Naby Mariyam

This is such a fantastic and forward-thinking approach to AI education written by Fengchun Miao The spiral design methodology is a game-changer for ensuring students develop a deep, sustained understanding of AI concepts and skills. I particularly appreciate how the curriculum balances foundational knowledge with practical, ethical considerations, making it well-rounded and relevant for today's students. The work of the MIT RAISE Initiative is truly inspiring, and their approach to clustering content around key AI topics is a great example of how to effectively implement spiral learning. The emphasis on continuous engagement and gradual exposure to more complex ideas is crucial for fostering long-term competency in AI. I'm curious about how you envision the iterative process of upgrading the curriculum to keep pace with the rapidly evolving AI landscape. What strategies or frameworks do you think are most effective for ensuring that the curriculum remains relevant and cutting-edge?

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Traditional Jobs Are Obsolete: Time to Rethink Education. As an educator in the private education sector, I’m witnessing a seismic shift in student priorities from international students coming to Singapore, they are increasingly choosing entrepreneurship over traditional career paths, with many becoming online influencers or launching their own businesses. Meanwhile, master’s students are securing sabbaticals to study while keeping their jobs, ensuring financial stability post-graduation. I am not sure if our own Singaporean students are doing the same. Additionally, there's a growing demand for cross-enrollment in diverse modules, reflecting a desire for broader skill sets. Creating jobs is crucial for Singapore and many other countries, but it's becoming increasingly challenging as technology reduces the need for human intervention. While the World Economic Forum highlights the importance of fostering entrepreneurship, enhancing skills training, and incentivizing impact work, adapting to changing job demands and creating new roles won’t happen overnight. However, if more students become entrepreneurs, there's a greater chance for job creation as these businesses expand and scale. In fact, small and medium-sized companies globally hire more people than all multinational corporations combined, underscoring the vital role of entrepreneurship in employment growth. We must pivot our educational approaches to empower students to innovate, continuously learn, and engage in sustainable activities that generate income and societal value. It’s time to rethink how we prepare our youth for a rapidly evolving world. Let’s embrace these trends and equip our students with the tools they need to thrive independently and make a positive impact. #Education #YouthEmployment #Entrepreneurship #FutureOfWork #WEF #Innovation #SkillsTraining #SustainableGrowth #Automation #AI #JobCreation #SMEs #SmallBusiness https://lnkd.in/g4jvKmuk

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I recently contributed to a comprehensive study on “The Impact of Consumer Reviews on Customer Decision-Making in the Hospitality Industry,” published in the International Journal of Multidisciplinary Business Management. This research explores how review credibility, platform trust, and star ratings shape customer decisions, highlighting the importance of blockchain technology in enhancing review transparency. These findings offer valuable insights for hospitality businesses aiming to foster trust through online feedback systems. Thanks Yeganeh Kouchaki #Research #DigitalMarketing #Blockchain #Hospitality https://lnkd.in/eC4pJjDr

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What is the point of higher education if it is increasingly just post-high-school credentialing using AI? If tertiary study is by regarded by students and society as an instrumental exchange of cash (student fees) for credit so as to get a job then does it matter what means you use to gain that credit? In this world-view you produce enough outputs to get exchanged for a degree which is a job credential. If the aim of being at university is to accumulate outputs to exchange for a degree for a job why worry about how those outputs are generated - especially in an underfunded, over-populated mass tertiary education system? And in the end, who cares if they get their degree by AI and then find themselves out of their depth, unskilled and ignorant or in roles increasingly displaced by AI? It's just caveat emptor isn't it? For both students and their employers? But what if the purpose of Higher Education is something more - and different? Because if it is to enable - or facilitate - outsourcing of thinking and output to AI then all we are doing is perpetuating the failures of our school systems (and home life and wider society) whereby too many students (across much of western society) now come to university lacking basic reading, thinking and writing abilities. See: https://lnkd.in/gSh4UnnP Yet , what if rather than relying on or outsourcing to Generative AI, the role of University is to produce generative thinkers and writers? "The aim is to produce not knowledge, but knowers; not thought, but thinkers; not creations, but creators. A college education should generate graduates who are themselves generative." This is one of the best discussions I recently read on the current issues of AI and the university and what we should be doing in response. It does mean a change in thinking- but surely universities should be open to that? It also means we need to rethink how we organize our universities and perhaps divide them into Professional schools and Universities?

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Soon to be published on the Shared Campus website https://shared-campus.com/ an extract from my contribution… Unlearning Realities-Reimagining Futures symposium Singapore | 5-7 October 2023 Organised by LASALLE Learning Teaching & Research in collaboration with the Shared Campus theme group Cultures-Histories & Futures ‘Nomadology: Radically Transforming Creative Pedagogies or how to teach unlearning through unteaching.’ Prologue My contribution to the Round Table Reimagining pedagogies part of the ‘Unlearning Realities - Reimagining Futures’ symposium, wanted to ask the question, how do we reimagine the multiple relationships between the arts and education if we always start from what we already know and what we think is expected of us? In this paper I will propose, in some speculative semi-fictional stories. that we need to radically change the way we teach and learn in our creative universities. This can only be achieved by radically reimagining & deterritorialising our pedagogies. This means that if we want to unlearn then we also have to know how to unteach. I want to call for a future that includes assemblages I am calling Critical Creative Universities (CCUs). Driven in part by the philosophy of Gilles Deleuze and Felix Guattari, my proposed CCUs, told in speculative fiction stories, this paper will embark on journeys that show what an innovative pedagogical model based on the principles of nomadology and rhizomatic thinking might look like. I will show how these institutions can reimagine their campuses as rhizomatic learning hubs. Each building, each room, even each individual seen as a node, ripe with potential for knowledge creation and transmission. No longer bound by the four walls of a classroom, learning happens everywhere and at all times, as students and faculty alike engage in a constant exchange of ideas and perspectives. This learning paradigm is nomadic, taking inspiration from Deleuze and Guattari's ideas on Nomadology from their book A Thousand Plateaus. They show how Nomadology embraces the notion of constant movement and fluidity, a stark contrast to the static nature of some of our conventional education. Students in this world are no longer tethered to a single field of study but are encouraged to traverse across disciplines, gathering knowledge as a nomad would gather resources. This nomadic, rhizomatic structure cultivates an education system teeming with hope, love and joy. Learning is an act of discovery and exploration, not rote memorisation and regurgitation. Instead of competition, collaboration thrives as everyone learns from & with each other. Knowledge is seen not as a scarce resource hoarded by the few, but as an abundant, shared wealth. In some parts of academia and beyond these ideas are already blossoming & are started to be put into practice. It is how we propagate these ideas so they flourish and become a more creative and experimental way of teaching and learning.

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💡 AI is reshaping the landscape of higher education, and its influence will only grow. My latest blog post delves into this crucial topic, summarizing insights from a recent report on the present impact and future directions for AI in higher ed. Here’s what I cover: ✅ How AI is currently transforming teaching, learning, and research in higher education institutions. ✅ What the report reveals about emerging trends, opportunities, and challenges in the AI-driven education space. ✅ Why it’s essential to focus on equity, ethics, and innovation as we navigate these changes. 🌟 Why this matters: AI isn’t just enhancing efficiency—it’s creating new possibilities for personalized learning, research breakthroughs, and global collaboration. As educators, leaders, and innovators, we must ensure its integration is thoughtful, inclusive, and forward-looking. 🎓 The decisions we make today will shape the next generation of higher education. Let’s embrace this opportunity and lead the way responsibly. 📖 https://lnkd.in/ggXkuhK2 #AIinEducation #HigherEd #EdTech #Innovation #FutureOfLearning #ArtificialIntelligence

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** Planning for a conference about AI & Future of Education!** On 13 August a core design team including Alex McMillan Greg Clinton, Ph.D. Dalton Flanagan Cora Yang Nick Soentgerath Alex M. Braden met to design the AI & Future of Education (AIFE) conference (1-3 November) at VERSO International School (https://aife.community/). We discussed what is needed in schools right now, the audience for the event and what formats would be most valuable. Overall the takeaways were to build an event that caters for three distinct audiences. 1.) There is a large group of educators just getting their heads around AI, and there is a need for supporting them in making the leap into these new technologies in a responsible way.  2.) Leaders and innovators that will be leading the charge in their schools - we want to provide a platform for them to seize the future and collaborate and lift each other up..  3.) Builders and innovators - those in the start up ecosystem and systems providers world that are building the tools that educators are using. Below you’ll see some of the highlights of the discussion and our ideas (captured using AI of course!) Take a look though these ideas - what do you think we are missing? -Dalton and Nick discussed the importance of providing teachers with resources and support to effectively integrate AI into their teaching practices.  -Cora emphasized the need to identify the target audience for such a conference and suggested it could be beneficial for both advanced users and those new to AI.  -Alex B agreed, suggesting the conference could be a platform to showcase the school's AI strategy and ensure consistency in its use. -Alex McMillan proposed the idea of having different types of sessions at the conference to make it more engaging. Greg resonated with this idea and added his thoughts, emphasizing the need to revise policies continuously as AI advances.  -The team discussed the idea of incorporating experiential learning sessions into their conferences. Alex B suggested the concept of "spark talks" or "work sessions" where teachers could share their experiences and lessons learned.  -Greg proposed the idea of a series of AI fails, showcasing the strengths and weaknesses of AI in various applications.  -The team also discussed the possibility of having a librarian involved to broaden the range of educators involved. -Alex McMillan advocated for a balanced conference program that caters to both policy and practice sessions to appeal to a diverse audience. -Greg proposed the idea of a “Design Challenge” or AI Hackathon.  The team agreed on the need to capture and share these ideas more widely in the education community. -Greg proposed an engaging and speculative activity for the team: designing an AI-first classroom of the future. I'm really excited to put this event together with this great group (also including Howard Stribbell, PhD John Nash Keri-Lee Beasley and others! let us know what you think we should include!

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**website now online: https://lnkd.in/dgM5FrDU SAVE THE DATE Conference March 20 and 21, 2025! After the success of the inaugural conference, Macquarie Business School (MQBS) invites you to join our 2nd wISE Scholarship in Oceania – Fostering the Innovation, Strategy & Entrepreneurship Community conference, co-hosted by AOM STR - Strategic Management Division, a Division of the Academy of Management, and The Innovation, Strategy & Entrepreneurship Research Group at MQBS. This conference will take place at the MQU city campus to support the STR #STRongerTogether initiative and the development of wISE scholarship in Oceania. The purpose of this conference is to help develop scholarly research, provide advice on the publication process, and provide an opportunity for strategic management scholars at the intersection of strategy, innovation, and entrepreneurship research to engage with each other and the broader strategy research community in Oceania. We appreciate the support by Deepak Somaya and Louise Mors from STR. We are excited to announce our first keynote speakers for the event: Professor Heather Berry Professor Gerard P Hodgkinson Professor Timothy Devinney The two-day event will comprise traditional paper development and presentation sessions. This will be a ticketed event at a modest fee (tbc). Please note the paper submission key dates below: Paper submission opens: 15 December 2024 Paper submission closes: 15 January 2024 Authors notified of outcomes: 1 February 2025 Registration closes: 28 February 2025 SELECTION PROCESS Conference Presenters will be selected based on their manuscript submissions. You can attend the conference without presenting a paper. Your submission should be sent to wISE@mq.edu.au. Please include the following (in one single word file): Please follow AOM guidelines. - Cover page (including all authors and their contact details) - Working paper (up to 40 pages pages including references, tables, and figures). Papers should include research questions addressed, theory/literature review, hypotheses/propositions, research design, and expected results and contribution to scholarship in strategy, innovation and/or entrepreneurship literature(s) - Stream that you would prefer presenting in (Innovation, Strategy, Entrepreneurship) More information regarding registration and paper submission is to follow soon. In the meantime, please add this event to your calendar using the links below, to hold the time in your diary. Any queries? Email us at wISE@mq.edu.au Organisers: Innovation: Nidthida Lin (Macquarie University) Krithika Randhawa (University of Sydney) Strategy: Ralf Wilden(Macquarie University) Mariano (Pitòsh) Heyden (Monash University) Sam MacAulay (The University of Queensland) Entrepreneurship: Francesco Chirico, PhD (Macquarie University) Stephen Zhang (University of Adelaide)

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Feedback Fundamentals in the Age of Artificial Intelligence: John Hattie's Insights on Visible Learning and Student Progress John Hattie's research on visible learning underscores the transformative power of quality feedback in education. By integrating his insights regarding quality into the design of artificial intelligence-powered tools, we have a shot to enable feedback that helps students understand their progress and provides actionable next steps. Imagine learning as a dynamic game where each piece of feedback helps you level up—this is the potential of focusing on QUALITY in AI-enhanced solutions. Hattie's work is dedicated to making learning visible, ensuring students can see how their efforts impact their education. This visibility allows teachers to reflect on and adapt their methods, leading to more effective teaching and deeper learning. The core of visible learning is continuous evaluation, with teachers analyzing and responding to student needs effectively. In their 2018 work, Hattie and Zierer define essential mindframes for educators that influence learning outcomes. These include viewing themselves as evaluators of their impact, seeing assessments as tools for improvement, and fostering a collaborative learning environment. They include: * I am an evaluator of my impact on student learning.  * I see assessment as informing my impact and next steps.  * I collaborate with my peers and my students about my conceptions of progress and my impact.  * I am a change agent and believe all students can improve.  * I strive for challenge and not merely “doing your best”.  * I give and help students understand feedback and I interpret and act on feedback given to me.  * I explicitly inform students what successful impact looks like from the outset.  * I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.  * I focus on learning and the language of learning. These approaches are critical in helping students achieve their full potential. When we integrate #AI to power FEATURES without deep grounding in the sciences of learning and development, we do so at the peril of our tools' quality, scientific soundness, usefulness, and usability. From your perspective, what sciences of learning and development should most impact the design of AI-powered tools that aim to enhance teaching and learning? What guide rails and guardrails should be in place? Valerie Shute, Chris Dede, Vic Vuchic, Andreas Oranje, Mario Piacentini, Laura Slover, Jeremy Roberts, Derek Lomas, Ellen Moir, Susan Lyons, Ed Dieterle, Jill Burstein, Jack Buckley, Lori Takeuchi, James L. Moore III, Edward Metz, Matthew Soldner, Laurence Holt, Malcolm Bauer, Elena Silva, Elizabeth Albro, PhD, Laura Hamilton, Edmund Gordon, Howard Everson, Ryan Baker, Dan White, Kadriye Ercikan, Stephen Sireci, Eva L. Baker, Randy Bennett, Sunil Gunderia, Lydia Liu, Kristen DiCerbo,

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Important new study. As with all studies, there are some issues, but this is the kind of scholarship we need to see more of. Here are the issues: Most studies they reviewed had weak methods (no power analysis, unclear testing rules) Only looked at English papers & ChatGPT (no other AI tools) Some findings based on tiny sample sizes (just 4 studies for mental effort 😬) Heavily skewed toward Asia (71% of authors) with almost no data from Africa/South America No clear theoretical framework tying it all together Publication bias found for some results, meaning negative findings may be missing

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We are really looking forward to hosting this discussion about how to use Bayesian reasoning to make decisions in business, government and everyday life.

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How can AI *really* improve teaching? Can it be a tool to save educators time and let them focus on the *fun* parts of their jobs? Are students better off with an AI tutor or do they need a human presence to succeed academically? This FT article (#nopaywall!) offers some tips and raises interesting questions for the education sector https://lnkd.in/e32pNVA8 We will be exploring these issues and more at EDUtech Europe this October. Connect if you'll be in the area! #AI #Education #SDG4

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https://lnkd.in/gQKWdaMi This study focuses on the cultural distances between gaming tourists and service providers based on Hofstede’s culture model and aims to identify the correlation between cultural distances and various experience components. Online reviews of casino resorts in Macau are collected from TripAdvisor. Seven key experience categories in casino resorts and their correlations with cultural distances of six national cultural dimensions are revealed by combining the topic modeling method and correlation analysis. The significance of correlations is found to vary with distinct types of experience categories, which provides new insight into the convergence-divergence debate of culture in tourism studies.

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We are a group of educators at Monash University exploring the opportunities and challenges of integrating AI into #marking and #feedback processes. This effort is part of the Monash AI Learning Circle, which brings together educators from across the faculties to leverage diverse expertise in exploring the potential of AI in education. Our goal is to develop online resources that support educators in making informed decisions about using AI in these areas. We’ve already developed a range of resources, guidance, and examples to help navigate emerging technologies and their implications for teaching, learning, and assessment. You can check out our existing resources at https://lnkd.in/gUiYZk_E Now, we are seeking input from the broader community in developing a new resource focused on AI integration for marking and feedback. We’re looking for recommendations on resources that could guide us - whether they’re examples of AI in use, critical perspectives, key questions, principles of effective feedback, or ethical considerations. You can give your input by leaving a comment here, messaging us privately or sending email to me (aamir.cheema@monash.edu) or the other team members. All help will be acknowledged. Thanks Tim Fawns, Filippe Oliveira, Thomas Hiscox, Nilushi (Nel) Karunaratne, Maude Phipps

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Learning about Steppingblocks recently. Below is the type of data they work with and how they work with it. They help career services, advancement, and IR departments mainly.. "Education Data SOURCE - We source education data from online profiles, resumes, government and education institution resources, such as the National Center for Education Statistics (NCES), university websites, public databases, and institutional partnerships. METHOD - We utilize multiple methods (ML, Ai, NLP, etc.) that normalize, classify, and generate insights from millions of raw education records. We standardize outputs into generally accepted classification categories and we build custom catalogs for every accredited institution in the U.S. WHAT'S AVAILABLE - Our education profiles contain degrees, levels, graduation years, institution names, CIP categories, and subcategories. Additional education attributes are derived and available for cross segmentation analysis directly into our platforms and custom analytics. Employment Data SOURCE - We source employment data from online profiles, resumes, job postings, government sources, such as the Bureau of Labor Statistics (BLS), public filings, company websites, public salary databases, and company firmographic databases. METHOD - Our engine analyzes career paths longitudinally and gathers data from every single employment milestone including length of employment, job title analytics (normalization and classification) and employer analytics (industry, location, company growth, company type, etc.). We utilize all of the gathered/derived information to generate further insights at singular and aggregate levels. WHAT'S AVAILABLE - Our employment data and analytics (combined with education data and analytics) allow us to generate hundreds of singular and aggregate level insights on graduation outcomes, workforce insights, compensation analytics, firmographics, and industry trends. Demographic Data SOURCE - We source demographic data from government sources (census data, NCES graduation surveys, etc.), proprietary assessments, online resources (articles, patent publications, social groups, etc.) and data from online profiles and resumes. METHOD - Our analytics engine ingests billions of unstructured data points to generate fast and unique demographic insights. Our data integration process, models, and applications undergo a rigorous process of data validation, deduplication, and data veracity testing before publication. WHAT'S AVAILABLE - Our demographic data and analytics allow us to generate singular or aggregate statistics by gender, location (map based), veteran status, salary, tenure, etc and can cross reference to any education, employment or institutional attributes. Institutional Data We provide analytics for any educational institution or industry. We combine available firmographics, institutional attributes, & industry data points to any segment of the Steppingblocks education, employment, or demographic data."

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Exactly - and as higher education institutions rush to adopt GenAI, everything will turn devoid of novelty, devoid of originality - and everything will change to beige and stereotypes https://lnkd.in/ggTbWkNM

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Here's my 2024 LinkedIn Rewind, by Coauthor.studio: Only months ago, I was seriously considering returning to classroom teaching in Australia due to financial pressures. What a year it has been. 2024 transformed into something remarkable: • Published "Transform Your Teaching with AI" (with flexible pricing including free access) • Contributed to 10 AIxEd-related books in one year! • Collaborated with Stanford University and TeachAI • Appointed Director of Innovation at Alayna AI • Co-founded PBL Future Labs with Thom Markham • Delivered PBL x AI webinar to 4000+ educators at Beaconhouse Group • Joined Human Intelligence Movement as Founding Member • Survived multiple hurricanes in Acapulco while continuing to innovate Three posts that particularly resonated with our education community: "Transform Your Teaching With AI isn't just another AI book – it's a practical guide born from hundreds of hours of groundbreaking discussions and real classroom testing" On making AI accessible for all educators https://lnkd.in/gGJ7k9az "Project-based learning isn't just about doing projects. It's about empowering every student to participate and demonstrate their knowledge in diverse ways" On the power of inclusive education https://lnkd.in/gY3u9ABj "AI can provide examples of what currently exists, but we cannot rely on tools like ChatGPT to generate truly novel creative solutions beyond their training data" On balancing AI assistance with human creativity https://lnkd.in/gbtzsSnJ Deeply grateful to every educator who's engaged with AIxPBL, shared experiences, and helped shape this movement. Despite starting 2024 facing significant challenges, your support made this transformative year possible. Looking ahead to 2025: Excited to launch what I have been developing with Alayna AI, expand PBL Future Labs' impact, and continue developing practical frameworks that help educators thrive in the AI era. To every educator thoughtfully integrating AI while maintaining the human heart of teaching: thank you for being part of this journey. Let's keep building a future where technology enhances human intelligence rather than replacing it. Human remains at the heart of Human Intelligence. -- Get your 2024 LinkedIn Rewind at https://lnkd.in/g9eD4_6w

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Electronic learning with a ❤️. Is that even possible? Sometimes I find e-learning a chore. Many of my e-learning encounters involved “clicking” just to get to the end. With the support of Social Service Institute, National Council of Social Service (NCSS) and the expertise of Singapore University of Social Sciences (SUSS), DAS Academy Ltd has developed nine e-courses and uplifted 1200 caregivers and educators and many more children under their care. When we started embracing e-learning in 2018, we were focused mostly on the low-hanging and tangible benefits of e-learning. Electronic courses certainly enabled greater accessibility for our users and for ourselves, increased productivity and capacity. Little did we realise that e-learning can be emotional learning too! In this internet age, e-learning should no longer just about acquisition of knowledge. We could easily do that by googling. We quickly learnt from our learners that powerful elearning must convey emotions and uplift people! One of our learners’ feedback read “I like the e-course because of all the heartfelt moments that encouraged us, not to feel at loss but feel empowered that our child is going to be somebody who can be proud of their difficulties.” This heart-stirring feedback reminds me of my obligation as an educator. More than conveying information, powerful elearning should also: ❤️ Evoke empathy: learners want human stories of dyslexia, ADHD 🧡 Encourage: learners want to be encouraged and uplifted even in a virtual community 💛 Engage: learners want to be kept busy through learning activities eg. drag and drop 💚 Educate and empower: learners want to pick up practical knowledge and skills 💜 Appeal to diverse learners: learners want to learn according to their preference eg. Have option to read transcript or watch the video We collaborate for the greater good with Singapore University of Social Sciences (SUSS) UniLEARN. Together, we apply intentionality and creativity to the e-course creation process. I had a great time sharing about my elearning course development experience at the third SUSS UniLearn forum with Seng Bin Ang. Thanks Reven Wee and team for having us! What do you appreciate or don’t appreciate in your elearning experiences? Let me know in the comments below! ⬇️

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