Many people brush generative AI aside as being just a tool. ChatGPT describes itself as such (I asked). I think it’s more complicated than that, and this post is going to be an attempt to explain why. I’m not sure about much of what follows and welcome any thoughts you may have on whether this resonates with you and, if not, why not. What makes something a tool I think that to call something a tool is shorthand for it having all of the following 5 attributes: It is an object (physical, digital, cognitive, procedural, organizational, structural, conceptual, spiritual, etc. Read More
39 Search Results found for generative AI
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research | TechTrends
The latest paper I can proudly add to my list of publications, Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research has been published in the (unfortunately) closed journal TechTrends. Here’s a direct link to the paper that should hopefully bypass the paywall, if it has not been used too often. I’m 16th of 47 coauthors, led by the truly wonderful Junhong Xiao, who is the primary orchestrator and mastermind behind it. This is a companion piece to our Manifesto for Teaching and Learning in a Time of Generative AI and it Read More
New paper: The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future
I’m proud to be the 7th of 47 authors on this excellent new paper, led by the indefatigable Aras Bozkurt and featuring some of the most distinguished contemporary researchers in online, open, mobile, distance, e- and [insert almost any cognate sub-discipline here] learning, as well as a few of us hanging on their coat tails like me. As the title suggests, it is a manifesto: it makes a series of statements (divided into 15 positive and 20 negative themes) about what is or what should be, and it is underpinned by a firm set of humanist pedagogical and ethical attitudes Read More
On the Internet, nobody knows you’re a generative AI
ChatGPT and I came up with this image summarizing my thoughts on generative AI for a presentation I am giving later today. I think it did a pretty good job. Thanks, ChatGPT, and thanks to Peter Steiner for the awesome original
Proctored exams have fallen to generative AI
A Turkish university candidate was recently arrested after being caught using an AI-powered system to obtain answers to the entrance exam in real-time. Source: Student Caught Using Artificial Intelligence to Cheat on University Entrance Test A couple of years ago (and a few times since) I observed that proctored exams offer no meaningful defence against generative AI so I am a little surprised it has taken so long for someone to be caught doing this. I guess that others have been more careful. The candidate used a simple and rather obvious set-up: a camera disguised as a shirt button that Read More
A conversation about generative AI with David Webster
A week or so ago, early (for me) on a Monday morning, Professor David Webster and I had a conversation about generative AI, which was recorded as the first of a podcast series on the topic, hosted by the University of Liverpool. Here is that podcast. In it we explore both the darker and the more optimistic aspects of genAI, in a pleasantly rambling discussion that, surprisingly, lasted for about an hour. I hadn’t spoken with Dave for well over a decade, at a conference in Hawaii, long before we became full professors or got elevated to loftier roles Read More
Stories that matter and stories that don’t: some thoughts on appropriate teaching roles for generative AIs
Well, this was definitely going to happen.
The system discussed in this Wired article is a bot (not available to the general public) that takes characters from the absurdly popular Bluey cartoon series and creates personalized bedtime stories involving them for its creator’s children using ChatGPT+. This is something anyone could do – it doesn’t take a prompt-wizard or specialized bot to do this. You could easily make any reasonably proficient LLM incorporate your child’s interests, friends, family, and characteristics and churn out a decent enough story from it. With copyright-free material you could make the writing style and scenes very similar to the original. A little editorial control may be needed here and there but I think that, with a smart enough prompt, it would do a fairly good, average sort of a job, at least as readable as what an average human might produce, in a fraction of the time. I find this to be hugely problematic, though, and not for the reasons given in the article, though there are certainly some legal and ethical concerns, especially around copyright and privacy as well as the potential for generating dubious, disturbing, or otherwise poor content.
Why stories matter
The thing that bothers me most about this is not the quality of the stories but the quality of the relationship between the author and the reader (or listener). Stories are the most human of artifacts, the ways that we create and express meaning, no matter how banal. They act as hooks that bind us together, whether invented by a parent or shared across whole cultures. They are a big part of how we learn and establish our relationships with the world and with one another. They are glimpses into how another person thinks and feels: they teach us what it means to be human, in all its rich diversity. They reflect the best and the worst of us, and they teach us about what matters.
My children were in part formed by the stories I made up or read to them 30 or more years ago, and it matters that none were made by machines. The language that I used, the ways that I wove in people and things that were meaningful to them, the attitudes I expressed, the love that went into them, all mattered. I wish I’d recorded one or two, or jotted down the plots of at least some of the very many Lemmie the Suicidal Lemming stories that were a particular favourite. These were not as dark as they sound – Lemmie was a cheerful creature who just happened to be prone to putting himself in life-threatening situations, usually as a result of following others. Now that they have children of their own, both my kids have deliciously dark but fundamentally compassionate senses of humour and a fierce independence that I’d like to think may, in small part, be a result of such tales.
The books I (or, as they grew, we, and then they) chose probably mattered more. Some had been read to me by my own parents and at least a couple were read to them by their own parents. Like my children, I learned to read very young, largely because my imagination was fired by those stories, and fired by how much they mattered to my parents and siblings. As much as the people around me, the people who wrote and inhabited the books I listened to and later read made me who I am, and taught me much of what I still know today – not just facts to recall in a pub quiz but ways of thinking and understanding the world, and not just because of the values they shared but because of my responses to them, that increasingly challenged those values. Unlike AI-generated tales, these were shared cultural artifacts, read by vast numbers of people, creating a shared cultural context, values, and meanings that helped to sustain and unite the society I lived in. You may not have read many of the same books I read as a middle class boy growing up in 1960s Britain but, even if you are not of my generation or cultural background, you might have read (or seen video adaptations of) one or more children’s works by A.A. Milne, Enid Blyton, C.S. Lewis, J.R.R.Tolkein, Hans Christian Anderson, Charles Dickens, Lewis Caroll, Kenneth Grahame, Rev. W. Awdry, T.S. Eliot, the Brothers Grimm, Norton Juster, Edward Lear, Hugh Lofting, Dr. Seuss, and so on. That matters, and it matters that I can still name them. These were real authors with attitudes, beliefs, ideas, and styles unlike any other. They were products and producers of the times and places they lived in. Many of their attitudes and values are, looking back, troublesome, and that was true even then. So many racist and sexist stereotypes and assumptions, so many false beliefs, so many values and attitudes that had no place in the 1960s, let alone now. And that was good, because it introduced me to a diversity of ways of being and thinking, and allowed me to compare them with my own values and those of other authors, and it prepared me for changes to come because I had noticed the differences between their context and mine, and questioned the reasons.
With careful prompting, generative AIs are already capable of producing work of similar quality and originality to fan fiction or corporate franchise output around the characters and themes of these and many other creative works, and maybe there is a place for that. It couldn’t be much worse than (say) the welter of appallingly sickly, anodyne, Americanized, cookie-cutter, committee-written Thomas the Tank Engine stories that my grandchildren get to watch and read, that bear as little resemblance to Rev. W. Awdry’s sublimely stuffy Railway Stories as Star Wars. It would soften the sting when kids reach the end of a much loved series, perhaps. And, while it is a novelty, a personalized story might be very appealing, albeit that there is something rather distasteful about making a child feel special with the unconscious output of a machine to which nothing matters. But this is not just about value to individuals, living with the histories and habits we have acquired in pre-AI times. This is something that is happening at a ubiquitous and massive scale, everywhere. When this is no longer a novelty but the norm it will change us, and change our societies, in ways that make me shiver. I fear that mass-individualization will in fact be mass-blandification, a myriad of pale shadows that neither challenge nor offend, that shut down rather than open up debate, that reinforce norms that never change and are never challenged (because who else will have read them?), that look back rather than forward, that teach us average ways of thinking, that learn what we like and enclose us in our own private filter bubble, keeping us from evolving, that only surprise us when they go wrong. This is in the nature of generative AIs because all they have to learn from is our own deliberate outputs and, increasingly, the outputs of prior generative AIs, not from any kind of lived experience. They are averaging mirrors whose warped distortions can convince us they are true reflections. Introducing AI-generated stories to very young children, at scale, seems to me to be an awful gamble with very high stakes for their futures. We are performing uncontrolled experiments with stuff that forms minds, values, attitudes, expectations, and meanings that these kids will carry with them for the rest of their lives, and there is at least some reason to suspect that the harm may be greater than the good, both on an individual and a societal level. At the very least, there is a need for a large amount of editorial control, but how many parents of young children have the time or the energy for that?
That said…
Generating, not consuming output
I do see great value in working with and supporting the kids in creating the prompts for those stories themselves. While the technology is moving too fast for these evanescent skills to be describable as generative AI literacies, the techniques they learn and discoveries they make while doing so may help them to understand the strengths and limitations of the tools as they continue to develop, and the outputs will matter more because they contributed to creating them. Plus, it is a great fun way to learn. My nearly 7-year-old grandchild, with the help of their father, has enjoyed and learned a lot from creating images with DALL-E, for instance, and has been doing so long enough to see massive improvements in its capabilities, so has learned some great meta-lessons about the nature of technological evolution too. This has not stopped them from developing their own artistic skills, including with the help of iPads and AI-assisted drawing tools, which offer excellent points of comparison and affordances to reflect on the differences. It has given them critical insight into the nature of the output and the processes that led to it, and it has challenged them to bend the machine to do what they want it to do. This kind of mindful use of the tools as complementary partners, rather than consumption of their products, makes sense to me.
I think the lessons carry forward to adult learning, too. I have huge misgivings about giving generative AIs a didactic role, for the same reasons that having them tell stories to children worry me. However, they can be great teachers for those that make use of them to create output, rather than being targets of the output they have created. For instance I have been really enjoying using ChatGPT+ to help me write an Elgg plugin over the past few weeks, intended to deal with a couple of show-stopping bugs in an upgrade to the Landing that I had been struggling with for about 3 years, on and (mostly) off. I had come to see the problems as intractable, especially as a fair number of far smarter Elgg developers than I had looked at them and failed to see where the problems lay. ChatGPT+ let me try out a lot more ideas than even a large team of developers would have been able to come up with alone, and it took care of some of the mundane repetitive work that made the process slow. Though none of it was bad, little of its code was particularly good: it made up stuff, omitted stuff, and did things inefficiently. It was really good, though, at putting in explanatory comments and documenting what it was doing. This was great, because the things I had to do to fix the flaws taught me a lot more than I would have learned had they been perfect solutions. Nearly always, it was good enough and well-documented enough to set me on the right path, but the ways it failed drove me to look at source documentation, query the underlying database (now knowing what to look for), follow conversations on GitHub, and examine human-created plugins, from which I learned a lot more and got further inspiration about what to ask the LLM to do next. Because it made different mistakes each time, it helped me to slowly develop a clearer model of how it should really have happened, so I got better and better at solving the problems myself, meanwhile learning a whole raft of useful tricks from the code that worked and at least as much from figuring out why it didn’t. It was very iterative: each attempt sparked ideas for the next attempt. It gave me just enough scaffolding to help me do what I could not do alone. About half way through I discovered the cause of the problem – a single changed word in the 150,000+ lines of code in the core engine, that was intended to better suit the new notification system, but that resulted in the existing 20m+ notification messages in the system failing to display correctly. This gave me ideas for some better prompts, the results of which taught me more. As a result, I am now a better Elgg coder than I was when I began, and I have a solution to a problem that has held up vital improvements to an ailing site used by more than 16,000 people for many years (though there are still a few hurdles to overcome before it reaches the production site).
Filling the right gaps
The final solution actually uses no code from ChatGPT+ at all, but it would not have been possible to get to that point without it. The skills it provided were different to and complementary to my own, and I think that is the critical point. To play an effective teaching role, a teacher has to leave the right kind of gaps for the learner to fill. If they are too large or too small, the learner learns little or nothing. The to and fro between me and the machine, and the ease with which I could try out different ideas, eventually led to those gaps being just the right size so that, instead of being an overwhelming problem, it became an achievable challenge. And that is the story that matters here.
The same is true of the stories that inspire: they leave the right sized gaps for the reader or listener to fill with their own imaginations while providing sufficient scaffolding to guide them, surprise them, or support them on the journey. We are participants in the stories, not passive recipients of them, much as I was a participant in the development of the Elgg plugin and, similarly, we learn through that participation. But there is a crucial difference. While I was learning the mechanical skills of coding from this process (as well as independently developing the soft skills to use them well), the listener to or reader of a story is learning the social, cultural, and emotional skills of being human (as well as, potentially, absorbing a few hard facts and the skills of telling their own stories). A story can be seen as a kind of machine in its own right: one that is designed to make us think and feel in ways that matter to the author. And that, in a nutshell, is why a story produced by a generative AI is such a problematic idea for the reader, but the use of a generative AI to help produce that story can be such a good idea for the writer.
Address of the bookmark: https://www.wired.com/story/bluey-gpts-bedtime-stories-artificial-intelligence-copyright/
Presentation – Generative AIs in Learning & Teaching: the Case Against
Here are the slides from my presentation at AU’s Lunch ‘n’ Learn session today. The presentation itself took 20 minutes and was followed by a wonderfully lively and thoughtful conversation for another 40 minutes, though it was only scheduled for half an hour. Thanks to all who attended for a very enjoyable discussion! The arguments made in this were mostly derived from my recent paper on the subject (Dron, J. (2023). The Human Nature of Generative AIs and the Technological Nature of Humanity: Implications for Education. Digital, 3(4), 319–335. https://doi.org/10.3390/digital3040020) but, despite the title, my point was not to reject Read More
Published in Digital – The Human Nature of Generative AIs and the Technological Nature of Humanity: Implications for Education
A month or two ago I shared a “warts-and-all” preprint of this paper on the risks of educational uses of generative AIs. The revised, open-access published version, The Human Nature of Generative AIs and the Technological Nature of Humanity: Implications for Education is now available in the Journal Digital.
The process has been a little fraught. Two reviewers really liked the paper and suggested minimal but worthwhile changes. One quite liked it but had a few reasonable suggestions for improvements that mostly helped to make the paper better. The fourth, though, was bothersome in many ways, and clearly wanted me to write a completely different paper altogether. Despite this, I did most of what they asked, even though some of the changes, in my opinion, made the paper a bit worse. However, I drew the line at the point that they demanded (without giving any reason) that I should refer to 8 very mediocre, forgettable, cookie cutter computer science papers which, on closer inspection, had all clearly been written by the reviewer or their team. The big problem I had with this was not so much the poor quality of the papers, nor even the blatant nepotism/self-promotion of the demand, but the fact that none were in any conceivable way relevant to mine, apart from being about AI: they were about algorithm-tweaking, mostly in the context of traffic movements in cities. It was as ridiculous as a reviewer of a work on Elizabethan literature requiring the author to refer to papers on slightly more efficient manufacturing processes for staples. Though it is normal and acceptable for reviewers to suggest reference to their own papers when it would clearly lead to improvements, this was an utterly shameless abuse of power of a scale and kind that I have never seen before. I politely refused, making it clear that I was on to their game but not directly calling them out on it.
In retrospect, I slightly regret not calling them out. For a grizzly old researcher like me who could probably find another publisher without too much hassle, it doesn’t matter much if I upset a reviewer enough to make them reject my paper. However, for early-career researchers stuck in the publish-or-perish cycle, it would be very much harder to say no. This kind of behaviour is harmful for the author, the publisher, the reader, and the collective intelligence of the human race. The fact that the reviewer was so desperate to get a few more citations for their own team with so little regard for quality or relevance seems to me to be a poor reflection on them and their institution but, more so, a damning indictment of a broken system of academic publishing, and of the reward systems driving academic promotion and recognition. I do blame the reviewer, but I understand the pressures they might have been under to do such a blatantly immoral thing.
As it happens, my paper has more than a thing or two to say about this kind of McNamara phenomenon, whereby the means used to measure success in a system become its purpose, because it is among the main reasons that generative AIs pose such a threat. It is easy to forget that the ways we establish goals and measure success in educational systems are no more than signals of a much more complex phenomenon with far more expansive goals that are concerned with helping humans to be, individually and in their cultures and societies, as much as with helping them to do particular things. Generative AIs are great at both generating and displaying those signals – better than most humans in many cases – but that’s all they do: the signals signify nothing. For well-defined tasks with well-defined goals they provide a lot of opportunities for cost-saving, quality improvement, and efficiency and, in many occupations, that can be really useful. If you want to quickly generate some high quality advertising copy, the intent of which is to sell a product, then it makes good sense to use a generative AI. Not so much in education, though, where it is too easy to forget that learning objectives, learning outcomes, grades, credentials, and so on are not the purposes of learning but just means for and signals of achieving them.
Though there are other big reasons to be very concerned about using generative AIs in education, some of which I explore in the paper, this particular problem is not so much with the AIs themselves as with the technological systems into which they are, piecemeal, inserted. It’s a problem with thinking locally, not globally; of focusing on one part of the technology assembly without acknowledging its role in the whole. Generative AIs could, right now and with little assistance, perform almost every measurable task in an educational system from (for students) producing essays and exam answers, to (for teachers) writing activities and assignments, or acting as personal tutors. They could do so better than most people. If that is all that matters to us then we might as well therefore remove the teachers and the students from the system because, quite frankly, they only get in the way. This absurd outcome is more or less exactly the end game that will occur if we don’t rethink (or double down on existing rethinking of) how education should work and what it is for, beyond the signals that we usually use to evaluate success or intent. Just thinking of ways to use generative AIs to improve our teaching is well-meaning, but it risks destroying the woods by focusing on the trees. We really need to step back a bit and think of why we bother in the first place.
For more on this, and for my tentative partial solutions to these and other related problems, do read the paper!
Abstract and citation
This paper analyzes the ways that the widespread use of generative AIs (GAIs) in education and, more broadly, in contributing to and reflecting the collective intelligence of our species, can and will change us. Methodologically, the paper applies a theoretical model and grounded argument to present a case that GAIs are different in kind from all previous technologies. The model extends Brian Arthur’s insights into the nature of technologies as the orchestration of phenomena to our use by explaining the nature of humans’ participation in their enactment, whether as part of the orchestration (hard technique, where our roles must be performed correctly) or as orchestrators of phenomena (soft technique, performed creatively or idiosyncratically). Education may be seen as a technological process for developing these soft and hard techniques in humans to participate in the technologies, and thus the collective intelligence, of our cultures. Unlike all earlier technologies, by embodying that collective intelligence themselves, GAIs can closely emulate and implement not only the hard technique but also the soft that, until now, was humanity’s sole domain; the very things that technologies enabled us to do can now be done by the technologies themselves. Because they replace things that learners have to do in order to learn and that teachers must do in order to teach, the consequences for what, how, and even whether learning occurs are profound. The paper explores some of these consequences and concludes with theoretically informed approaches that may help us to avert some dangers while benefiting from the strengths of generative AIs. Its distinctive contributions include a novel means of understanding the distinctive differences between GAIs and all other technologies, a characterization of the nature of generative AIs as collectives (forms of collective intelligence), reasons to avoid the use of GAIs to replace teachers, and a theoretically grounded framework to guide adoption of generative AIs in education.
Address of the bookmark: https://www.mdpi.com/2673-6470/3/4/20
Preprint – The human nature of generative AIs and the technological nature of humanity: implications for education
Here is a preprint of a paper I just submitted to MDPI’s Digital journal that applies the co-participation model that underpins How Education Works (and a number of my papers over the last few years) to generative AIs (GAIs). I don’t know whether it will be accepted and, even if it is, it is very likely that some changes will be required. This is a warts-and-all raw first submission. It’s fairly long (around 10,000 words).
The central observation around which the paper revolves is that, for the first time in the history of technology, recent generations of GAIs automate (or at least appear to automate) the soft technique that has, till now, been the sole domain of humans. Up until now, every technology we have ever created, be it physically instantiated, cognitive, organizational, structural, or conceptual, has left all of the soft part of the orchestration to human beings.
The fact that GAIs replicate the soft stuff is a matter for some concern when they start to play a role in education, mainly because:
- the skills they replace may atrophy or never be learned in the first place. This is not even slightly like replacing skills of handwriting or arithmetic: we are talking about skills like creativity, problem-solving, critical inquiry, design, and so on.
- the AIs themselves are an amalgam, an embodiment of our collective intelligence, not actual people. You can spin up any kind of persona you like and discard it just as easily. Much of the crucially important hidden/tacit curriculum of education is concerned with relationships, identity, ways of thinking, ways of being, ways of working and playing with others. It’s about learning to be human in a human society. It is therefore quite problematic to delegate how we learn to be human to a machine with (literally and figuratively) no skin in the game.
On the other hand, to not use them in educational systems would be as stupid as to not use writing. These technologies are now parts of our extended cognition, intertwingled with our collective intelligence as much as any other technology, so of course they must be integrated in our educational systems. The big questions are not about whether we should embrace them but how, and what soft skills they might replace that we wish to preserve or develop. I hope that we will value real humans and their inventions more, rather than less, though I fear that, as long as we retain the main structural features of our education systems without significant adjustments to how they work, we will no longer care, and we may lose some of our capacity for caring.
I suggest a few ways we might avert some of the greatest risks by, for instance, treating them as partners/contractors/team members rather than tools, by avoiding methods of “personalization” that simply reinforce existing power imbalances and pedagogies designed for better indoctrination, by using them to help connect us and support human relationships, by doing what we can to reduce extrinsic drivers, by decoupling learning and credentials, and by doubling down on the social aspects of learning. There is also an undeniable explosion in adjacent possibles, leading to new skills to learn, new ways to be creative, and new possibilities for opening up education to more people. The potential paths we might take from now on are unprestatable and multifarious but, once we start down them, resulting path dependencies may lead us into great calamity at least as easily as they may expand our potential. We need to make wise decisions now, while we still have the wisdom to make them.
MDPI invited me to submit this article free of their normal article processing charge (APC). The fact that I accepted is therefore very much not an endorsement of APCs, though I respect MDPI’s willingness to accommodate those who find payment difficult, the good editorial services they provide, and the fact that all they publish is open. I was not previously familiar with the Digital journal itself. It has been publishing 4 articles a year since 2021, mostly offering a mix of reports on application designs and literature reviews. The quality seems good.
Abstract
This paper applies a theoretical model to analyze the ways that widespread use of generative AIs (GAIs) in education and, more broadly, in contributing to and reflecting the collective intelligence of our species, can and will change us. The model extends Brian Arthur’s insights into the nature of technologies as the orchestration of phenomena to our use by explaining the nature of humans participation in their enactment, whether as part of the orchestration (hard technique, where our roles must be performed correctly) or as orchestrators of phenomena (soft technique performed creatively or idiosyncratically). Education may be seen as a technological process for developing the soft and hard techniques of humans to participate in the technologies and thus the collective intelligence of our cultures. Unlike all earlier technologies, by embodying that collective intelli-gence themselves, GAIs can closely emulate and implement not only the hard technique but also the soft that, until now, was humanity’s sole domain: the very things that technologies enabled us to do can now be done by the technologies themselves. The consequences for what, how, and even whether we learn are profound. The paper explores some of these consequences and concludes with theoretically informed approaches that may help us to avert some dangers while benefiting from the strengths of generative AIs.
Address of the bookmark: https://www.preprints.org/manuscript/202310.0433/v1