My second CPD session on ChatGPT and AI this week. This was a good one, organised by my colleague Evi at London Campus, it was a facilitated roundtable discussion between colleagues inside the University. There were around 100 attendees, and this time it was the side chat which was going on which was really informative and useful.
There’s no escaping the robots, resistance is futile. ChatGPT has been a gathering storm since the back end of last year, and Sunderland cannot escape the pull. However, we need to learn more about this and related technology in order to be able to be able to provide a thoughtful and measured response to it for our staff and students. To which end, I signed up for this session drawing together senior academics from across UK HE to share thoughts and experience. I have a few more such sessions coming in the next few weeks, so I’ll wait and share my thoughts in a dedicated post when I have the time and space to synthesis them.
I wrote a thing, and someone else published it. Get me.
This specific thing was in response to a Jisc call for contributions to a collection of case studies on how teaching and working online has changed as a result of the pandemic, and I wrote up our experience at Sunderland of the rapid adoption of reVIEW (Panopto) and Microsoft Teams.
The full collection is available now at Jisc Digital Culture, and my contribution (including squished profile pic, grr): How a Pandemic Enabled a Culture Shift Towards Lecture Capture.
In The Phaedrus, Plato recounts a dialogue between his tutor, Socrates, and Phaedrus which contains possibly the earliest known denunciation of ‘newfangled’ technology, writing. I love it. It makes me smile whenever I encounter resistance to a new learning tool and it reminds me that all technology, no matter how humble, can be used to enhance learning.
“And in this instance, you who are the father of letters, from a paternal love of your own children have been led to attribute to them a quality which they cannot have; for this discovery of yours will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves. The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth; they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality.”