The first part of this webinar I did last week will be relevant to anyone who teaches in HE - it addresses the linguistic accessibility that GenAI enables if it's used for language adjustment, and that students should be allowed to use it that way.

Downloaded my archive and deleted the app and I’ll just be on the 🔵 place from now on. Byyeee 👋🏻

It’s really difficult to overstate how many pedagogical problems that seem impossible to solve are actually just a function of classes being too big.

We could help kids, and all people who speak stigmatised varieties of languages, by designing the tools to function equally in the full diversity of Englishes. Instead of making ppl conform to the standard, make tools accessible for diverse populations.

The kids do NOT speak “broken” English or struggle to translate thought to language. It’s that these tools are trained primarily on standard, prestige varieties of language so that is how they function best. The tools are biased against linguistic diversity because society is.

All my posts on the 5 trends will appear on my newsletter AI in Academic Practice: https://t.co/gDUdefxrDe.

🚀 What are the 5 trends shaping AI today? For my November writing project, I will publish a deep dive into every one of these each week leading up to the 2nd anniversary of ChatGPT: 1️⃣ Multimodality 2️⃣ Interfaces & UX 3️⃣ Long Context Windows 4️⃣ Small Local Models 5️⃣ Agents

@LSchuwirth So sorry to hear this. What a horror story! As I said to the parliamentary inquiry (on Hansard!) if we rolled this out across Australian higher ed we would expect 60k false positives per semester.

Guides like this only address using GenAI to generate content and ideas, but ignore ways of using it for language adjustment - which maintains human thought, creativity, ideas, has basically little to no risk of hallucination, bias and plagiarism, and enhances accessibility.

What is the present and future of academic writing in the age of Large Language Models? I put together some questions to guide our collective reflection. Comments, suggestions, criticisms welcome. 🔗👇

“English is important, but perfect English is not”: The disjuncture between the IELTS and language experiences from the perspectives of international students in Australia - Liu - International Journal of Applied Linguistics - Wiley Online Library

This is such wonderful work! There’s increasingly fewer excuses for not being linguistically inclusive in academia, with the current state and rapid developments in language tech.

H/t to @mart_compton for bringing it to my attention!

Oh this is brilliant. I feel like I’ve been waiting 18 months for something like this!

Universities: Why do our kids use AI to write their assignments 😭 😭 😭 don’t they know writing is important? Also Universities: What if we made writing instructors into a permanent underclass of peasants that we work to the bone for as little money as possible?

I know this is meant to be a cuddly story but for those Windrush victims I’ve been speaking to recently who are aging and worrying about dying without their status being sorted, this for them I’m sure will be a slap in the face

This whimsy is just nauseating in the context of how the @ukhomeoffice treats actual flesh and blood human beings.

👇🏻👏🏻👏🏻

Dominik here with what maybe be a long tweet, but the nuance and POV that is so often missing from AI in edu conversations 👏🏻

Don’t need assistance to write in formal English? Fortunate for those born into a social context that means you didn’t have to spend 10,000s of extra hours learning it on top of your own language so you could express your ideas in a way that society codes as educated and worthy.

The more I think about it, the more mad I get that the “GenAI = cheating” POV comes from a place of privilege. You find writing helps you think? Great, but not everyone has that brain. For a lot of people writing is a block to thinking.