This is a great reminder that teaching nonsense words (or including reading them in daily reviews which is happening in SYSTEM WIDE initiatives in Oz) is, well, nonsense. Don’t do it. There is a very good rationale for assessing nonwords, but that doesn’t extend to teaching them.

We use @aj_cott's fantastic Red-Yellow-Green AI-Assessment scale in our writing workshops. He's just posted an update in defense of the system that is worth your time:

Also check out the amazing work of @AnnaRMills @lfurze @aj_cott @SonjaBjelobaba and others that are discussed within. Their collective work offers great alternatives to AI-detection software.

@KrisWestcott1 The basic finding is that working memory capacity can't be increased by much, if at all. We make our students smarter by enriching what is in long-term memory, so they can do more sophisticated things in their limited working memory.

In this post, I explore the fascinating concept of Emergence and how it may relate to #ChatGPT My purpose is to ponder how the concept of emergence could relate to the macro-behaviours that might emerge as the use of #GenerativeAI scales in Education. https://t.co/NVCdOJPNpZ

10/10 Education should always hold these three purposes in tension, but have the wisdom to know when one ought to be emphasised in specific contexts. But an overemphasis of any one purpose is usually going to be problematic and often causes the mockery we see on edutwitter

9/10 Problem is that SUBJECTIFICATION is now also being grossly overemphasised by edu progressives claiming that student agency is everything. Hyper-individualism is causing many schools to tell relatively powerful young people that their voice is the most important in the room.

8/10 The emphasis of explicitly teaching an imposed curriculum on these vulnerable groups could be seen as continuing the colonial act. "Just learn what we tell you to learn. We know better."

7/10 A pedagogy of dialogue is highly significant and necessary for communities who have been traditionally colonised or oppressed. Powerful nations have historically imposed their cultural literacy on these people groups. Direct instruction might "work", but for what cause?

6/10 SUBJECTIFICATION Freire's original context was giving a voice to oppressed Brazilian rural communities. Helping a colonised people to become the SUBJECTS of their own lives, rather than the objects of the powerful.

5/10 QUALIFICATION Sweller's Cognitive Load Theory explains why Rosenshine's principles of instruction are the most effective way to qualify our students. Qualification shouldn't just be about getting a job. Mastery effectively cultivates self-efficacy.

4/10 SOCIALISATION E.D. Hirsch shows us the importance of socialisation in Edu. The idea of education as the promotion of cultural literacy. Passing on the valuable traditions of the past. In the words of David Geary, ensuring schools teach biologically secondary knowledge.

3/10 Gert Biesta shows why we ought to hold a tension between conflicting purposes of Edu. Education should broadly promote: Socialisation - becoming part of society Qualification - knowledge to go on and do something Subjectification - becoming autonomous in thinking/acting

2/10 I am a fanboy of E.D. Hirsch, Sweller and Rosenshine. But I still respect the work of Paulo Freire. Especially his early work. Am I walking contradiction? No. There is nuance not commonly found in simplistic educational debates.

The mockery seen here is unfortunate. 1/10 🧵highlighting that a lack of nuance is the cause of much of the polarisation we often see on edutwitter. @tombennett71 @adamboxer1

Knowledge as a Gateway: Acquiring knowledge serves as a gateway to broader and more profound inquiries. The more we learn, the more questions arise, creating a continuous cycle of curiosity and exploration. Knowledge acts as the key that unlocks doors to new perspectives, ideas.

Remember “Choose Your Own Adventure” books? Here I give prompt ideas to help students transform their creative writing into interactive fiction with #Chatgpt Bonus: read to the end and see the potential of #ChatGPT + text-to-image #AussieEd https://t.co/Wsxy5qwxsA

Is the intro of #ChatGPT the catalyst needed for #EduRevolution? There are problems with the assumptions behind this popular narrative. Often the alternative vision is just a Pseudo-Revolution. A holistic #Edu purpose is needed in this state of anomie https://t.co/QuJ94bT7e7

Once AI systems become more intelligent than humans, humans we will *still* be the "apex species." Equating intelligence with dominance is the main fallacy of the whole debate about AI existential risk. It's just wrong. Even *within* the human species It's wrong: it's *not* the

Excited about sharing at #EduTECHAU this Friday. My session is titled "AI-Enhanced Assessment: Socratic Dialogue". Have a read of my new blog about the topic: https://t.co/5axo7L2QFd #chatgpt #aussieEd @EduTECH_AU