Year: 2023
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The AI Assessment Scale: Version 1
Our new paper updates the original AI Assessment Scale to account for changes in the technology and to make it applicable across disciplines in both K-12 and Higher Education.
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Australian Framework for Generative AI in Schools: A good start, but much more to be done
The final version of the Australian Framework for Generative AI in Schools has been published, offering six core principles and twenty-five guiding statements for schools seeking to use generative AI. But will it help? Since February 2023, Australian Education Ministers have been working on a Framework for GenAI in consultation with unions, teachers, students, industry,…
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AI Q&A: Steve Brophy and Using GenAI for Spec Fic in the Classroom
This post is the second in a series of Q&A interviews with educators working with generative AI. These posts will explore K-12 and tertiary perspectives of teachers, academics, and professionals who are grappling with the implications of these new technologies. Steve Brophy is Director of Digital Transformation at Ivanhoe Grammar School in Melbourne. He and…
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Artificial Intelligence in the Australian Curriculum
Earlier this year I had the privilege of providing some “critical friend” feedback during the development of ACARA’s Artificial Intelligence Curriculum Connection. In this post, I’ll explore some of the updates and where they overlap with the Australian Curriculum v9, as well as provided a (ChatGPT powered) TL;DR: of the content. Last week, the Australian…
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Science Fiction Worldbuilding with Generative AI
It’s been a while since I made a creative post highlighting some of the creative multimodal capabilities of GenAI. It can be easy to get swept up in the drama of recent events like OpenAI’s board firing its CEO (and his subsequent possible flight to Microsoft, or return to OpenAI…). It’s also easy to focus…
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2024 English/EAL Exam: What we know so far
This post is a reflection on the updates from Helen Billett and Kellie Heintz at the VATE conference on November 23rd. These comments are based on DRAFT discussions of the examination. The actual sample examination will be published on Monday December 11th and details might change. Now that we’ve got that disclaimer out of the…
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Writing against GenAI: Opposite day
This post is part of a series on Writing with GenAI. These posts offer quick ideas, lesson plans, and examples of ways to use multimodal Generative AI writing tools to augment, but not replace, writing in a variety of forms and purposes. Inspired by a post by CEO of The Atlantic Nicholas Thompson, this quick…
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Chatbots don’t make sense – they make words
Despite the hype surrounding advanced Large Language Models like GPT-4, there is yet to be any evidence that these kinds of AI can think. In this post, I’m exploring how chatbots are built and trained, and why a little technical understanding goes a long way. Knowing even the broad strokes of how large language models…
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VINE Generative Artificial Intelligence Guidelines for Schools
At the VINE Teaching with Technology day, hosted at Camberwell Grammar School, we had the pleasure of launching the VINE Generative AI Guidelines to member schools. The guidelines have been distributed as an open access document to VINE members and non-members, and are available on the VINE website here. During the session, we held an “AI round table” with some…
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AI Policy Toolkit: The Need/Potential Matrix
I’m working with a number of schools, tertiary providers, and organisations right now trying to navigate AI policy and guidelines. Some education providers are using the National Framework for Generative AI in Secondary Schools as a guideline. Others are using UNESCO materials, or drawing on their own research. Most have only just started the process,…