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Education should learn from artists who have embraced artificial intelligence rather than seeing it purely in negative terms. AI has the potential t
Via EDTECH@UTRGV
In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us
Via Vladimir Kukharenko
No one had ever seen one virus latching onto another virus, until anomalous sequencing results sent a UMBC team down a rabbit hole leading to a first-of-its-kind discovery. It's known that some viruses, called satellites, depend not only on their host organism to complete their life cycle, but also on another virus, known as a "helper," explains Ivan Erill, professor of biological sciences. The satellite virus needs the helper either to build its capsid, a protective shell that encloses the virus's genetic material, or to help it replicate its DNA. These viral relationships require the satellite and the helper to be in proximity to each other at least temporarily, but there were no known cases of a satellite actually attaching itself to a helper—until now. In a paper published in The ISME Journal, a UMBC team and colleagues from Washington University in St. Louis (WashU) describe the first observation of a satellite bacteriophage (a virus that infects bacterial cells) consistently attaching to a helper bacteriophage at its "neck"—where the capsid joins the tail of the virus. In detailed electron microscopy images taken by Tagide deCarvalho, assistant director of the College of Natural and Mathematical Sciences Core Facilities and first author on the new paper, 80 percent (40 out of 50) helpers had a satellite bound at the neck. Some of those that did not had remnant satellite tendrils present at the neck. Erill, senior author on the paper, describes them as appearing like "bite marks." "When I saw it, I was like, I can't believe this," deCarvalho says. "No one has ever seen a bacteriophage—or any other virus—attach to another virus." A long-term virus relationship After the initial observations, Elia Mascolo, a graduate student in Erill 's research group and co-first author on the paper, analyzed the genomes of the satellite, helper, and host, which revealed further clues about this never-before-seen viral relationship. Most satellite viruses contain a gene that allows them to integrate into the host cell's genetic material after they enter the cell. This allows the satellite to reproduce whenever a helper happens to enter the cell from then on. The host cell also copies the satellite's DNA along with its own when it divides. A bacteriophage sample from WashU also contained a helper and a satellite. The WashU satellite has a gene for integration and does not directly attach to its helper, similar to previously observed satellite-helper systems. However, the satellite in UMBC's sample, named MiniFlayer by the students who isolated it, is the first known case of a satellite with no gene for integration. Because it can't integrate into the host cell's DNA, it must be near its helper—named MindFlayer—every time it enters a host cell if it is going to survive. Given that, although the team did not directly prove this explanation, "attaching now made total sense," Erill says, "because otherwise, how are you going to guarantee that you are going to enter into the cell at the same time?" Additional bioinformatics analysis by Mascolo and Julia López-Pérez, another Ph.D. student working with Erill, revealed that MindFlayer and MiniFlayer have been co-evolving for a long time. "This satellite has been tuning in and optimizing its genome to be associated with the helper for, I would say, at least 100 million years," Erill says, which suggests there may be many more cases of this kind of relationship waiting to be discovered. Original research published in ISME (October 31, 2023): https://doi.org/10.1038/s41396-023-01548-0
Via Juan Lama
Virtual field trips allow us to take our students on adventures we never thought possible. We can take our students under the ocean, across the globe and
Via Tom D'Amico (@TDOttawa)
A study of a lizard species in Arizona revealed that nearly 70 years' worth of climate-related extinction occurred in just seven years.
Via Ed Rybicki
Our devices can be anything we want them to be. If we want them to be beguiling, and dangerous, they will end up as bogeymen. But we deserve better, as do our children. The solution to mental illness and a fraying social fabric will not be impractical, hobbled devices, or “unplugged” vacations that only the rich can afford. It will begin with a new, rational, national discussion of the way we live now, and the way we want to live, devices and all.
Via Nik Peachey
Generative AI tools and the large language models (LLMs) they’re built on create exciting opportunities and pose enormous challenges for teaching and learning. After all, AI can now be ubiquitous in the classroom; every student and educator with a computer and internet has free access to the most powerful AI models in the world. And, like any tool, AI offers both new capabilities and new risks. To help you explore some of the ways students can use this disruptive new technology to improve their learning—while making your job easier and more effective—we’ve written a series of articles that examine the following student use cases:
Via Edumorfosis
Schneider: America has a supply chain problem that starts in elementary school. With the NEED Act, Congress has a chance to help turn this around.
Via Yashy Tohsaku
Introducing The Hockey Jersey A new hockey story to inspire the next generation. Watch video “I wish I had a book like this – with a little girl on the cover when I was growing up” – Natalie Spooner, PWHPA hockey player “A story that will help change the face of hockey” – P.K.
Via Tom D'Amico (@TDOttawa)
Creativity is core to the human experience. The advent of generative artificial intelligence (GenAI) holds promise for humans to be more creative by offering new ideas and new paths of creative possibilities. However, ideas provided by GenAI may also anchor a human creator, resulting in less creative output. Here, we study for the first time the causal impact of GenAI on the production of a creative output, focusing on the creation of short stories. In an online experimental study, some writers are offered the opportunity to obtain ideas for a story from a GenAI platform. We find that access to GenAI ideas causes an increase in the writer’s creativity by 8% to 9% over stories written by human writers with no GenAI assistance, as assessed by third party evaluators. Stories written with access to GenAI ideas are considered to be better written and more enjoyable, with improvements of up to 22% to 26% among less creative writers. Despite more positive subjective evaluations, an analysis using embeddings of the texts demonstrates that stories by writers with GenAI access are more similar to each other—and to the initial GenAI idea—than stories by humans alone. Consequently, stories produced by writers with GenAI assistance are viewed less as reflecting the author’s own ideas. Our experiment is designed for causal inference rather than a personalized writing experience, suggesting that further development in GenAI may be able to push the boundaries of human creativity further. Our results have direct implications for researchers, policy-makers and practitioners interested in bolstering human creativity in all sectors of the economy.
Via Edumorfosis
A blog to share ideas about innovative, real, and relevant learning.
Via Yashy Tohsaku
Higher education is no stranger to disruptive technologies, and artificial intelligence is the latest to transform teaching, learning, and research. In order to thrive in this new age, institutions must plan, collaborate, and communicate an AI strategy for stakeholders across the campus.
Via EDTECH@UTRGV
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Welcome to the latest post in our series on blended learning. Previously, we’ve explored what blended learning is and delved into its strengths and weaknesses. We’ve also looked at practical examples of blended learning and how they are applied in various educational contexts.
Via LGA
In an era where the allure of fancy AI tools promises to streamline every facet of our lives, we've stumbled upon a stark reality. The aspiration to automate every aspect of education has, paradoxically, brought us full circle to the drawing board, burdened with myriad subscriptions and a somewhat disjointed grasp of the true essence of learning enhancement. It begs the question: are we inadvertently trading in the art of meticulously crafted presentations, written with intention and insight, for the ease of pressing a button on platforms like Gamma (No disrespect to Gamma it is a great platform)? Are we engaging with well-thought-out teaching materials, or increasingly relying on AI solutions like ChatGPT to construct our lessons? This juncture calls for a pivotal refocusing on how AI can truly augment learning.
Via Edumorfosis
Former teacher and ed-tech consultant Monica Burns sees a wide-open future for education innovation with artificial intelligence, but she advises teachers to stay current with their capabilities and limitations.
Via EDTECH@UTRGV
It's here, friends! Our November Choice Board where reading, learning, making, coding, technology and music can take you on adventures all month long.
Via John Evans
A look at how universities can encourage the ethical and transparent use of artificial intelligence tools to support learning while guarding against misconduct
Via Vladimir Kukharenko
"Employability is becoming embedded in higher education with considerable moral authority and creates unachievable expectations. However, higher ..."
Via Leona Ungerer
With a remarkable observational campaign that involved 12 telescopes both on the ground and in space, including three European Southern Observatory (ESO) facilities, astronomers have uncovered the strange behaviour of a pulsar, a super-fast-spinning dead star. This mysterious object is known to switch between two brightness modes almost constantly, something that until now has been an enigma. But astronomers have now found that sudden ejections of matter from the pulsar over very short periods are responsible for the peculiar switches. “We have witnessed extraordinary cosmic events where enormous amounts of matter, similar to cosmic cannonballs, are launched into space within a very brief time span of tens of seconds from a small, dense celestial object rotating at incredibly high speeds,” says Maria Cristina Baglio, researcher at New York University Abu Dhabi, affiliated with the Italian National Institute for Astrophysics (INAF), and the lead author of the paper published today in Astronomy & Astrophysics. A pulsar is a fast-rotating, magnetic, dead star that emits a beam of electromagnetic radiation into space. As it rotates, this beam sweeps across the cosmos — much like a lighthouse beam scanning its surroundings — and is detected by astronomers as it intersects the line of sight to Earth. This makes the star appear to pulse in brightness as seen from our planet. PSR J1023+0038, or J1023 for short, is a special type of pulsar with a bizarre behaviour. Located about 4500 light-years away in the Sextans constellation, it closely orbits another star. Over the past decade, the pulsar has been actively pulling matter off this companion, which accumulates in a disc around the pulsar and slowly falls towards it. Since this process of accumulating matter began, the sweeping beam virtually vanished and the pulsar started incessantly switching between two modes. In the ‘high’ mode, the pulsar gives off bright X-rays, ultraviolet and visible light, while in the ‘low’ mode it’s dimmer at these frequencies and emits more radio waves. The pulsar can stay in each mode for several seconds or minutes, and then switch to the other mode in just a few seconds. This switching has thus far puzzled astronomers. "Our unprecedented observing campaign to understand this pulsar’s behaviour involved a dozen cutting-edge ground-based and space-borne telescopes," says Francesco Coti Zelati, a researcher at the Institute of Space Sciences, Barcelona, Spain, and co-lead author of the paper. The campaign included ESO’s Very Large Telescope (VLT) and ESO’s New Technology Telescope (NTT), which detected visible and near-infrared light, as well as the Atacama Large Millimeter/submillimeter Array (ALMA), in which ESO is a partner. Over two nights in June 2021, they observed the system make over 280 switches between its high and low modes. “We have discovered that the mode switching stems from an intricate interplay between the pulsar wind, a flow of high-energy particles blowing away from the pulsar, and matter flowing towards the pulsar,” says Coti Zelati, who is also affiliated with INAF. In the low mode, matter flowing towards the pulsar is expelled in a narrow jet perpendicular to the disc. Gradually, this matter accumulates closer and closer to the pulsar and, as this happens, it is hit by the wind blowing from the pulsating star, causing the matter to heat up. The system is now in a high mode, glowing brightly in the X-ray, ultraviolet and visible light. Eventually, blobs of this hot matter are removed by the pulsar via the jet. With less hot matter in the disc, the system glows less brightly, switching back into the low mode.
Via Dr. Stefan Gruenwald
Most of us know what to expect in a face-to-face classroom: Students sitting in rows, facing instructors and listening to lectures, watching video
Via Peter Mellow
How can we ensure learning experiences remain engaging, personalized, and effective? The answer lies in Artificial Intelligence (AI).
Via EDTECH@UTRGV
As society becomes more polarized, the educational spaces for adults to learn from people with different points of view grow rare.
Via Peter Mellow
Edpuzzle helps educators use video to teach engaging lessons and interact with students using rich media.
Via Tom D'Amico (@TDOttawa)
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"The education sector’s reticence to adopt AI is perhaps understandable. Artificial intelligence is surrounded by myths and misconceptions. So it is worth debunking some of these fallacies."