Pedagogical Technology
In the age of AI, it’s more important than ever that we take pleasure in thinking. The purpose of AI is to replace thought. Instead of trying to become more productive, students need to ask themselves questions like: What are the dangers of my interactions with technology? What’s happening to my attention span? How much of what you’ve just written ... See more
ia.net • Design as Thought: Philosophy in Times of Artificial Intelligence
Work is changing
Work is changing, and we're only beginning to understand how. What's clear from these experiments is that the relationship between human expertise and AI capabilities isn't fixed. Sometimes I found myself acting as a creative director, other times as a troubleshooter, and yet other times as a domain expert validating results. It wa... See more
Work is changing, and we're only beginning to understand how. What's clear from these experiments is that the relationship between human expertise and AI capabilities isn't fixed. Sometimes I found myself acting as a creative director, other times as a troubleshooter, and yet other times as a domain expert validating results. It wa... See more
Ethan Mollick • Speaking things into existence
Take Aways
The distinction between cognitive and cogitative offloading offers a framework for refining our evolving relationship with technology. While cognitive offloading addresses epistemic realities, the storage and retrieval of information, cogitative offloading concerns the metacognitive delegation of active thinking processes themselves. Thi... See more
The distinction between cognitive and cogitative offloading offers a framework for refining our evolving relationship with technology. While cognitive offloading addresses epistemic realities, the storage and retrieval of information, cogitative offloading concerns the metacognitive delegation of active thinking processes themselves. Thi... See more
Terry Underwood • I think, therefore, I know what I know; I offload, therefore, I raise the potential of knowing more (or less)
I propose that educators need to distinguish between cognitive offloading—the externalization of information storage and retrieval—and what I call cogitative offloading—the delegation of active thinking processes to external agents. This distinction isn't academic; it's essential for understanding which aspects of thinking we should preserve intern... See more
I think, therefore, I know what I know; I offload, therefore, I raise the potential of knowing more (or less)
where AI may hit an unexpected wall is any domain which depends upon some combination of intuition, physical presence, and illegible data .
Like, say, history.
Like, say, history.
AI legibility, physical archives, and the future of research
resobscura.substack.com
Scaffolding AI literacy: An instructional model for academic librarianship
Katherine A. LaFlamme • Page restricted | ScienceDirectScienceDirect
“Highlights - A scaffolded framework advances AI literacy in higher education.
-Four tiers build AI skills: awareness, application, evaluation, and ethics.
-Workshops blend critical pedagogy with practical AI literacy strategies.
-Framework empowers students as critical consumers of AI technologies.
-Academic librarians play a vital role in fostering ethical AI stewardship.” (From highlights)
