Author: Leon Furze
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Generative AI, plagiarism, and “cheating”
Back in January, I wrote a post called Beyond Cheating, reflecting on the ChatGPT bans that were rolling out across various Australian states and the “cheating” narrative that had accompanied the chatbot since its release. In that earlier post, I argued that banning and blocking generative AI would only contribute to the digital divide –…
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Hands on with Adobe Firefly: Finally an image generator that can be used in school
Generative AI is a multimodal technology, with applications in text, image, video, audio, and code. Unfortunately, up until now, the actual usefulness of GAI in schools has been limited by technical and practical barriers. ChatGPT, for example, is easy to access but problematic in the classroom due to its obscure terms and conditions and dubious…
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UNESCO Guidelines for Generative AI: Practical Applications for Schools
Following Digital Learning Week in Paris, the United Nations Educational, Scientific and Cultural Organization published a comprehensive document containing guidelines for Generative AI (GAI) in education and research, and exploring the implications for policy. The guidelines are linked to the UN Sustainable Development Goals through Goal 4: ensure inclusive and equitable quality education and promote…
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AI Principles to Practical Strategies: How Schools Can Apply the National AI Framework
The draft schools AI framework for education is currently open for feedback, alongside a House Standing Committee parliamentary inquiry into Generative Artificial Intelligence in education. The draft framework represents an important step for schools trying to adapt to the challenges and opportunities of Generative AI. I’ve been working with schools on developing their own…
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Teaching Writing with Generative AI
This post is based on a presentation I ran recently at the AATE conference. It takes the writing cycle approach from our book ‘Practical Writing Strategies‘ and applies Generative AI at various stages. One of the most pressing concerns at the recent Australian Association for the Teaching of English (AATE) conference was the implications of…
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Teaching AI Ethics: Power
This is the final post in a nine-part series exploring AI ethics, originally outlined in this post. Each post goes into detail on the ethical concern and provides practical ways to discuss these issues in a variety of subject areas. Here’s a full list of the rest of the series: This post on Power has…
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Secondary School Assessment and Artificial Intelligence
When ChatGPT landed on our doorsteps in November 2022, it largely slipped beneath the education radar. By the time term 1 2023 rolled around, however, it’s fair to say that the situation had changed. Most states in Australia banned the technology in Department schools, and those bans remained in place for several months. Despite the…
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Creating Texts: Stimulus Materials
Over the past few months we’ve started to see more supporting materials make their way to the VCAA Advice for Teachers pages for the 2024 English and EAL Study Design. One of the key additions has been the “stimulus materials” for Unit 3 Outcome 2: Creating Texts. The examples on the VCAA website – three…
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Teaching AI Ethics: Human Labour
This is the eighth post in a series exploring the nine areas of AI ethics outlined in this original post. Each post goes into detail on the ethical concern and provides practical ways to discuss these issues in a variety of subject areas. For the previous post on affect recognition, click here. When people think…
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The AI Iceberg: Understanding ChatGPT
Analogies are useful for understanding complex ideas, and there are plenty of complexities for educators trying to wrap their heads around ChatGPT. In this post, I’ll try to explain some of the features of the chatbot and the model it’s built on top of. I’m deliberately avoiding any kind of analogy that represents the AI…