Further notes on peeragogy, AI, and education

[Joe Corneli]

Hi,

A bit more progress since last time, looking at the challenges.  One of these is that AI expertise is rare.  How might OpenAI go about developing more talent?  How would they use AI in that process?

This line of questioning is inspired by the rationale behind the Dyson Institute: https://www.dysoninstitute.ac.uk/

Joe

=Litany=

Artificial in contrast to what?

Intelligence (in contrast to what?)

AI can be a tiring meme.

What are the challenges that AI could potentially solve...?

...Or the challenges that peeragogy could potentially solve?

- To what extent could AI be used to help people understand how AI is built?

- You could ask an AI how this works, and then discuss with your peers the limitations of the answer.

 

=System=

Teaching and AI... sometimes we end up teaching AI in the classroom!

There are various models of assessment

- "Can machines think?" We chatted about what was going on in 1950

- Can people use AI to *teach* a class?

- Is this valuable?

If teachers spend time correcting AI's work, then what's the point?

(https://time.com/7026050/chatgpt-quit-teaching-ai-essay/) Cf. Alan Turing, where at least we would be teaching an AI system!

Unless we're good at building AI, we kind of have to use what's available off the shelf (which may or may not do what you want) or petition AI experts to customise it.  HOWEVER, if we learn how to build AI when we're students, then we ourselves have expertise to fall back on.  THEREFORE, can we teach people how to build AI tools?

=Worldview=

"Credentialing and AI"

not "Education and AI" b/c "AI and learning" has been a thing for a while.

AI is not going away

Maybe we'll be increasingly able to make custom AIs without a great deal of expertise at AI building (e.g., turn Peeragogy Handbook into an AI.  Or maybe just the Scrapbook, e.g., providing the history of our discussions as a source of data.)

We aren't the first people to think about AI and patterns — there may be a book of AI and patterns that AI can help us digest.

AI is kind of ubiquitous.  In "Terminator Zero" and other media AI might be created as a weapon... and sometimes it is created with agency in terms of its purpose and usefulness.  As we approach sentience from whatever distance, it's worth asking about that.  (Maybe students could take on this role!)

In pedagogy, typically the role of teachers is to teach human students, and not about achieving new knowledge.  (It can sometimes.)  But in peeragogy, if one of the peers is an AI model, and if you achieve new knowledge, that's OK.

=Myth=

AI will help instead of hurting, and that's a bit weird! (Vannevar Bush)

"How could we use AI in house to develop our own students" (Dyson model)

"How do the people you hire use AI?" (We could ask this of OpenAI and other AI practitioners.)

https://larrycuban.wordpress.com/2020/12/15/classrooms-of-the-future/

Does a Language model of the peeragogy handbook exist...?

In terms of context, this could be useful as a tool to go forward in this inquiry.

Students can get acquainted with the basics and beyond (much as we would have learned about how to use a library or use the internet for research...)

"Introduction to work with GenAI"

https://dl.acm.org/doi/abs/10.1145/3628034.3628042

[Howard Rheingold]

I am working on writing something about llms as tools

for thought 

what it is -->is-->up to us
how...@rheingold.com  www.rheingold.com

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[Roland Legrand]

Wonderful.I was thinking about precisely this too, how to use generative AI as a "tool for thought". Is a LLM a mere tool, or something more? And how can we incorporate this in the Peeragogy Handbook, or should we transform the Handbook into something else entirely? One tool I recommend using is https://notebooklm.google.com/. This can help us use Gemini 1.5 Pro for a selection of sources, for creating a syllabus and for generating podcasts. 

Best,

Roland