“Makes cannot think for you.” How to change learning in the era of artificial intelligence

Upon entering her first year of teaching as a graduate assistant at the University of Pauling Green State, Sydney Coeplin was more than how to associate her students. It was concerned about how to deal with artificial intelligence.

Initially, Koeplin took a “solid line” against allowing students to use artificial intelligence beyond basic rules and spelling examinations. (The school curriculum dictates that it can be used conditionally, but those conditions were left to the professor to specify them.) After several students in the first semester used Amnesty International to generate tasks, Kuplin changed its approach. I moved away from the traditional degrees to the “contract classification”, where the student’s final class relied on the amount of effort they made at work. Koeplin has not received more cards created from artificial intelligence.

“I would like to tell my students,” the world wants to hear your voice. “” The poem of writing is to give a piece of yourself to the world, and if you depend on a machine to think for you, you do not enjoy freedom of thinking. ”

With students returning to school this fall, they will enter into the landscape that artificial intelligence turns. Teachers re -imagine teaching, while students must learn to use these tools critically, and cooperate with artificial intelligence without using external sources in their rule and self -expression. Getting knowledge and skills, after all, is the real goal of learning. Learning is very important, as a society, we dedicate a lot of the first two decades of our lives (sometimes more). However, education faces the unavoidable specter of change in how to consume and digest information, how we study and how we think – all of this while the cognitive development of the entire generation is suspended in balance.

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Schools are trying to catch up with artificial intelligence for students

Students were faster to use artificial intelligence than their schools to prepare and organize.

Amazing numbers. In one poll, 86 % of students I was mentioned globally using artificial intelligence tools in their school work. Not only university students, 46 % of students In grades from 10 to 12 I mentioned the use of artificial intelligence tools for academic and non -academic activities.

Many use artificial intelligence tools not only for home assistance but as study partners, a research and cooperation in writing. For example, the grammar recently New foot Specialized “artificial intelligence agents along with the writing platform called national documents. These tools are designed to help with tasks ranging from articles formulation to improving e -mails in the workplace to estimate your class in the task.

But schools and teachers are scrambling to catch up with training and develop policies dealing with the use of artificial intelligence for school work.

only 26 % of educational areas I planned to provide artificial intelligence training during the 2024-2025 academic year. Now, about 74 % of the provinces are planning to train teachers by the fall of 2025, according to the results of the American Schools Committee.

Many primary school teachers and university professors (84 %) has already embraced Amnesty International, with or without school training or university training. Some go to the extent It requires the use of artificial intelligence in the classroom.

The problem is the lack of comprehensive guidelines and policies on how to allow students to use artificial intelligence to learn them. Apparently, it is up to trainers and individual teachers to determine when and how students can use artificial intelligence tools, including possible penalties if students use Chatbots manuscripts to finish tasks, write articles and beyond.

This gap reveals a critical separation. Students, especially the indigenous people, embraced Amnesty International from artificial intelligence as well as they adopted smartphones, the Internet and social media. But are they taught? how To use it?

Can schools use artificial intelligence responsibly?

It is welcomed or not, artificial intelligence is already included in the progress of students, and is often invisible, which makes it necessary for schools and universities to develop clear policies balance between the benefits of artificial intelligence with the basic cognitive demands of deep learning.

Earlier this year, a training effort called National Academy for Artificial Intelligence Education A $ 23 million initiative was launched with support from Microsoft, Openai, Anthropic and the American Teachers Union- to build the ability of teachers to integrate effective and moral artificial intelligence.

Experts say effective integration means designing the use of artificial intelligence that completes, not replacing it, the mental effort required for permanent learning. Research on “desirable difficulties” shows that when learning feels easy, long -term and critical thinking.

As a student, you may feel that the priority is the cumulative and general cumulative rate when it comes to completing tasks (which can increase the temptation to use artificial intelligence tools). Really, the goal of learning is a real understanding, pushing yourself to think about new and different ways and expand what you think you already know. Artificial intelligence may provide quick solutions, but the goal of going to school is not to get the correct answer. To learn, you have to understand how to reach this correct answer. To understand how to get there, you generally need to make things wrong first.

“For most of my students, if not all of them, it was the first semester of the college, and therefore they were really worried about writing an ideal paper and getting a good degree,” said Cupeepin. “I tried to repeat from the beginning that the chapter was really related to the process, not about a final product. Writing is a journey that is often thinking, and machines cannot think for you.”

Amnesty International learns to do and do not do

As a high school student or university, the temptation to use artificial intelligence tools may greatly weigh your shoulders. You may wonder, is there a way to use artificial intelligence “creatively” and “responsibly?” How can I even know what the “official” uses from artificial intelligence?

I spoke with John RobinsonFormer professor at the Hussman College of Journalism and Media at UC-Chapel Hill and his 37-year-old editor in newspapers, who created a lecture on how to use the book responsibly from the tools of artificial intelligence (specifically Chatgpt). Robinson shared the following tips for how students use artificial intelligence to write ethically:

• Narrowing the angles of the broad story
• Take a piece of your writing to analyze its accent and sound
• Obtaining recommendations for sources for the interview for an article

Robinson said that basically, these are all advice, a good editor or professor of journalism will be able to share with you, but it can be useful in moments when you do not have an immediate access to one. He said that a good base is to use artificial intelligence as if you were exploding with a classmate, or asking your colleague to read an important reading of the rules or clarity before you manage them.

Robinson said when it comes to the ethics of combining these tools into school work, students know better. “We spent some time talking about ethics (using artificial intelligence), and my position has always been that they were good knowledge of the ethics of the press, and they knew what is right and what is wrong.”

accident Blog post From Studocu, a digital platform for academic materials, also puts some ethical methods that can use AI to study, such as helping articles, assisting presentations or reformulating a set of text to refer to it.

I have reviewed many models of models from STEM students and have found that other acceptable uses of Amnesty International in the semester include:

• Using brainstorming or mold ideas for duties and homework
• Provide the work that you have created/I have already completed for repetition or improvement
• Using the function of editing grammatical rules to inspect punctuation and spelling

Through disciplines, schools and grades, there is consensus that these artificial intelligence use may not be:

• Send each or part of the customization form to the Amnesty International platform
• Merging any part of a response from artificial intelligence into a mission
• Assuming that the responses created are accurate
• Violating any university policies on plagiarism and fraud
• Divide your work and skills
• Use tools like grammar to write full sentences for you

Memory, learning and “cramming”

What about cognitive differences between the use of artificial intelligence tools for school work, study and traditional Cram? If internal students are not information due to artificial intelligence, is this not similar to students who hide a test and then transfer? Good, Emerging research From the Massachusetts Institute for Menkin

The main difference lies in the nature of cognitive participation.

Cramming, despite intense and stressful, still requires an active mental effort. Students must organize information, make communications and involve the working memory. Learning can reduce AI, especially when used negatively, this cognitive load to the extent that the learning does not occur.

“The comfort of the instant answers provided by LLMS can encourage the negative consumption of information, which may lead to superficial participation, weakening critical thinking skills, a deep understanding of materials and the formation of less long -term memory,” The authors of the Massachusetts Institute of Technology wrote. “The level of cognitive engagement can also contribute to low decision -making skills, and in turn, sadness habits on procrastination and” laziness “in both students and teachers.”

However, the image is not quite perish and depression. When using it Strategic in teaching and learningIt can enhance artificial intelligence instead of replacing learning. Technology excels in providing immediate notes, allocating education on individual learning methods and helping students identify knowledge gaps. Vision how We integrate artificial intelligence into education now will form the minds of future generations, for the wisdom that weaves them in learning tissue will be the decisive factor.