Technology in the Classroom by

Adobe Acrobat Reader

melissaccorlett — 2024-07-17 11:16:56 UTC

Microsoft Copilot

melissaccorlett — 2024-07-17 11:17:33 UTC

Useful blogpost on Academic Reading Circles

melissaccorlett — 2024-07-17 11:24:41 UTC

Annotating sources using the CRAAP Test framework

melissaccorlett — 2024-07-17 11:28:37 UTC

Students annotate a source with evaluative comments based on the CRAAP Test criteria. They also add links to their wider reading and background knowledge on the topic.

Students can share comments and build up a group evaluation of the text.
Teachers can add feedback and questions to comment threads.

PAIR Framework for GAI in education

melissaccorlett — 2024-07-17 11:29:29 UTC

1. Problem formulation

Identify the problem or challenge.

2. AI tool selection

Choose the most suitable AI tools for your needs.

3. Interaction

Deploy the tools, experimenting with diverse inputs and critically evaluating the outputs.

4. Reflection

Assess and report your experiences.

UCL AI assessment policy

2024-07-17 11:38:28 UTC

Peer teaching: Research skills

melissaccorlett — 2024-07-17 15:48:58 UTC

Students choose two of a list of library research techniques, e.g.:

Advanced search filters
Searching with Boolean operators and special characters (*, ?, etc.)
Specialist databases
Journal metrics e.g. Journal Impact Factor, Scimago Journal Rank
Asking subject librarian
AI tools for summarising texts (Copilot, Chat GPT, Claude, SciSummary)

Students research techniques online or with library guides, experiment with using them, then prepare a presentation to peers explaining how to use them and evaluating how useful they are.

Shared documents

melissaccorlett — 2024-07-18 07:55:42 UTC

Can be used synchronously or asynchronously.
Can be shared in advance (good for less confident students, students with learning difficulties, and students with visual impairments who use screen readers).
In class, students can collaborate on tasks or review others' work and give peer feedback. Use colour coding to differentiate between students.
Teacher can monitor at distance and highlight or comment to suggest improvements.
If all students in one group are working on own laptops and not discussing, nominate a scribe for each group.
Google Docs allow anonymous comments.
Student work can be collated onto one document at end as a takeaway written record.

Any questions or points to bring up?

melissaccorlett — 2024-07-18 15:03:19 UTC

Click on the three dots and "Edit" to add them here:

Claude.ai

melissaccorlett — 2024-07-18 15:10:19 UTC

GPT-4

melissaccorlett — 2024-07-18 15:16:09 UTC

My slides

melissaccorlett — 2024-07-19 08:46:43 UTC

Use of AI as discussion partner, quiz master, personal tutor

drewcshaw6 — 2024-07-19 13:04:34 UTC

Advocating critical ethical use and being reflective on pros and cons of this

Laptops open or closed in class?

drewcshaw6 — 2024-07-19 13:09:25 UTC

When is it appropriate to put laptops away to focus more on speaking? Or is it possible to activate student speaking with laptops still open? Any top tips?

Humanise apps

2024-07-19 13:09:37 UTC

Many various apps can "humanise" and also apparently detect AI content (however they flagged my own writing as AI so not sure they're completely trustworthy).

2024-07-19 13:12:21 UTC

For me, summarising difficult texts was a valuable potential tool (but this seems to contravene university regulations).

Likewise, a lot of the content you get depends on what you put in, not just in how you word things but also how you "direct" the ai. Example: asking AI to "spot" compound sentences (if the marking criteria for a student essay requires one), ended up in hallucinations but asking it to highlight in bold was far more accurate and also easier to verify for the user.

image gen ai

2024-07-19 13:15:26 UTC

Possibly EAP is too boring for this but for ESL I think there's so much potential for integrating gen AI images into classroom activities. EG, students prompt a picture and then compare how the responses differ between students or they have to guess the prompt by looking at the images.