Jamie Wood I had a post published on the SEDA (Staff and Educational Development Association – the professional association for staff and educational developers in the UK) blog the other day. In it, I talked about some of my experiences of using online reading platforms as a means of assessing students engagement in the process of learning. I’ve found this to be a powerful means of getting students to take reading seriously – and to actually do it in the first place! – but that assessment plays an important motivating role. I suggested that the insights that such platforms offer into the process of reading (and therefore learning) may be one means of combatting some of the potentially negative effects of AI.
Here’s an extract from the conclusion to the blog:
Social annotation tools and digital reading platforms more generally are not the solution to all of the challenges raised by AI, but they might be one means of de-automating the reading process and making it more visible to tutors. They might also be a means of building students’ reading confidence and skills, rendering AI a less attractive option or, perhaps more realistically, enabling them to use it more discerningly and to better effect in the right contexts.
You can read the whole thing (it’s not too long!) here: Jamie Wood, Process, not product: Assessing reading in the age of AI, The SEDA Blog, 14 August 2024.