One solution to incorporating more active learning is by “flipping” classrooms. Students would learn new concepts at home, typically through videos or other digital resources, and then apply what they’ve learned in the classroom through collaborative activities, discussions, or problem-solving exercises. The main idea behind flipped classrooms is

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Some were assigned to use AI and some were not. The results were nothing short of astonishing. Participants who used ChatGPT saw a dramatic reduction in their time on tasks, slashing it by a whopping 37 percent. Not only did they save time, but the quality of their work also increased as judged by other humans. These improvements were not limited

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By the mid-1990s, calculators were part of the curriculum and were used to complement other ways of learning math. Some tests allowed them, some did not. A practical consensus was achieved. Math education did not fall apart, though debate and research continues today, a half century after the calculator appeared in classrooms.

To some extent, AI

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In study after study, the people who get the biggest boost from AI are those with the lowest initial ability—it turns poor performers into good performers. In writing tasks, bad writers become solid. In creativity tests, it boosts the least creative the most. And among law students, the worst legal writers turn into good ones. And in a study of

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So how do we do it? Let’s imagine that we want to come up with 20 ideas for marketing slogans for a new mail-order cheese shop. The AI can generate those for us, but we will get even better quality if we remember the principle of telling AI who it is: You are an expert at marketing. When asked to generate slogan ideas you come up with ideas that

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So how should we use AI to help generate ideas? Fortunately, the papers, and other research on innovation, have some good suggestions. When you do include AI in idea generation, you should expect that most of its ideas will be mediocre. But that’s okay—that’s where you, as a human, come into the equation. You are looking for ideas that spark

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Our new AIs have been trained on a huge amount of our cultural history and are using it to provide us with text and images in response to our queries. But there is no index or map to what they know and where they might be most helpful. Thus, we need people who have deep or broad knowledge of unusual fields to use AI in ways that others cannot,

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The Homework Apocalypse threatens a lot of good, useful types of assignments, many of which have been used in schools for centuries. We will need to adjust quickly to preserve what we are in danger of losing and to accommodate the changes AI will bring. That will take immediate effort from instructors and education leaders and clearly articulated

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But there are already signs that AI can help. Research has successfully demonstrated that it is possible to correctly determine the most promising directions in science by analyzing past papers with AI, ideally combining human filtering with the AI software. And other work has found that AI shows considerable promise autonomously conducting

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