These AI essays are grammatically well-written, but honestly? This is a boring essay. All I see is a restructuring of textbook content.

Are you concerned your students will write essays with AI? I think there's a pretty simple answer: write better essay prompts (1/7)

https://twitter.com/emollick/status/1581711086390169602

Easier said than done, I know. But one of the first things I learned when I started to teach writing is that when you create a writing assignment, the *first* thing you want to do is consider the purpose of the assignment for the *student,* not for you. (2/7)

I visited a DELIGHTFUL grad course on higher ed teaching & learning earlier this week. The discussion was focused on top concerns in higher ed, so I curated some follow-up resources for them based on their interests.

A thread with resources on top higher ed teaching topics!🧵 On academic integrity: "Cheating Lessons: Lessons from Academic Dishonesty" by @LangOnCourse (hup.harvard.edu/catalog.php?is…) & the related @chronicle series on academic integrity (chronicle.com/article/cheati…).

Let's say you want to see if your students have done the reading. Surveilling student behavior in a social annotation tool is not the way! Here's a quick thread on ways you *can* tell if students have done the reading that's not conducted in the spirit of policing. (1/6) Note: students prob won't be all that motivated to do the reading if they don't have a clear purpose for doing so. So, be explicit about the reading task: are they reading for content? Are they reading it to understand the genre (i.e. to understand a scientific paper)? Why read?

I've experienced a few weeks of hybrid workshops/classes/meetings and there are really just 6 things everyone could do to make mixed modality conversations work well. Sharing thoughts here.

Spoilers: it's kind of about the tech, but it's a lot more about the behavior. (1/8) NB: I'm referring to "hybrid" to mean simultaneously in-person and online participants for synchronous/real-time conversations. Lots of very legit concerns with this modality, but since it's happening regardless, it's worth thinking about how to make it better. (2/8)

Seeing the classroom laptop ban debate rear its head again, it's worth noting that somehow after a YEAR+ of remote teaching, we're still struggling to think creatively & inclusively about how tech is PART of a learning enviro, not separate from it. Some quick thoughts (1/6) Given the ubiquity of mobile device ownership, (I often cite 2018 @educause data here that 97% of students use mobile phones for learning) ignoring or banning the presence of these devices is ignoring an opportunity that we can leverage for learning. (2/6)

I've been thinking a bit about the collective panic many folks experienced with Zoom's outage yesterday. Understandably, it's stressful when infrastructures that we rely upon fail! The problem is that we're still relying upon thinking of Zoom as the classroom. It's not. (1/x) Zoom is part of the classroom. Think of it as the table where everyone gathers around or the small tables for breakout rooms. To run a successful class, you would never just rely upon the furniture in your f2f classroom. You likely had handouts, books, videos, resources. (2/x)

Instead of reading That Article getting circulated about how online learning is inferior to f2f, maybe check out some vetted resources from online learning experts, which will help you craft engaging, thoughtful, and active learning for your students? A thread. @MERLOTorg could truly be a one-stop shop for online teaching and learning resources. There are tremendous databases you can peruse, vetted by experts with articles and teaching guides across the disciplines.

I've been doing lots of faculty workshops about teaching online this past week. I'll share what I'm learning from supporting instructors that might be useful to the #highered twitterverse. I'll preface w/ the fact that instructors are MOST concerned about their students. (THREAD) 2. The compassion instructors have for their students is really heartening, and it also speaks to the need to share some data with instructors about student tech access and usage. I've been trying to share @educause's great articles, like er.educause.edu/blogs/2020/3/s…

Here's an off-the-dome response to @tristanharris's recent pitch for @HumaneTech_. Here, I question the assumption that distraction is our biggest problem to solve in tech (and edtech) and, instead, urge us to pivot to equity issues that loom much larger. jenaecohn.net/2019/04/24/dis… With thanks to really helpful threads from @ruchowdh, @npseaver, @hypervisible, @libshipwreck for helping me wrap my head around some of these ideas. I still have a lot to learn in this space, but felt compelled to say something about what it means to be a humane technologist.