEO may seem like competing strategies, they actually complement one another. Both aim to improve visibility in search results and drive meaningful engagement but do so through different methods. Understanding how they align and where they diverge is key to developing a modern, well-rounded digital strategy. 

    Ways GEO is Similar to SEO

    Despite their difference in execution, SEO and GEO share a common goal: delivering valuable content to users and meeting their search intent. Both SEO and GEO strategies contribute to: 

    • Improving website visibility and search rankings in the search engine results pages (SERPs). 
    • Driving organic traffic by making it easier for users to discover relevant information. 
    • Boosting user engagement and conversion rates through informative, well-tailored content.  

    Ways GEO is Different from SEO

    Where SEO and GEO begin to diverge is in their focus, tools, and content strategy:

    • Focus: Traditional SEO emphasizes keyword optimization, meta tags and technical structure. GEO, on the other hand, focuses on understanding user intent and creating dynamic, personalized content that adapts to evolving needs. 
    • Tools: SEO relies on tools like keyword research platforms, backlink analysis, and manual content audits. GEO uses AI-powered platforms to analyze data, generate content, and automate optimization based on real-time user behavior.  
    • Content: SEO often produces static, evergreen content that ranks over time. GEO enables the creation of responsive, personalized content that can shift based on user preferences, past interactions, and demographics. 

    While SEO has historically focused on driving clicks to websites and increasing rankings, GEO recognizes the increasing prominence of zero-click searches—where users find answers directly within AI-powered search overviews. In this new reality, GEO ensures your content remains visible and valuable even when the traditional click doesn’t occur. It does this by optimizing for how AI synthesizes and presents information in search results.

    Is GEO Replacing SEO?

    The rise of GEO has sparked an important question for marketers: Is SEO dead? The short answer is no. Rather than replacing SEO, GEO enhances it.

    GEO builds a foundation of traditional SEO by leveraging artificial intelligence to automate time-consuming tasks, deepen audience insights, and elevate content quality. A strong SEO strategy remains essential, and when paired with GEO, it becomes even more powerful.

    To support marketers in building that foundation, tools like EducationDynamics’ SEO Playbook offer actionable strategies for mastering SEO fundamentals while staying adaptable to innovations like GEO. As the higher education marketing landscape evolves, institutions are reaching a critical inflection point: the status quo no longer meets the expectations of the Modern Learner, and a more dynamic, data-driven approach is essential to stay competitive.

    Here’s how GEO supports and strengthens traditional SEO efforts:

    • Smarter Keyword Research and Optimization: GEO tools analyze search intent more precisely, allowing marketers to choose keywords that better reflect how real users search, creating content that directly answers those queries.  
    • More Personalized Content Experiences: By generating dynamic content based on user behavior, preferences, and demographics, GEO helps ensure the right message reaches the right audience at the right time.  
    • Streamlined Workflows: GEO automates content generation and optimization processes, making it easier to keep web pages fresh, relevant, and aligned with evolving search behaviors—all while saving time and resources.  

    SEO is far from obsolete; however, relying solely on traditional SEO tactics is outdated which is no longer sufficient in today’s evolving higher education landscape. To truly transform their marketing approach, institutions must embrace innovative solutions. 

     As generative AI becomes increasingly embedded in how people search, marketers must adapt. While traditional SEO tactics like on-page optimization, site structure, and link-building still have a role to play, GEO provides the bold innovation needed to drive impactful outcomes. By pairing SEO strategies with GEO’s AI-driven insights and automation, institutions can achieve greater efficiency and effectiveness in their marketing efforts.  

    Together, SEO and GEO provide a holistic, future-ready framework to engage the Modern Learner, enhance digital marketing efforts, and drive both reputation and revenue growth, which are essential for long-term success.

    Integrating GEO and SEO in Your Marketing Strategy for Higher Education Marketers

    As the digital landscape evolves, one thing remains clear: SEO is still essential for institutions looking to connect with today’s students. With the rapid adoption of AI in everyday search habits though, SEO alone is no longer enough.

    According to EducationDynamics 2025 Engaging the Modern Learner Report, generative AI is already transforming how prospective students evaluate their options. Nearly 70% of Modern Learners use AI tools for generative chatbot platforms like ChatGPT, while 37% use these tools specifically to gather information about colleges and universities in their consideration set.

    This shift signals a clear need for higher ed marketers to adapt their digital strategies. GEO provides a pathway to do that while better serving today’s students. By combining the proven fundamentals of SEO with GEO’s advanced AI capabilities, institutions can engage the Modern Learner more effectively at every stage of their decision-making journey.

    Reaching Modern Learners: Integrating GEO and SEO Strategies

    • Speak to What Modern Learners Search For: Modern Learners expect content that speaks directly to their needs and interests. Use GEO tools to identify the actual search terms prospective students use, such as “flexible online MBA,” or “how much does an online degree cost.” Then, develop SEO-optimized pages, blog posts, and FAQs that address these specific questions. Incorporate schema markup, structured headings, and internal links to boost visibility while keeping content informative and student focused.  
    • Personalize the Journey for Every Modern Learner: GEO enables marketers to go beyond generic messaging. Use behavioral data, such as which pages students visit, how long they stay or what programs they explore, to personalize touchpoints across channels. Personalization builds trust and shows Modern Learners you understand what matters to them.  
    • Deliver the Seamless Digital Experiences Modern Learners Expect: Today’s students want fast, seamless experiences. Use GEO insights to identify where users drop off, then optimize navigation and page speed accordingly. Implement clear, scannable layouts with prominent CTAs to enhance your website’s structure and user-friendliness. Consider adding AI-powered chatbots to provide real-time support for everything from application steps to financial aid inquiries.   
    • Use Data to Stay Ahead of the Modern Learner’s Needs: GEO tools give you visibility into what students search for, which content they engage with, and where they lose interest. Regularly review search patterns, click paths, and drop-off points to identify gaps in your content or barriers in the enrollment funnel. Use these insights to refine headlines, adjust keyword targeting, or introduce new resources that better align with what students care about. 

    As prospective students increasingly turn to AI tools to explore their options, higher education marketers must evolve their strategies to keep pace with changing search behaviors. While Search Engine Optimization remains essential for visibility and reach, it no longer fully reflects how today’s students search and engage online. GEO bridges that gap by adapting to real-time behaviors and preferences. To effectively connect with Modern Learners and stay competitive, institutions must evolve their digital strategies to include GEO. 

    The Future of SEO and GEO in Higher Education

    The future of enrollment will be shaped by how well institutions adapt to evolving digital behaviors. GEO is one of the many new components at the forefront of this shift. As AI continues to reshape how students interact with institutions and search for information, GEO will become an instrumental tool for delivering personalized, real-time information to meet their expectations.

    Traditional SEO will still play a vital role in ensuring your institution is discoverable, but GEO takes things further by extracting and tailoring relevant content to meet the specific needs of each user, creating dynamic, intent-driven engagement. With more students using generative AI tools to guide their enrollment journey, institutions must embrace strategies that reflect this new reality.

    Looking ahead, AI-powered SEO strategies will empower higher education marketers to create adaptive content that speaks directly to individual student goals and behaviors. These tools will also make it possible to deliver faster, more relevant information across platforms, often surfacing answers before a student ever clicks a link. With deeper access to behavioral data and user intent, marketers can refine messaging in real time, ensuring they’re reaching the right students with the right information at the right moment in their decision-making journey.

    Unlocking the Power of GEO with EducationDynamics

    As the digital landscape continues to shift, it can be challenging for institutions to keep pace with rapid change—especially when it comes to reaching the demands of today’s students. GEO empowers institutions to transform their digital engagement strategies, moving beyond outdated tactics to cultivate meaningful connections with the Modern Learner. 

    As a leading provider of higher education marketing solutions, EducationDynamics specializes in helping colleges and universities stay ahead. Our team brings deep expertise in foundational SEO and is actively embracing the next wave of digital strategy through Generative Engine Optimization (GEO). We understand what it takes to create meaningful engagement in a competitive enrollment environment and we’re here to help you do just that. 

    Connect with us to discover how we can support your team in building personalized digital strategies—whether it’s laying the groundwork with SEO or embracing innovative approaches like GEO. We’re here to help your institution succeed in today’s ever-changing digital world. 

    Source link

  • Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    On the eve of the release of HEPI’s Student Generative AI Survey 2025, HEPI hosted a roundtable dinner with the report’s sponsor, Kortext, and invited guests to discuss the following essay question:

    How will AI change the university experience for the next generation?

    This was the third roundtable discussion we have hosted with Kortext on AI, over three years. Observing the debate mature from a cautious, risk-averse response to this forward-looking, employability-focused discussion has been fascinating. We spent much of the evening discussing a potential pivot for teaching and learning in the sector.

    The higher education sector places the highest importance on creating, collecting, and applying knowledge. ‘Traditional’ assessments have focused on the recollection of knowledge (exams) or the organisation and communication of knowledge (in essays). The advent of search engines has made acquiring knowledge more accessible, while generative AI has automated the communication of knowledge.

    If knowledge is easily accessible, explainable, and digestible, which skills should our graduates possess that cannot be replaced by ChatGPT, now or in the future? It was suggested that these are distinctly ‘human’ skills: relationship building, in-person communication, and leadership. Are we explicitly teaching these skills within the curriculum? Are we assessing them? Are we rebalancing our taught programmes from knowledge to irreplaceable skills to stay ahead of the AI curve?

    And to get a bit meta about it all, what AI skills are we teaching? Not just the practical skills of application of AI use in one’s field, but deep AI literacy. Recognising bias, verifying accuracy, understanding intellectual property rights and embracing digital ambition. (Professor Sarah Jones of Southampton Solent University has written about this here.)

    Given recent geopolitical events, critical thinking was also emphasized. When and why can something be considered the ‘truth’? What is ‘truth’, and why is it important?

    Colleagues were clear that developing students’ knowledge and understanding should still be a key part of the higher education process (after all, you can’t apply knowledge if you don’t have a basic level of it). In addition, they suggested that we need to be clearer with students about the experiential benefits of learning. As one colleague stated,

    ‘The value of the essay is not the words you have put on the page, it is the processes you go through in getting the words to the page. How do you select your information? How do you structure your argument more clearly? How do you choose the right words to convince your reader of your point?’

    There was further discussion about the importance of experiential learning, even within traditional frameworks. Do we clearly explain to students the benefits of learning experiences – such as essay writing – and how this will develop their personal and employability skills? One of the participants mentioned that they were bribing their son not to complete his Maths homework by using ChatGPT. As students increasingly find their time constrained due to paid work and caring responsibilities, how can we convince students of the value of fully engaging with their learning experiences and assessments when ChatGPT is such an attractive option? How explicitly are we talking to students about their skills development?

    There was a sense of urgency to the discussion. One colleague described this as a critical juncture, a ‘one-time opportunity’ to make bold choices about developing our programmes to be future-focused. This will ensure graduates leave higher education with the skills expected and needed by their employers, which will outlast the rapidly evolving world of generative AI and ensure the sector remains relevant in a world of bite-sized, video-based learning and increasing automation.

    Kortext is a HEPI partner.

    Founded in 2013, Kortext is the UK’s leading student experience and engagement expert, pioneering digitally enhanced teaching and learning in the higher education community. Kortext supports institutions in boosting student engagement and driving outcomes with our AI-powered, cutting-edge content discovery and study products, market-leading learner analytics, and streamlined workflows for higher education. For more information, please visit: kortext.com

    Source link

  • Engaging Students in Collaborative Research and Writing Through Positive Psychology, Student Wellness, and Generative AI Integration – Faculty Focus

    Engaging Students in Collaborative Research and Writing Through Positive Psychology, Student Wellness, and Generative AI Integration – Faculty Focus

    Source link

  • Probabilities of generative AI pale next to individual ideas

    Probabilities of generative AI pale next to individual ideas

    While I was working on the manuscript for More Than Words: How to Think About Writing in the Age of AI, I did a significant amount of experimenting with large language models, spending the most time with ChatGPT (and its various successors) and Claude (in its different flavors).

    I anticipated that over time this experimenting would reveal some genuinely useful application of this technology to my work as a writer.

    In truth, it’s been the opposite, and I think it’s interesting to explore why.

    One factor is that I have become more concerned about what I see as a largely uncritical embrace of generative AI in educational contexts. I am not merely talking about egregiously wrongheaded moves like introducing an AI-powered Anne Frank emulator that has only gracious thoughts toward Nazis, but other examples of instructors and institutions assuming that because the technology is something of a wonder, it must have a positive effect on teaching and learning.

    This has pushed me closer to a resistance mindset, if for no other reason than to provide a counterbalance to those who see AI as an inevitability without considering what’s on the other side. In truth, however, rather than being a full-on resister I’m more in line with Marc Watkins, who believes that we should be seeing AI as “unavoidable” but not “inevitable.” While I think throwing a bear hug around generative AI is beyond foolish, I also do not dismiss the technology’s potential utility in helping students learn.

    (Though, a big open question is what and how we want them to learn these things.)

    Another factor has been that the more I worked with the LLMs, the less I trusted them. Part of this was because I was trying to deploy their capabilities to support me on writing in areas where I have significant background knowledge and I found them consistently steering me wrong in subtle yet meaningful ways. This in turn made me fearful of using them in areas where I do not have the necessary knowledge to police their hallucinations.

    Mostly, though, just about every time I tried to use them in the interests of giving myself a shortcut to a faster outcome, I realized by taking the shortcut I’d missed some important experience along the way.

    As one example, in a section where I argue for the importance of cultivating one’s own taste and sense of aesthetic quality, I intended to use some material from New Yorker staff writer Kyle Chayka’s book Filterworld: How Algorithms Flattened Culture. I’d read and even reviewed the book several months before, so I thought I had a good handle on it, but still, I needed a refresher on what Chayka calls “algorithmic anxiety” and prompted ChatGPT to remind me what Chayka meant by this.

    The summary delivered by ChatGPT was perfectly fine, accurate and nonhallucinatory, but I couldn’t manage to go from the notion I had in my head about Chayka’s idea to something useful on the page via that summary of Chayka’s idea. In the end, I had to go back and reread the material in the book surrounding the concept to kick my brain into gear in a way that allowed me to articulate a thought of my own.

    Something similar happened several other times, and I began to wonder exactly what was up. It’s possible that my writing process is idiosyncratic, but I discovered that to continue to work the problem of saying (hopefully) interesting and insightful things in the book was not a summary of the ideas of others, but the original expression of others as fuel for my thoughts.

    This phenomenon might be related to the nature of how I view writing, which is that writing is a continual process of discovery where I have initial thoughts that bring me to the page, but the act of bringing the idea to the page alters those initial thoughts.

    I tend to think all writing, or all good writing, anyway, operates this way because it is how you will know that you are getting the output of a unique intelligence on the page. The goal is to uncover something I didn’t know for myself, operating under the theory that this will also deliver something fresh for the audience. If the writer hasn’t discovered something for themselves in the process, what’s the point of the whole exercise?

    When I turned to an LLM for a summary and could find no use for it, I came to recognize that I was interacting not with an intelligence, but a probability. Without an interesting human feature to latch onto, I couldn’t find a way to engage my own humanity.

    I accept that others are having different experiences in working alongside large language models, that they find them truly generative (pardon the pun). Still, I wonder what it means to find a spark in generalized probabilities, rather than the singular intelligence.

    I believe I say a lot of interesting and insightful things in More Than Words. I’m also confident I may have some things wrong and, over time, my beliefs will be changed by exposing myself to the responses of others. This is the process of communication and conversation, processes that are not a capacity of large language models given they have no intention working underneath the hood of their algorithm.

    Believing otherwise is to indulge in a delusion. Maybe it’s a helpful delusion, but a delusion nonetheless.

    The capacities of this technology are amazing and increasing all the time, but to me, for my work, they don’t offer all that much of meaning.

    Source link

  • Using Generative AI to “Hack Time” for Implementing Real-World Projects – Faculty Focus

    Using Generative AI to “Hack Time” for Implementing Real-World Projects – Faculty Focus

    Source link

  • Call for Submissions for Special Edition – “Trends in the Use of Generative Artificial Intelligence for Digital Learning.” (Anthony Picciano)

    Call for Submissions for Special Edition – “Trends in the Use of Generative Artificial Intelligence for Digital Learning.” (Anthony Picciano)

     

    Dear Commons Community,

    Patsy Moskal and I have decided to be guest editors for Education Sciences for a special edition entitled,

    “Trends in the Use of Generative Artificial Intelligence for Digital Learning.” (See below for a longer description.)

    It is a most timely topic of deep interest to many in the academy. We would love to have you contribute an article for it. Your submission can be research, practitioner, or thought-based. It also does not have to be a long article (4,000-word minimum). Final articles will be due no later than July 1, 2025.

    You can find more details at: https://www.mdpi.com/journal/education/special_issues/6UHTBIOT14#info

    Thank you for your consideration!

    Tony

     

    Source link

  • for Generative AI Integration into Education – Sovorel

    for Generative AI Integration into Education – Sovorel

    I’m very happy and excited to share that I have released a new book that is geared specifically to helping universities, as well as all educational institutions, with the very important topic of generative AI integration into education. This is a vital process that higher education and all places of learning need to address in order to become and stay relevant in a world that so filled with AI. All of us in academia must develop AI Literacy skills in order to fully develop these skills within our students. If educational institutions do not integrate this important process now, then they will not be properly setting up their students for success. This book specifically provides an action plan to help educational institutions be part of the solution and to better ensure success.

    Here is a video trailer for the 9 Point Action Plan: for Generative AI Integration into Education book:

    Table of contents for the 9 Point Action Plan: for Generative AI Integration into Education book that is now available as an ebook or printed book at Amazon: https://www.amazon.com/Point-Action-Plan-Generative-Integration/dp/B0D172TMMB

    TABLE OF CONTENTS

    1. Chapter 1: Institutional Policies
      • Examples
      • Policy Examples
      • Implementation
    2. Chapter 2: Leadership Guidance on Utilization of Generative AI
      • Examples
      • Michigan State University Example
      • Yale University Example
      • Template Example: Leadership Guidance on Generative AI in Education
      • Implementation
    3. Chapter 3: Training
      • Faculty Training
      • Staff Training
      • Student Training
      • Examples
      • American University of Armenia Example
      • Arizona State University Example
      • Other Examples
      • Implementation
    4. Chapter 4: Generative AI Teaching & Learning Resources
      • Examples
      • University of Arizona
      • American University of Armenia
      • The University of California Los Angeles (UCLA)
      • Implementation
    5. Chapter 5: Outside Information/Confirmation
      • Bring in an Outside Speaker, Presenter, Facilitator
      • Examples
      • Obtain Employers’/Organizations’ Views & Ideas on Needed AI Skills
      • Implementation
    6. Chapter 6: Syllabus AI Use Statement
      • Examples
      • Tuffs University Example
      • Vanderbilt College of Arts and Science
      • American University of Armenia Example
      • Implementation
    7. Chapter 7: Strategic Plan Integration
      • Components of a Good Strategic Plan and AI Considerations
      • Environmental Analysis
      • Review of Organizational Vision/Mission
      • Identification of Strategic Goals and Objectives
      • Key Performance Indicators
      • Integration of AI Literacy into the Curriculum
      • Example: White Paper: Integration of AI Literacy into Our Curriculum
    8. Chapter 8: Integration Observation and Evaluation
    9. Chapter 9: Community Outreach
      • Example Benefits of Community Outreach
      • Implementation
    10. Chapter 10: Conclusion and Call to Action
    11. Glossary
    12. References
    13. Additional Resources

    As with all of my books, please reach out if you have any questions. I can be found on LinkedIn and Twitter. I also respond to all comments placed this blog or through YouTube. Please also join the Sovorel Center for Teaching and Learning Facebook page where I post a lot of updates.

    Source link

  • How You Will Never Be Able to Trust Generative AI (and Why That’s OK) –

    How You Will Never Be Able to Trust Generative AI (and Why That’s OK) –

    In my last post, I introduced the idea of thinking about different generative AI models as coworkers with varying abilities as a way to develop a more intuitive grasp of how to interact with them. I described how I work with my colleagues Steve ChatGPT, Claude Anthropic, and Anna Bard. This analogy can hold (to a point) even in the face of change. For example, in the week since I wrote that post, it appears that Steve has finished his dissertation, which means that he’s catching up on current events to be more like Anna and has more time for long discussions like Claude. Nevertheless, both people and technologies have fundamental limits to their growth.

    In this post, I will explain “hallucination” and other memory problems with generative AI. This is one of my longer ones; I will take a deep dive to help you sharpen your intuitions and tune your expectations. But if you’re not up for the whole ride, here’s the short version:

    Hallucinations and imperfect memory problems are fundamental consequences of the architecture that makes current large language models possible. While these problems can be reduced, they will never go away. AI based on today’s transformer technology will never have the kind of photographic memory a relational database or file system can have. When vendors tout that you can now “talk to your data,” they really mean talk to Steve, who has looked at your data and mostly remembers it.

    You should also know that the easiest way to mitigate this problem is to throw a lot of carbon-producing energy and microchip-cooling water at it. Microsoft is literally considering building nuclear reactors to power its AI. Their global water consumption post-AI has spiked 34% to 1.7 billion gallons.

    This brings us back to the coworker analogy. We know how to evaluate and work with our coworkers’ limitations. And sometimes, we decide not to work with someone or hire them for a particular job because the fit is not good.

    While anthropomorphizing our technology too much can lead us astray, it can also provide us with a robust set of intuitions and tools we already have in our mental toolboxes. As my science geek friends say, “All models are wrong, but some are useful.” Combining those models or analogies with an understanding of where they diverge from reality can help you clear away the fear and the hype to make clear-eyed decisions about how to use the technology.

    I’ll end with some education-specific examples to help you determine how much you trust your synthetic coworkers with various tasks.

    Now we dive into the deep end of the pool. When working on various AI projects with my clients, I have found that this level of understanding is worth the investment for them because it provides a practical framework for designing and evaluating immediate AI applications.

    Are you ready to go?

    How computers “think”

    About 50 years ago, scholars debated whether and in what sense machines could achieve “intelligence,” even in principle. Most thought they could eventually sound pretty clever and act rather human. But could they become sentient? Conscious? Do intelligence and competence live as “software” in the brain that could be duplicated in silicon? Or is there something about them that is fundamentally connected to the biological aspects of the brain? While this debate isn’t quite the same as the one we have today around AI, it does have relevance. Even in our case, where the questions we’re considering are less lofty, the discussions from back then are helpful.

    Philosopher John Searle famously argued against strong AI in an argument called “The Chinese Room.” Here’s the essence of it:

    Imagine sitting in a room with two slots: one for incoming messages and one for outgoing replies. You don’t understand Chinese, but you have an extensive rule book written in English. This book tells you exactly how to respond to Chinese characters that come through the incoming slot. You follow the instructions meticulously, finding the correct responses and sending them out through the outgoing slot. To an outside observer, it looks like you understand Chinese because the replies are accurate. But here’s the catch: you’re just following a set of rules without actually grasping the meaning of the symbols you’re manipulating.

    This is a nicely compact and intuitive explanation of rule-following computation. Is the person outside the room speaking to something that understands Chinese? If so, what is it? Is it the man? No, we’ve already decided he doesn’t understand Chinese. Is it the book? We generally don’t say books understand anything. Is it the man/book combination? That seems weird, and it also doesn’t account for the response. We still have to put the message through the slot. Is it the man/book/room? Where is the “understanding” located? Remember, the person on the other side of the slot can converse perfectly in Chinese with the man/book/room. But where is the fluent Chinese speaker in this picture?

    If we carry that idea forward to today, however much “Steve” may seem fluent and intelligent in your “conversations,” you should not forget that you’re talking to man/book/room.

    Well. Sort of. AI has changed since 1980.

    How AI “thinks”

    Searle’s Chinese room book evokes algorithms. Recipes. For every input, there is one recipe for the perfect output. All recipes are contained in a single bound book. Large language models (LLMs)—the basics for both generative AI and semantic search like Google—work somewhat differently. They are still Chinese rooms. But they’re a lot more crowded.

    The first thing to understand is that, like the book in the Chinese room, a large language model is a large model of a language. LLMs don’t even “understand” English (or any other language) at all. It converts words into its native language: Math.

    (Don’t worry if you don’t understand the next few sentences. I’ll unpack the jargon. Hang in there.)

    Specifically, LLMs use vectors. Many vectors. And those vectors are managed by many different “tensors,” which are computational units you can think of as people in the room handling portions of the recipe. They do each get to exercise a little bit of judgment. But just a little bit.

    Suppose the card that came in the slot of the room had the English word “cool” on it. The room has not just a single worker but billions, or tens of billions, or hundreds of billions of them. (These are the tensors.) One worker has to rate the word on a scale of 10 to -10 on where “cool” falls on the scale between “hot” and “cold.” It doesn’t know what any of these words mean. It just knows that “cool” is a -7 on that scale. (This is the “vector.”) Maybe that worker, or maybe another one, also has to evaluate where it is on the scale of “good” to “bad.” It’s maybe 5.

    We don’t yet know whether the word “cool” on the card refers to temperature or sentiment. So another worker looks at the word that comes next. If the next word is “beans,” then it assigns a higher probability that “cool” is on the “good/bad” scale. If it’s “water,” on the other hand, it’s more likely to be temperature. If the next word is “your,” it could be either, but we can begin to guess the next word. That guess might be assigned to another tensor/worker.

    Imagine this room filled with a bazillion workers, each responsible for scoring vectors and assigning probabilities. The worker who handles temperature might think there’s a 50/50 chance the word is temperature-related. But once we add “water,” all the other workers who touch the card know there’s a higher chance the word relates to temperature rather than goodness.

    The large language models behind ChatGPT have hundreds of billions of these tensor/workers handing off cards to each other and building a response.

    This is an oversimplification because both the tensors and the math are hard to get exactly right in the analogy. For example, it might be more accurate to think of the tensors working in groups to make these decisions. But the analogy is close enough for our purposes. (“All models are wrong, but some are useful.”)

    It doesn’t seem like it should work, does it? But it does, partly because of brute force. As I said, the bigger LLMs have hundreds of billions of workers interacting with each other in complex, specialized ways. Even though they don’t represent words and sentences in any form that we might intuitively recognize as “understanding,” they are uncannily good at interpreting our input and generating output that looks like understanding and thought to us.

    How LLMs “remember”

    The LLMs can be “trained” on data, which means they store information like how “beans” vs. “water” modify the likely meaning of “cool,” what words are most likely to follow “Cool the pot off in the,” and so on. When you hear AI people talking about model “weights,” this is what they mean.

    Notice, however, that none of the original sentences are stored anywhere in their original form. If the LLM is trained on Wikipedia, it doesn’t memorize Wikipedia. It models the relationships among the words using combinations of vectors (or “matrices”) and probabilities. If you dig into the LLM looking for the original Wikipedia article, you won’t find it. Not exactly. The AI may become very good at capturing the gist of the article given enough billions of those tensor/workers. But the word-for-word article has been broken down and digested. It’s gone.

    Three main techniques are available to work around this problem. The first, which I’ve written about before, is called Retrieval Augmented Generation (RAG). RAG preprocesses content into the vectors and probabilities that the LLM understands. This gives the LLM a more specific focus on the content you care about. But it’s still been digested into vectors and probabilities. A second method is to “fine-tune” the model. Which predigests the content like RAG but lets the model itself metabolize that content. The third is to increase what’s known as the “context window,” which you experience as the length of a single conversation. If the context window is long enough, you can paste the content right into it…and have the system digest the content and turn it into vectors and probabilities.

    We’re used to software that uses file systems and databases with photographic memories. LLMs are (somewhat) more like humans in the sense that they can “learn” by indexing salient features and connecting them in complex ways. They might be able to “remember” a passage, but they can also forget or misremember.

    The memory limitation cannot be fixed using current technology. It is baked into the structure of the tensor-based networks that make LLMs possible. If you want a photographic memory, you’d have to avoid passing through the LLM since it only “understands” vectors and probabilities. To be fair, work is being done to reduce hallucinations. This paper provides a great survey. Don’t worry if it’s a bit technical. The informative part for a non-technical reader is all the different classifications of “hallucinations.” Generative AI has a variety of memory problems. Research is underway to mitigate them. But we don’t know how far those techniques will get us, given the fundamental architecture of large language models.

    We can mitigate these problems by improving the three methods I described. But that improvement comes with two catches. The first is that it will never make the system perfect. The second is that reduced imperfection often requires more energy for the increased computing power and more water to cool the processors. The race for larger, more perfect LLMs is terrible for the environment. And we may not need that extra power and fidelity except for specialized applications. We haven’t even begun to capitalize on its current capabilities. We should consider our goals and whether the costliest improvements are the ones we need right now.

    To do that, we need to reframe how we think of these tools. For example, the word “hallucination” is loaded. Can we more easily imagine working with a generative AI that “misremembers”? Can we accept that it “misremembers” differently than humans do? And can we build productive working relationships with our synthetic coworkers while accommodating and accounting for their differences?

    Here too, the analogy is far from perfect. Generative AIs aren’t people. They don’t fit the intention of diversity, equity, and inclusion (DEI) guidelines. I am not campaigning for AI equity. That said, DEI is not only about social justice. It is also about how we throw away human potential when we choose to focus on particular differences and frame them as “deficits” rather than recognizing the strengths that come from a diverse team with complementary strengths.

    Here, the analogy holds. Bringing a generative AI into your team is a little bit like hiring a space alien. Sometimes it demonstrates surprising unhuman-like behaviors, but it’s human-like enough that we can draw on our experiences working with different kinds of humans to help us integrate our alien coworker into the team.

    That process starts with trying to understand their differences, though it doesn’t end there.

    Emergence and the illusion of intelligence

    To get the most out of our generative AI, we have to maintain a double vision of experiencing the interaction with the Chinese room from the outside while picturing what’s happening inside as best we can. It’s easy to forget the uncannily good, even “thoughtful” and “creative” answers we get from generative AI are produced by a system of vectors and probabilities like the one I described. How does that work? What could possibly going on inside the room to produce such results?

    AI researchers talk about “emergence” and “emergent properties.” This idea has been frequently observed in biology. The best, most accessible exploration of it that I’m aware of (and a great read) is Steven Johnson’s book Emergence: The Connected Lives of Ants, Brains, Cities, and Software. The example you’re probably most familiar with is ant colonies (although slime molds are surprisingly interesting).

    Imagine a single ant, an explorer venturing into the unknown for sustenance. As it scuttles across the terrain, it leaves a faint trace, a chemical scent known as a pheromone. This trail, barely noticeable at first, is the starting point of what will become colony-wide coordinated activity.

    Soon, the ant stumbles upon a food source. It returns to the nest, and as it retraces its path, the pheromone trail becomes more robust and distinct. Back at the colony, this scented path now whispers a message to other ants: “Follow me; there’s food this way!” We might imagine this strengthened trail as an increased probability that the path is relevant for finding food. Each ant is acting independently. But it does so influenced by pheromone input left by other ants and leaves output for the ants that follow.

    What happens next is a beautiful example of emergent behavior. Other ants, in their own random searches, encounter this scent path. They follow it, reinforcing the trail with their own pheromones if they find food. As more ants travel back and forth, a once-faint trail transforms into a bustling highway, a direct line from the nest to the food.

    But the really amazing part lies in how this path evolves. Initially, several trails might have been formed, heading in various directions toward various food sources. Over time, a standout emerges – the shortest, most efficient route. It’s not the product of any single ant’s decision. Each one is just doing its job, minding its own business. The collective optimization is an emergent phenomenon. The shorter the path, the quicker the ants can travel, reinforcing the most efficient route more frequently.

    This efficiency isn’t static; it’s adaptable. If an obstacle arises, disrupting the established path, the ants don’t falter. They begin exploring again, laying down fresh trails. Before long, a new optimal path emerges, skirting the obstacle as the colony dynamically adjusts to its changing environment.

    This is a story of collective intelligence, emerging not from a central command but from the sum of many small, individual actions. It’s also a kind of Chinese room. When we say “collective intelligence,” where does the intelligence live? What is the collective thing? The hive? The hive-and-trails? And in what sense is it intelligent?

    We can make a (very) loose analogy between LLMs being trained and hundreds of billions of ants laying down pheromone trails as they explore the content terrain they find themselves in. When they’re asked to generate content, it’s a little bit like sending you down a particular pheromone path. This process of leading you down paths that were created during the AI model’s training is called “inference” in the LLM. The energy required to send you down an established path is much less than the energy needed to find the paths. Once the paths are established, traversing them seems like science fiction. The LLM acts as if there is a single adaptive intelligence at work even though, inside the Chinese room, there is no such thing. Capabilities emerge from the patterns that all those independent workers are creating together.

    Again, all models are wrong, but some are useful. My analogy substantially oversimplifies how LLMs work and how surprising behaviors emerge from those many billions of workers, each doing its own thing. The truth is that even the people who build LLMs don’t fully understand their emergent behaviors.

    That said, understanding the basic mechanism is helpful because it provides a reality check and some insight into why “Steve” just did something really weird. Just as transformer networks produce surprisingly good but imperfect “memories” of the content they’re given, we should expect to hit limits to gains from emergent behaviors. While our synthetic coworkers are getting smarter in somewhat unpredictable ways, emergence isn’t magic. It’s a mechanism driven by certain kinds of complexity. It is unpredictable. And not always in the way that we want it to be.

    Also, all that complexity comes at a cost. A dollar cost, a carbon cost, a water cost, a manageability cost, and an understandability cost. The default path we’re on is to build ever-bigger models with diminishing returns at enormous societal costs. We shouldn’t let our fear of the technology’s limitations or fantasy about its future perfection dominate our thinking about the tech.

    Instead, we should all try to understand it as it is, as best we can, and focus on using it safely and effectively. I’m not calling for a halt to research, as some have. I’m simply saying we may gain a lot more at this moment by better understanding the useful thing that we have created than by rushing to turn it into some other thing that we fantasize about but don’t know that we actually need or want in real life.

    Generative AI is incredibly useful right now. And the pace at which we are learning to gain practical benefit from it is lagging further and further behind the features that the tech giants are building as they race for “dominance,” whatever that may mean in this case.

    Learning to love your imperfect synthetic coworker

    Imagine you’re running a tutoring program. Your tutors are students. They are not perfect. They might not know the content as well as the teacher. They might know it very well but are weak as educators. Maybe they’re good at both but forget or misremember essential details. That might cause them to give the students they are tutoring the wrong instructions.

    When you hire your human tutors, you have to interview and test them to make sure they are good enough for the tasks you need them to perform. You may test them by pretending to be a challenging student. You’ll probably observe them and coach them. And you may choose to match particular tutors to particular subjects or students. You’d go through similar interviewing, evaluation, job matching, and ongoing supervision and coaching with any worker performing an important job.

    It is not so different when evaluating a generative AI based on LLM transformer technology (which is all of them at the moment). You can learn most of what you need to know from an “outside-the-room” evaluation using familiar techniques. The “inside-the-room” knowledge helps you ground yourself when you hear the hype or see the technology do remarkable things. This inside/outside duality is a major component that participating teams in my AI Learning Design Workshop (ALDA) design/build exercise will be exploring and honing their intuitions about with a practical, hands-on project. The best way to learn how to manage student tutors is by managing student tutors.

    Make no mistake: Generative AI does remarkable things and is getting better. But ultimately, it’s a tool built by humans and has fundamental limitations. Be surprised. Be amazed. Be delighted. But don’t be fooled. The tools we make are as imperfect as their creators. And they are also different from us.

    Source link

  • Who Is Winning the Generative AI Race? Nobody (yet). –

    Who Is Winning the Generative AI Race? Nobody (yet). –

    This is a post for folks who want to learn how recent AI developments may affect them as people interested in EdTech who are not necessarily technologists. The tagline of e-Literate is “Present is Prologue.” I try to extrapolate from today’s developments only as far as the evidence takes me with confidence.

    Generative AI is the kind of topic that’s a good fit for e-Literate because the conversations about it are fragmented. The academic and technical literature is boiling over with developments on practically a daily basis but is hard for non-technical folks to sift through and follow. The grand syntheses about the future of…well…everything are often written by incredibly smart people who have to make a lot of guesses at a moment of great uncertainty. The business press has important data wrapped in a lot of WHEEEE!

    Let’s see if we can run this maze, shall we?

    Is bigger better?

    OpenAI and ChatGPT set many assumptions and expectations about generative AI, starting with the idea that these models must be huge and expensive. Which, in turn, means that only a few tech giants can afford to play.

    Right now there are five widely known giants. (Well, six, really, but we’ll get to the surprise contender in a bit.) OpenAI’s ChatGPT and Anthropic’s Claude are pure plays created by start-ups. OpenAI started the whole generative AI craze by showing the world how much anyone who can write English can accomplish with ChatGPT. Anthropic has made a bet on “ethical AI” with more protections from harmful output and a few differentiating features that are important for certain applications but that I’m not going to go into here.

    Then there are the big three SaaS hosting giants. Microsoft has been tied very tightly to OpenAI, of which it owns a 49% stake. Google, which has been a pioneering leader in AI technologies but has been a mess with its platforms and products (as usual), has until recently focused on promoting several of its own models. Amazon, which has been late out of the gate, has its own Titan generative AI model that almost nobody has seen yet. But Amazon seems to be coming out of the gate with a strategy that emphasizes hosting an ecosystem of platforms, including Anthropic and others.

    About that ecosystem thing. A while back, an internal paper called “We Have No Moat, and OpenAI Doesn’t Either.” leaked from Google. It made the argument that so much innovation was happening so quickly in open-source generative AI that the war chests and proprietary technologies of these big companies wouldn’t give them an advantage over the rapid innovation of a large open-source community.

    I could easily write a whole long post about the nature of that innovation. For now, I’ll focus on a few key points that should be accessible to everyone. First, it turns out that the big companies with oodles of money and computing power—surprise!—decided to rely on strategies that required oodles of money and computing power. They didn’t spend a lot of time thinking about how to make their models smaller and more efficient. Open-source teams with far more limited budgets quickly demonstrated that they could make huge gains in algorithmic efficiency. The barrier to entry for building a better LLM—money—is dropping fast.

    Complementing this first strategy, some open-source teams worked particularly hard to improve data quality, which requires more hard human work and less brute computing force. It turns out that the old adage holds: garbage in, garbage out. Even smaller systems trained on more carefully curated data are less likely to hallucinate and more likely to give high-quality answers.

    And third, it turns out that we don’t need giant all-purpose models all the time. Writing software code is a good example of a specialized generative AI task that can be accomplished well with a much smaller, cheaper model using the techniques described above.

    The internal Google memo concluded by arguing that “OpenAI doesn’t matter” while cooperating with open source is vital.

    That missive was leaked in May. Guess what’s happened since then?

    The swarm

    Meta had already announced in February that it was releasing an open-source-ish model called Llama. It was only open-source-ish because its license limited it to research use. That was quickly hacked and abused. The academic teams and smaller startups, which were already innovating like crazy, took advantage of the oodles of money and computing power that Meta was able to put into LLama. Unlike the other giants, Meta doesn’t make money by hosting software. They making from content. Commoditizing the generative AI will lead to much more content being generated. Perhaps seeing an opportunity, when Meta released LLama 2 in July, the only unusual restrictions they placed on the open-source license were to prevent big hosting companies like Amazon, Microsoft, and Google from making money off Llama without paying Meta. Anyone smaller than that can use the Llama models for a variety of purposes, including commercial applications. Importantly, LLama 2 is available in a variety of sizes, including one small enough to run on a newer personal computer.

    To be clear, OpenAI, Microsoft, Google, Anthropic, and Google are all continuing to develop their proprietary models. That isn’t going away. But at the same time…

    • Microsoft, despite their expensive continuing love affair with OpenAI, announced support for Llama 2 and has a license (but not announced products that I can find yet) for Databricks’ open-source Dolly 2.0.
    • Google Cloud is adding both LLama 2 and Anthropic’s Claude 2 to their list of 100 LLM models they support, including their own open-source Flan T-5 and PaLM LLMs.
    • Amazon now supports a growing range of LLMs, including open-source Stability AI and Llama 2.
    • IBM—’member them?—is back in the AI game, trying to rehabilitate its image after the much-hyped and mostly underwhelming Watson products. The company is trotting out watsonx (with the very now, very wow lower-case “w” at the beginning of the name and “x” at the end) integrated with HuggingFace, which you can think of as being a little bit like the Github for open-source generative AI.

    It seems that the Google memo about no moats, which was largely shrugged off publicly way back in May, was taken seriously privately by the major players. All the big companies have been hedging their bets and increasingly investing in making the use of any given LLM easier rather than betting that they can build the One LLM to Rule Them All.

    Meanwhile, new specialized and generalized LLMs pop up weekly. For personal use, I bounce between ChatGPT, BingChat, Bard, and Claude, each for different types of tasks (and sometimes a couple at once to compare results). I use DALL-E and Stable Diffusion for image generation. (Midjourney seems great but trying to use it through Discord makes my eyes bleed.) I’ll try the largest Llama 2 model and others when I have easy access to them (which I predict will be soon). I want to put a smaller coding LLM on my laptop, not to have it write programs for me but to have it teach me how to read them.

    The most obvious possible end result of this rapid sprawling growth of supported models is that, far from being the singular Big Tech miracle that ChatGPT sold us on with their sudden and bold entrance onto the world stage, generative AI is going to become just one more part of IT stack, albeit a very important one. There will be competition. There will be specialization. The big cloud hosting companies may end up distinguishing themselves not so much by being the first to build Skynet as by their ability to make it easier for technologists to integrate this new and strange toolkit into their development and operations. Meanwhile, a parallel world of alternatives for startups and small or specialized use will spring up.

    We have not reached the singularity yet

    Meanwhile, that welter of weekly announcements about AI advancements I mentioned before have not included massive breakthroughs in super-intelligent machines. Instead, many of them have been about supporting more models and making them easier to use for real-world development. For example, OpenAI is making a big deal out of how much better ChatGPT Enterprise is at keeping the things you tell it private.

    Oh. That would be nice.

    I don’t mean to mock the OpenAI folks. This is new tech. Years of effort will need to be invested into making this technology easy and reliable for the uses it’s being put to now. ChatGPT has largely been a very impressive demo as an enterprise application, while ChatGPT Enterprise is exactly what it sounds like; an effort to make ChatgGPT usable in the enterprise.

    The folks I talk to who are undertaking ambitious generative AI projects, including ones whose technical expertise I trust a great deal, are telling me they are struggling. The tech is unpredictable. That’s not surprising; generative AI is probabilistic. The same function that enables it to produce novel content also enables it to make up facts. Try QA testing an application like that and avoiding regressions—i.e., bugs you thought you fixed but came back in the next version—using technology like that. Meanwhile, the toolchain around developing, testing, and maintaining generative AI-based software is still very immature.

    These problems will be solved. But if the past six months have taught us anything, it’s that our ability to predict the twists and turns ahead is very limited at the moment. Last September, I wrote a piece called “The Miracle, the Grind, and the Wall.” It’s easy to produce miraculous-seeming one-off results with generative AI but often very hard to achieve them reliably at scale. And sometimes we hit walls that prevent us from reaching goals for reasons that we don’t see coming. For example, what happens when you run a data set that has some very subtle problems with it through a probabilistic model with half a trillion computing units, each potentially doing something with the data that is impacted by the problems and passing the modified problematic data onto other parts of the system? How do you trace and fix those “bugs” (if you even call them that).

    It’s fun to think about where all of this AI stuff could go. And it’s important to try. But personally, I find the here-and-now to be fun and useful to think about. I can make some reasonable guesses about what might happen in the next 12 months. I can see major changes and improvements AI can contribute to education today that minimize the risk of the grind and the wall. And I can see how to build a curriculum of real-world projects that teaches me and others about the evolving landscape even as we make useful improvements today.

    What I’m watching for

    Given all that, what am I paying attention to?

    • Continued frantic scrambling among the big tech players: If you’re not able to read and make sense of the weekly announcements, papers, and new open-source projects, pay attention to Microsoft, Amazon, Google, IBM, OpenAI, Anthropic, and HuggingFace. The four traditional giants in particular seem to be thrashing a bit. They’re all tracking the developments that you and I can’t and are trying to keep up. I’m watching these companies with a critical eye. They’re not leading (yet). They’re running for their lives. They’re in a race. But they don’t know what kind of race it is or which direction to go to reach the finish line. Since these are obviously extremely smart people trying very hard to compete, the cracks and changes in their strategies tell us as much as the strategies themselves.
    • Practical, short-term implementations in EdTech: I’m not tracking grand AI EdTech moonshot announcements closely. It’s not that they’re unimportant. It’s that I can’t tell from a distance whose work is interesting and don’t have time to chase every project down. Some of them will pan out. Most won’t. And a lot of them are way too far out over their skis. I’ll wait to see who actually gets traction. And by “traction,” I don’t mean grant money or press. I mean real-world accomplishments and adoptions.

      On the other hand, people who are deploying AI projects now are learning. I don’t worry too much about what they’re building, since a lot of what they do will be either wrong, uninteresting, or both. Clay Shirky once said the purpose of the first version of software isn’t to find out if you got it right; it’s to learn what you got wrong. (I’m paraphrasing since I can’t find the original quote.) I want to see what people are learning. The short-term projects that are interesting to me are the experiments that can teach us something useful.

    • The tech being used along with LLMs: ChatGPT did us a disservice by convincing us that it could soon become an all-knowing, hyper-intelligent being. It’s hard to become the all-powerful AI if you can’t reliably perform arithmetic, are prone to hallucinations, can’t remember anything from one conversation to the next, and start to space out if a conversation runs too long. We are being given the impression that the models will eventually get good enough that all these problems will go away. Maybe. For the foreseeable future, we’re better off thinking about them as interfaces with other kinds of software that are better at math, remembering, and so on. “AI” isn’t a monolith. One of the reasons I want to watch short-term projects is that I want to see what other pieces are needed to realize particular goals. For example, start listening for the term “vector database.” The larger tech ecosystem will help define the possibility space.
    • Intellectual property questions: What happens if The New York Times successfully sues OpenAI for copyright infringement? It’s not like OpenAI can just go into ChatGPT and delete all of those articles. If intellectual property law forces changes to AI training, then the existing models will have big problems (though some have been more careful than others). A chorus of AI cheerleaders tell us, “No, that won’t happen. It’s covered by fair use.” That’s plausible. But are we sure? Are we sure it’s covered in Europe as well as the US? How much should one bet on it? Many subtle legal questions will need to be sorted over the coming several years. The outcomes of various cases will also shape the landscape.
    • Microchip shortages: This is a weird thing for me to find myself thinking about, but these large generative AI applications—especially training them—run on giant, expensive GPUs. One company, NVidia, has far and away the best processors for this work. So much so that there is a major race on to acquire as many NVidia processors as possible due to limited supply and unlimited demand. And unlike software, a challenger company can’t shock the world with a new microprocessor that changes the world overnight. Designing and fabricating new chips at scale takes years. More than two. Nvidia will be the leader for a long time. Therefore, the ability for AI to grow will be, in some respects, constrained by the company’s production capacity. Don’t believe me? Check out their five-year stock price and note the point when generative AI hype really took off.
    • AI on my laptop: On the other end of the scale, remember that open-source has been shrinking the size of effective LLMs. For example, Apple has already optimized a version of Stable Diffusion for their operating system and released an open-source one-click installer for easier consumer use. The next step one can imagine is for them to optimize their computer chip—either the soon-to-be-released M3 or the M4 after it. (As I said, computer chips take time.) But one can easily imagine image generation, software code generation, and a chatbot that understands and can talk about the documents you have on your hard drive. All running locally and privately. In the meantime, I’ll be running a few experiments with AI on my laptop. I’ll let you know how it goes.

    Present is prologue

    Particularly at this moment of great uncertainty and rapid change, it pays to keep your eyes on where you’re walking. A lot of institutions I talk to either are engaged in 57 different AI projects, some of which are incredibly ambitious, or are looking longingly for one thing they can try. I’ll have an announcement on the latter possibility very shortly (which will still work for folks in the former situation). Think about these early efforts as CBE for the future work. The thing about the future is that there’s always more of it. Whatever the future of work is today will be the present of work tomorrow. But there will still be a future of work tomorrow. So we need to build a continuous curriculum of project-based learning with our AI efforts. And we need to watch what’s happening now.

    Every day is a surprise. Isn’t that refreshing after decades in EdTech?

    Source link