#pedagogy

#pedagogy

New advances in artificial intelligence break news at such a rapid pace that many of us have difficulties keeping up. Dinuka Gunaratne gave a detailed summary of many different AI tools in his "Carpe Careers" article published in July; yet more tools will likely appear in the next months and years in an exponential explosion. How do we, as educators (new and established Ph.D.s) design curriculum and classes with these new AI tools being released every few weeks?

Academic and writer Marina van Zuylen, who holds a PhD in Comparative Literature from Harvard, left Columbia to devote herself to an unusual project: Bard College's Clemente Course in the Humanities, which offers free humanities courses that can later be converted into college credits. She taught there voluntarily for 25 years, until a philanthropist decided to fund the initiative and turn her commitment into a professorship. This is a clear example that Van Zuylen's priority is not personal recognition.

The EdTech sector has witnessed explosive growth with innovations like AI-powered platforms and adaptive learning systems, promising to revolutionize how we teach and learn.

Consider what has happened to Shakespeare's Romeo and Juliet. After Romeo Montague kills Juliet Capulet's cousin Tybalt in their families' feud, one character argues that Romeo should be forgiven, since Tybalt had just killed a friend of Romeo's.

Connectivism emphasizes that in the digital age, learning is about connecting to networks of knowledge rather than simply memorizing facts.