Jul
12
July Summer Focus: Resilience Quotes for the Upcoming School Year
“You can’t let praise or criticism get to you. It’s a weakness to get caught up in either one.” ~ John Woden, Basketball Coach, UCLA and South Bend Indiana High School
(This week’s quote is in honor of my Dad’s birthday.)
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Jul
9
Engineering Design is focused on problem-solving for authentic issues.
Here is an example from 2022 in which engineering was used to solve the problem of “domain transfer methodology.”
Scientists in Israel, led by Professor Ronen Segev, trained six goldfish to navigate a robot on dry land!
I am excited to share a new study led by Shachar Givon & @MatanSamina w/ Ohad Ben Shahar: Goldfish can learn to navigate a small robotic vehicle on land. We trained goldfish to drive a wheeled platform that reacts to the fish’s movement (https://t.co/ZR59Hu9sib). pic.twitter.com/J5BkuGlZ34
— Ronen Segev (@ronen_segev) January 3, 2022
In an interesting STEAM connection point, each of the goldfish was named after characters in the book Pride and Prejudice by Jane Austen.
I am excited to share a new study led by Shachar Givon & @MatanSamina w/ Ohad Ben Shahar: Goldfish can learn to navigate a small robotic vehicle on land. We trained goldfish to drive a wheeled platform that reacts to the fish’s movement (https://t.co/ZR59Hu9sib). pic.twitter.com/J5BkuGlZ34
— Ronen Segev (@ronen_segev) January 3, 2022
If Twitter/X is blocked on your school network, here is a Loom repost
https://x.com/ronen_segev/status/1477889582398164994
Jul
5
July Summer Focus: Resilience Quotes for the Upcoming School Year
Tip: Read the complete post A System for Developing Thick Skin [3 Mental Models] on the Ben Meer website, https://benmeer.com/newsletter/thick-skin/
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Jun
28
“Besides finding data in the world around us, we are all creating data just by living: our purchases, our movements through the city, our explorations across the internet, all contribute to the ‘data trail’ we leave in our walk as we move through life.”
~Giorgia Lupi and Stefanie Posavec, Dear Data
Quote Source: https://www.vizlogue.
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Jun
21
Jun
7
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Jun
6
Posting in observance of the 80th anniversary of D-Day, the storming of the beaches at Normandy, June 6, 1944.
A frequent educational focus addresses New Media and its uses in the classroom.
On June 6, 1944, the New Media of that time was radio. Radio connected Americans to news of World War II. Radio was a common media used by the 32nd U.S. President Roosevelt. President Roosevelt’s talks and radio addresses were known as “Fireside Chats.” The Fireside Chat series of evening radio addresses were given by Franklin D. Roosevelt between 1933 and 1944. His final Fireside Chat occurred on June 11, 1944 just a few days after the D-Day battle.
In a radio broadcast, President Roosevelt used his time on radio to pray. He read a National Prayer to 100 million Americans on the evening of the D-Day invasion of Normandy.
See also the print resource posted on the History.com website: https://www.history.com/speeches/franklin-d-roosevelt-delivers-d-day-prayer
Questions for this optional classroom discussion…
Thank you for considering the bravery, and sacrifice of the heroes on D-Day and the way that the New Media of that period helped Americans to feel reassured and hopeful.
References
Franklin D. Roosevelt’s Presidential Library and Museum (2009). Fireside Chats Of Franklin D. Roosevelt.
Marist College http://docs.fdrlibrary.marist.edu/firesi90.html
History.com (2024). Franklin D. Roosevelt Delivers D-Day Prayer.
https://www.history.com/speeches/franklin-d-roosevelt-delivers-d-day-prayer
The National World War 2 Museum (2024, June 6). Franklin D. Roosevelt’s D-Day Prayer, June 6, 1944. [VideoFile.] YouTube. https://youtu.be/_dl6Gpa6QYM?feature=shared
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May
31
Active Listening, Theo Dawson
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May
29
ChatGPT, an artificial intelligence chat bot from the company OpenAI, came into the spotlight in 2022. ChatGPT is one of a few generative text aggregators available to the public (Dehouche, 2021; Rutter & Mintz, 2023).
Generative text renderers such as ChatGPT, can generate collections of information, and some schools are banning the tool from its devices and networks altogether (Korn & Kelly, 2023).
Some ways that generative text can be used include the following (Dehouche, 2021. Korn & Kelly, 2023; Rutter & Mintz, 2023; Washburn, 2023).
Some educators, scientists, and other professionals are questioning the ethical practices of using generative A.I. (Hagendorff, 2020; Korn & Kelly, 2023; Kozma, 2024; Kozma, et al., 2023; Mollick, 2023). Generative A.I. may function best in idea generation, brainstorming, and turbo-charged searching.
A measured, research-based approach is needed to emerging counter research that authenticity may be missing (Williams, 2024). “AI has a tendency to deceive us, even when there are guardrails in place…This should give us pause and an opportunity to reflect on the morality of our everyday transactions and discourse. Are we so focused, as a people, on self-interest that deception is a foundational feature of our culture?” warns Dr. Robert Kozma, Emeritus Principal Scientist, SRI International and Author (2024).
Ethical concerns persist in the area of academic writing (Kozma, 2023; Mollick, 2023; Teague, 2023). Although the marketing for ChatGPT and its variants indicates that it generates original writing, it does not do this because it is solipsistic, or existing only within itself and therefore not reflecting peer-reviewed sources (Teague, 2023).
Instead, artificial intelligence chatbots, such as ChatGPT, assemble and render content based on sources indexed online, based on the prompts it is provided. This process is similar to compiling a Playlist, mixed , or mixed tape. The sources used in compilation may or may not be copyright-free and they may not be peer-reviewed. Sometimes, the claims and sources composed by A.I. do not exist in an A.I. process known as hallucinations (Alkaissi & McFarlane, 2023; Athaluri, et al., 2023; Emsley, 2023; Salvagno, et al., 2023).
The lack of peer-reviewed source citation is a pivotal concern. Accuracy and methodical review are necessary components of scholarly writing. Continued advocacy and research is needed to inform potential ethical practices. The hallucinations composed by generative A.I. indicate a disturbing ethical concern of deliberate counterfeit writing, replete with falsifications (Dell’Acqua, 2022; Teague, 2024). In Dell’Acqua’s pertinent caution, “A fundamental mistake I see people building AI information retrieval systems making is the assumption that, if they provide links to original documents as part of the AI answer, people will check sources & correct hallucinations. Our work shows that doesn’t happen, if the AI is generally good, people ‘fall asleep at the wheel’ and just trust the AI answers” (2022).
References**
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: implications in scientific writing. Cureus, 15(2).
Athaluri, S. A., Manthena, S. V., Kesapragada, V. K. M., Yarlagadda, V., Dave, T., & Duddumpudi, R. T. S. (2023). Exploring the boundaries of reality: investigating the phenomenon of artificial intelligence hallucination in scientific writing through ChatGPT references. Cureus, 15(4).
Dehouche, N. (2021). Plagiarism in the age of massive generative pre-trained transformers (GPT-3). Ethics in Science and Environmental Politics, (2), 17–23. https://doi.org/10.3354/esep00195
Dell’Acqua, F. (2022). Falling asleep at the wheel: Human/AI collaboration in a field experiment on HR recruiters. https://www.almendron.com/tribuna/wp-content/uploads/2023/09/falling-asleep-at-the-whee.pdf
Emsley, R. (2023). ChatGPT: these are not hallucinations–they’re fabrications and falsifications – Editorial. Schizophrenia, 9(1), 52. https://www.nature.com/articles/s41537-023-00379-4.pdf https://doi.org/10.1038/s41537-023-00379-4
Hagendorff, T. (2020). The ethics of AI ethics: An evaluation of guidelines. Minds and machines, 30(1), 99-120.
Korn, J. & Kelly, S. (2023). New York City public schools ban access to AI tool that could help students cheat. CNN Business. https://www.cnn.com/2023/01/05/tech/chatgpt-nyc-school-ban/index.html
Kozma, R. (May, 2024). AI systems are getting better at tricking us. [Shared Content]. LinkedIn. https://www.linkedin.com/groups/4376214?q=highlightedFeedForGroups&highlightedUpdateUrn=urn%3Ali%3AgroupPost%3A4376214-7196217781191675906&lipi=urn%3Ali%3Apage%3Ad_flagship3_profile_view_base_recent_activity_content_view%3BWPMd%2FaksR7yYD2tmBhdIow%3D%3D
Kozma, R., Alippi, C., Choe, Y., & Morabito, F. C. (Eds.). (2023). Artificial intelligence in the age of neural networks and brain computing. Academic Press.
Mollick, E. (2023). Centaurs and cyborgs on the jagged frontier. One Useful Thing.
https://www.oneusefulthing.org/p/centaurs-and-cyborgs-on-the-jagged
Quora (2023). Etymology of the word solipsism. https://www.quora.com/What-is-the-etymology-of-the-word-solipsism
Rutter, M.P. & Mintz, S. (2023). ChatGPT: Threat or menace? Higher Ed Gamma.
Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Artificial intelligence hallucinations. Critical Care, 27(1), 180.
Teague, H. (June, 2023). The Solipsism of generative AI. 10RepLearning blog. https://4oops.edublogs.org/2023/06/27/the-solipsism-of-generative-ai/
Washburn, B. (2023) How Teachers can use ChatGPT to assess students and provide feedback. Brittany Washburn.com.
https://brittanywashburn.com/2023/03/how-teachers-can-use-chatgpt-to-assess-students-and-provide-feedback/#:~:text=ChatGPT%20is%20an%20AI%2Dbased,provide%20feedback%20efficiently%20and%20accurately.
Williams, R. (May, 2024 ). AI systems are getting better at tricking us. MIT Technology Review. https://www.technologyreview.com/2024/05/10/1092293/ai-systems-are-getting-better-at-tricking-us/
Citation for this blog post: Teague, H. (May, 2024). Scholarly writing: Ethical concerns persist with generative A.I. 10RepLearning blog. https://4oops.edublogs.org/2024/05/29/scholarly-writing-concerns-persist-with-generative-a-i/
Original Post May 29, 2024; Updated June 1, 2024
May
27
http://www.greatwar.co.uk/poems/john-mccrae-in-flanders-fields.htm
by John McCrae, May 1915
In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
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References
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