Wonderful piece, Josh. It pairs nicely with my re-reading Walden to help write a review of Nicolas Carr's latest book, Superbloom. Thoreau calls the railroad and the telegraph “pretty toys, which distract our attention from serious things. They are but improved means to an unimproved end.” That is a wonderful line to explain why efficiency and optimization are not end goals themselves, and that we ought pay more attention to what we are trying to accomplish.
As you say, the foundations of what we build are the relations we make with other people, not the pretty toys that so occupy our attention.
The point you make about our obligation to talk with students about AI feels urgent. We should resist pressures for teachers to "get on the same page" when it comes to AI—disagreement is healthy and necessary—but we should all engage with students about their experience with the technology and explain our views on its educational value.
Couldn’t agree more, Rob. It’s not even that the conversation must be about AI, per se. It’s that AI and the way it is showing up in our spaces forces us to do what we should have been doing anyway—clearly articulating our values and goals and then moving from that foundation. So often we leave those unstated and assumed, which is suboptimal for all of us.
Well thought out and well written. I'm interested to hear your thoughts on the role of personalized learning in the AI assisted educational landscape. Would it help keep the human in learning?
Thanks Todd. Yes, I think there is potential for AI-assistance to help with personalization and with keeping the learning human. But, like lots of stuff, the devil is in the details.
I suspect that there are ways for AI to be used in fruitful ways, but only if there is a strong foundation of relationship to build on—relationship of the student with their teacher/mentor/coach, with their peers, with their discipline, and with their work. Of course, our own disposition and the energy and attention we bring to the learning process is perhaps the most important thing.
For any of it to be successful, we’ve got to get students in a space where they can engage fruitfully in a process that so often can feel like a struggle. The process of learning is effortful and full of friction. There are more and less effective ways, to be sure, but there is a fine line between more effective ways of learning and the deception that we can find a shortcut to short circuit the process that is the key to the learning process.
Wonderful piece, Josh. It pairs nicely with my re-reading Walden to help write a review of Nicolas Carr's latest book, Superbloom. Thoreau calls the railroad and the telegraph “pretty toys, which distract our attention from serious things. They are but improved means to an unimproved end.” That is a wonderful line to explain why efficiency and optimization are not end goals themselves, and that we ought pay more attention to what we are trying to accomplish.
As you say, the foundations of what we build are the relations we make with other people, not the pretty toys that so occupy our attention.
The point you make about our obligation to talk with students about AI feels urgent. We should resist pressures for teachers to "get on the same page" when it comes to AI—disagreement is healthy and necessary—but we should all engage with students about their experience with the technology and explain our views on its educational value.
Couldn’t agree more, Rob. It’s not even that the conversation must be about AI, per se. It’s that AI and the way it is showing up in our spaces forces us to do what we should have been doing anyway—clearly articulating our values and goals and then moving from that foundation. So often we leave those unstated and assumed, which is suboptimal for all of us.
Well thought out and well written. I'm interested to hear your thoughts on the role of personalized learning in the AI assisted educational landscape. Would it help keep the human in learning?
Thanks Todd. Yes, I think there is potential for AI-assistance to help with personalization and with keeping the learning human. But, like lots of stuff, the devil is in the details.
I suspect that there are ways for AI to be used in fruitful ways, but only if there is a strong foundation of relationship to build on—relationship of the student with their teacher/mentor/coach, with their peers, with their discipline, and with their work. Of course, our own disposition and the energy and attention we bring to the learning process is perhaps the most important thing.
For any of it to be successful, we’ve got to get students in a space where they can engage fruitfully in a process that so often can feel like a struggle. The process of learning is effortful and full of friction. There are more and less effective ways, to be sure, but there is a fine line between more effective ways of learning and the deception that we can find a shortcut to short circuit the process that is the key to the learning process.
Insightful 🙌 we talk of the same stuff so you are recommended to any one who subscribes to me!!!!👌let’s spread the word of the good
Thanks Paolo.