Educators must adapt to AI, but they need help

I recently had the opportunity to be part of an Openai Faculty round table. I was one of a dozen teachers who have been joined by several members of OPENAI creation staff “Educational team. “We have talked about our best practices for teaching with AI and our concerns about its impact on students' commitment, motivation and academic integrity.Indigenous AI. “”

I hate admitting it, but I let the event feel really depressed.

Our conversations all concerned isolated and idiosyncratic teaching practices (and, of course, exemplary), but completely lacking in large -scale vision – as if all we had to do was better integrating a Whiz Bang gadget, a faculty, an institution at the same time. Yes, I liked how Jeffrey Bussgang created Personalized GPTS for its Harvard Business School entrepreneurship course. And, yes, I thought Stefano Puntoni work At Wharton for having integrated AI into the writing of his students, he was interesting. (Openai used these examples as “proof of concept”.) But to be fair, most of us sitting around the table have made similar, even better, adaptations, and I don't think we have the impression that we are part of the solution. On the contrary, we all keep our heads underwater while we sail on what Ethan Mollick terms A “post-apocalyptic education”.

This is why I believe that AI precipitated a fundamental Objective crisis in higher education, and I am far from alone From this perspective. So, I expected more than one company of $ 300 billion at the forefront of the disturbance of the world.

This is what Openai should have done.

First and foremost, they should have named the correct problem. Everyone thinks that the problem with AI is that almost all students Strive their way through university. Yes and no. It is true that most students have little intrinsic motivation to learn and find the easiest way through the lesson control list in order to obtain their diploma.

But the real story is that AI has broken the education model of education, where the teachers teach, then note the students of what they learned. A passage note meant that the students had learned enough what the professor had “transmitted”. More now. In the past two years, the teachers have given the left and the right of the students who do not understand (even less read) the mission they have just submitted. I cannot overestimate this: AI has decoupled the performance of students (which they submit to us) and the knowledge of students.

This is not all bad news; A massive crisis is also a massive opportunity. The second thing Optai should have done is to unravel the implications and solutions to this disturbance they have made. This does not mean reactive interventions and on margins – a return to blue books, an AI exit from watermark, processes monitoring, honor code updates – which can temporarily alleviate the problem.