Impact of Artificial Intelligence on Teaching & Learning in Higher Education

I first saw this research paper on LinkedIn.com (EduCause), and thought it worth sharing since I posted Accessibility: Virtual Reality in Education! earlier this month.

Exploring the impact of artificial intelligence on teaching 

and learning in higher education

Stefan A. D. Popenici and Sharon Kerr

Research and Practice in Technology Enhanced Learning 2017 12:22 |

https://doi.org/10.1186/s41039-017-0062-8

©  The Author(s) 2017

Received:   1 December 2016

Accepted: 31 October 2017

Published: 23 November 2017

Abstract

This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities. We pinpoint some challenges for institutions of higher education and student learning in the adoption of these technologies for teaching, learning, student support, and administration and explore further directions for research.

SMART Board for Innovative Teaching & Learning - Workshop PowerPoint

In our Teaching Matters Series this fall, we held a SMART Board workshop for faculty. Here is the PowerPoint presentation: 


SMART Board Workshop for Innovative Teaching & Learning

http://www.cte.hawaii.edu/powerpoints/KaracaovaliSmartBoardSep2015.pdf

by Baybars Karacaovali, Assistant Professor, Department of Economics, University of Hawaii at Manoa

 

Three Great Icebreakers for College Courses

Syllabus Quiz
Create a quiz on your syllabus (ex. “The first assignment is due on _____” or “The final exam counts as ___% of my final grade”). Have students work in pairs or small groups to answer the questions. You can then review the questions as a large group or just ask students if they have questions about the syllabus. (Harrington Instructor’s Manual, 5)

Plagiarism and Cheating
Students need help understanding these concepts. Have students pair up and come up with their own definition of these terms and then have them identify examples of each. The examples can be shared and discussed with the entire class. Students can compare their definitions to those described in the book. (Harrington Instructor’s Manual, 9)

Class Summaries
At several points throughout the class (every 15-30 minutes), stop and ask students to write a brief summary of what they learned so far. Do not allow them to use any course materials—it is a retrieval exercise. They can then share this with a partner. Give students an opportunity to ask questions about concepts that are not clear. Discuss how students can build in these mini-reviews into their routine as they read and study at home. (Harrington Instructor’s Manual, 28-29)

Reference: Harrington, Christine. 2016. Instructor’s Manual for Student Success in College: Doing What Works!, 2nd ed. Boston: Cengage Learning. © 2016 Cengage Learning.

SMART Board 885ix Multitouch video

UHM Sakamaki Innovation Zone room D-101 has this type of SMART Board available!
Check out our Resources page HERE for more videos and links!