FF Virtual Book Club – Amplifying Education with AI
Read, learn, and explore the exciting possibilities that AI brings to the realm of education. Embark on an intellectual adventure with us through two thought-provoking books: AI for Educators by Matt Miller and Artificial Intelligence: Promises and Implications for Teaching and Learning in Education by Charles Fadel, Wayne Holmes, and Maya Bialik. Connect with fellow faculty through discussions focusing on innovative learning strategies, teacher efficiencies and the fascinating vision of an AI-powered future in education. As the implications of integrating AI into teaching and learning are explored, also address the ethical and social considerations.
Join Us This Fall!
Following a virtual kick-off event, the book club will meet for three 1-hour Zoom sessions to discuss the chapters, themes and ideas from the books. These sessions will provide a platform for engaging discussions, sharing insights and connecting with fellow faculty and staff. All sessions are held at noon (ET) so feel free to bring your lunch! Book club attendees will be provided with physical or electronic copies of the books after attending the kick-off event. While attendance is not mandatory, we do ask that you commit to attending two of the three sessions.
Save the following dates for compelling discourse on this relevant and controversial topic!
- Nov. 1st
- Nov. 29th
- Dec. 20th
Register for the October 18th Kick-off event
CLDT Virtual Book Club – ICYMI
Our spring 2023 book selection – Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (Blum & Kohn, 2020) generated a lot of meaningful debate and discussions over three virtual sessions. The controversial idea of ungrading challenged participants in the book club to consider the impact of our grading practices on students’ learning and engagement. We thought about not only how we grade, but also why we grade. We explored several types of ungrading practices discussed in the book, including feedback only, contract grading, learning journals, and several other case studies. We found that many of us are already using some of these ideas in our courses.
Faculty from various disciplines read the book and gathered to discuss and brainstorm their own ideas for how alternative grading could be implemented. Conversations often revealed that by simply modifying elements of their current course assignments or projects, faculty could try out various ungrading methods or elements, such as contract grading, peer review, self-evaluation, portfolios, and feedback-only grading. Book club participants recognized and appreciated the spectrum of ways to try alternative grading techniques in their courses without having to completely overhaul or transform current assessment strategies. Ungrading continues to be a popular, emerging topic of interest among educators. We look forward to hearing from faculty who try it out!
For previous selections and other curated content by the CLDT and Sheridan Library staff, visit the digital bookshelf.