Great to learn that! Always looking to invite more LeTourneau folks in to the Absent-Minded Professor fold. I graduated with my BS in 2013 and my MS in 2014. Maybe we'll run into each other back on campus at a homecoming event sometime.
Since you are uniquely situated as an educator, can you share if you are changing the way you teach or asking kids to learn differently using AI? I'm curious if anyone is putting this into practice and can share observations.
I'm not fundamentally changing much but rather doubling-down on what I believe is most important for students to learn effectively. For me, most of my goal as an educator is about equipping students with the curiosity to ask good questions and the ability to get traction on learning the skills they need to address them.
At the core of it, I want to build relationships with students so that we build a foundation of trust. It goes both ways: for them to trust me as I guide them through their training and for me to be able to trust them to put in the effort needed to grow.
That being said, I have been prototyping some ideas with AI and encouraging students to explore how they might use AI. I think that it is pretty useless for actually generating text since that's not the real point or challenge of writing to begin with (even though they often think it is). Writing is at its core about figuring out what to say and LLMs and generative AI often can't help students do this effectively, especially at the early stages of their training. One place that I do think generative AI can be helpful is as a tool to help generate lots of ideas to stimulate new thought and break us out of ruts in an ideation process. I've written a few posts over the last year or so that might help to add some more color here too!
I've been trying to get my kids to understand that benefit and how it's best utilized as an assistant, not as a substitute. But that's been difficult because they're still keyed in on using it like a search bar. I'm starting to believe those who find it most useful are those who are already craftsman and have a curious nature. If you're someone who just wants answers to specific questions it becomes way less effective as a learning tool. I'm hopeful they'll come to see that.
Fascinating piece, Josh — the impact AI has on education is going to be really interesting to watch unfold. And a new Cal Newport! Excited to check that out. Really enjoyed his Deep Work and Digital Minimalism books.
And yes, I'm likewise excited for a new Cal Newport book. There are not many that I rush out pre-order, but Cal is definitely on that short list. Cal's a real inspiration to me and models the type of influence I want to have as a professor.
I too am a LeTourneau alum! Although I’m guessing from a different era. All hail, LeTourneau, blue and gold!
Great to learn that! Always looking to invite more LeTourneau folks in to the Absent-Minded Professor fold. I graduated with my BS in 2013 and my MS in 2014. Maybe we'll run into each other back on campus at a homecoming event sometime.
Since you are uniquely situated as an educator, can you share if you are changing the way you teach or asking kids to learn differently using AI? I'm curious if anyone is putting this into practice and can share observations.
I'm not fundamentally changing much but rather doubling-down on what I believe is most important for students to learn effectively. For me, most of my goal as an educator is about equipping students with the curiosity to ask good questions and the ability to get traction on learning the skills they need to address them.
At the core of it, I want to build relationships with students so that we build a foundation of trust. It goes both ways: for them to trust me as I guide them through their training and for me to be able to trust them to put in the effort needed to grow.
That being said, I have been prototyping some ideas with AI and encouraging students to explore how they might use AI. I think that it is pretty useless for actually generating text since that's not the real point or challenge of writing to begin with (even though they often think it is). Writing is at its core about figuring out what to say and LLMs and generative AI often can't help students do this effectively, especially at the early stages of their training. One place that I do think generative AI can be helpful is as a tool to help generate lots of ideas to stimulate new thought and break us out of ruts in an ideation process. I've written a few posts over the last year or so that might help to add some more color here too!
https://joshbrake.substack.com/p/ai-education-some-thoughts
https://joshbrake.substack.com/p/10-questions-that-educators-should-ask-about-ai
https://joshbrake.substack.com/p/process-over-product
https://joshbrake.substack.com/p/bull-cow-and-writing-robots
I've been trying to get my kids to understand that benefit and how it's best utilized as an assistant, not as a substitute. But that's been difficult because they're still keyed in on using it like a search bar. I'm starting to believe those who find it most useful are those who are already craftsman and have a curious nature. If you're someone who just wants answers to specific questions it becomes way less effective as a learning tool. I'm hopeful they'll come to see that.
100%. If we try to use AI, or any technology, to eliminate the struggle intrinsic to learning, it's game over.
Fascinating piece, Josh — the impact AI has on education is going to be really interesting to watch unfold. And a new Cal Newport! Excited to check that out. Really enjoyed his Deep Work and Digital Minimalism books.
Thanks Matt, glad you liked it!
And yes, I'm likewise excited for a new Cal Newport book. There are not many that I rush out pre-order, but Cal is definitely on that short list. Cal's a real inspiration to me and models the type of influence I want to have as a professor.