In this video, Martin Compton explores the potential of ChatGPT, a large language model, as a labour-saving tool in higher education, particularly for generating boilerplate feedback on student assessments. Using the paid GPT-4 Plus version, the speaker demonstrates how to use a marking rubric for take-home papers to create personalized feedback for students. By pasting the rubric into ChatGPT and providing specific instructions, the AI generates tailored feedback that educators can then refine and customize further. The speaker emphasizes the importance of using this technology with care and ensuring that feedback remains personalized and relevant to each student's work. This approach is already being used by some educators and is expected to improve over time.
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4/20/2023
In this video, Martin Compton explores the limitations and potential inaccuracies of ChatGPT, Google Bard, and Microsoft Bing chat, particularly when it comes to summarizing external texts or web content. By testing these AI tools on an article he co-authored with Dr Rebecca Lindner, the speaker demonstrates that while ChatGPT and Google Bard may produce seemingly authoritative but false summaries, Microsoft Bing chat, which integrates GPT-4 with search functionality, can provide a more accurate summary. The speaker emphasizes the importance of understanding the limitations of these tools and communicating these limitations to students. Experimentation and keeping up to date with the latest AI tools can help educators better integrate them into their teaching and assessment practices, while also supporting students in developing AI literacy.
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4/20/2023
In the second video about generative AI, Martin Compton from Arena builds on discussions with a colleague, Professor Susan Smith, and explores whether generative AI is a friend or enemy. He acknowledges the power and remarkable capabilities of AI tools like ChatGPT (a large language model text generator) and Midjourney, an AI image generator. However, he advises against panicking or feeling anxious about the impact of these technologies.
Instead, Martin suggests that we should adapt, adjust, and learn from the ethical issues and implications these tools present. By finding ways to accommodate, embrace, and exploit the potential of generative AI, we can utilize these technologies for labor-saving purposes and ultimately enhance various aspects of our lives.(Description edited from one generated in chatGPT-4 based on video transcript extract)
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4/5/2023
In this video, Martin Compton from Arena discusses the phenomenon of generative AI, using Chat GPT as a prime example. He addresses the question of whether generative AI is a friend or foe, and suggests that how we react, utilise, and learn from these technologies will determine the outcome. He provides an example of a generative image created with AI, raising ethical concerns such as copyright infringement and the carbon footprint of AI technologies.He also talks about different manifestations of 'large language models' and raise questions about the ways members of the academic community could use them. (Description generated in Chat GPT-4 based on extracts from the video transcript)
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4/5/2023
See also https://reflect.ucl.ac.uk/tatetate/2023/01/10/mentiinap/
Mentimeter is a great tool but the open text responses can leave you open to comments from the idiotic to the abusive. This video shows how you can minimise the impact the "funny" or subversive contributor can have.
See if you can spot the (deliberate, ahem) spelling error in the Mentimeter slides I use in this video.
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1/11/2023
Dr Victoria Showunmi
Associate Professor
UCL IoE London
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11/2/2022
This video is our submission to the UWE Exploring expertise in teaching in HE (The artistry of teaching) symposium (October 2022)
We (Dr Emma Kennedy- Greenwich and Dr Martin Compton- UCL) will explore – and invite colleagues to reflect upon – the role of taught programmes (as distinct from, for example, recognition schemes) in making space for this beginning stage in the development of expert teachers. Participants identified the structured, explicit learning space as one in which they were free to play, experiment and throw off ‘old’ ways of thinking (often learned as students, from more ‘traditional’ teachers) – and yet also felt able to bring these new elements back into their own context. We show how participants developed their self-conception from merely teaching ‘the slides’ to becoming able to observe and borrow from others’ practice, and the paradoxical empowerment that came with being identified as a ‘learner’ or ‘beginning’.
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10/5/2022
Amidst a cacophony of competing narratives about what's best for students, educators, employers, research and a lot more beside, we find ourselves (yet again) at a critical point in higher education as we seek to work out what we are for, who we serve and what the future holds. Central to these debates is what teaching and learning will look like in the near and medium term. What will we (at UCL and higher education more widely) be doing in 5, 10 or 20 years? Will it be pretty much the same as we were doing in lecture halls, labs and seminar rooms pre-pandemic or is the genie out of the bottle? Will the 'return to normal' actually happen? Are utopian/ dystopian (delete as applicable) visions of virtual learning in extended realities pie in the sky? Has too much changed? What are the threats? Are they existential?
Erratum: In this video I said undergrad failure was increasing in the UK- it's not in fact, though is concerning still and Covid has made the picture very unclear.
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6/16/2022