Jon Jackson

Indeed! I think when they started out they were genuinely a non-profit research organisation but not anymore.

Yuuuup 😅

It means they publish all the statistical number stuff that was the result of their model training but they don’t provide the data they trained the model on.

From a scientific point of view, it’s kind of like publishing the results but not sharing the methodology.

Let me know if that makes sense?

Widder, D.G., Whittaker, M. and West, S.M. (2024) ‘Why “open” AI systems are actually closed, and why this matters’, Nature, 635(8040), pp. 827–833. Available at: doi.org/10.1038/s415....

“The ‘open-source AI’ debate has been substantially constructed by AI companies, who have used claims around openness to serve their particular regulatory and market aims.”

#AI #GenAI #OpenAI

Relevant read, in case of interest:

Widder, D.G., Whittaker, M. and West, S.M. (2024) ‘Why “open” AI systems are actually closed, and why this matters’, Nature, 635(8040), pp. 827–833. Available at: doi.org/10.1038/s415....

I’m mostly just mumbling to myself here on bluesky ☺️

Thank you for engaging!

Open models by OpenAI Advanced open-weight reasoning models to customize for any use case and run anywhere.

Oh so these new models (openai.com/open-models/) which OpenAI call “open-weight” (correctly) are being referred by some as “open source” (which means everything about the models would be publicly available including training data)

Yeh those open source OpenAI models aren’t really open source 😬

An 83-year-old short story by Borges portends a bleak future for the internet Borges imagined an endless library that contained every possible permutation of letters. The truth is out there, but it’s embedded among hordes of lies and gibberish.

My kind of article: tech meets literature 👌

An 83-year-old short story by Borges portends a bleak future for the internet

*grabs popcorn*

It’s fine. Everything’s fine. *vague hand waving* 🫠

It’s like the public trello boards all over again 😬

Let's Meet Jonathan Jackson

I was recently interviewed for the @qmul.bsky.social Technology Enhanced Learning Team magazine.

And yes I mentioned SpongeBob SquarePants 🙌

www.qmul.ac.uk/technology-e...

#AcademicSky #AcademicChatter

I need to see this 🥹

Keep fighting as best you can. I say this as a “techie” in an entirely different discipline but who is nonetheless passionate about literature and I repeatedly tell my students that “writing is thinking” ❤️

It’s an interesting space because the more motivated students in software engineering, for example, will (and should) have a very different view on GenAI compared to students of English literature, for example. Context is super important...

Software engineering, as another example, benefits from GenAI in novel ways. In my own context I work with degree apprentices who are employed while studying so they have a unique and valid perspective of navigating their employers’ stance on GenAI while engaging with HE…

That’s a fair criticism but I don’t believe it is representative of the whole picture. I appreciate different disciplines are affected in different ways. Language, literature, and the arts for example, I totally get how GenAI can be viewed as a scourge + an affront to the dignity of human creativity

Excellent levels of weirdness 👌

“Action: Involve students in co-designing assessments, rubrics and AI policies. Create bi-directional dialogue about learning experiences and empower students to share learning strategies. Build trust through transparency and genuine partnership.”

👍

#AcademicSky #GenAI

“Co-create with students as partners

Students are driving the pace of change – they are already using AI. They need to be partners in designing solutions, not just recipients of policies.”

Yes! 🙌

“Instead, some institutions are moving towards assessment-specific guidance that explicitly states when and how AI can be used for each task.”

Agreed that this is what’s necessary. You can’t publish some generic RAG guidance and then leave the students to fill in the gaps.

“The challenge of moving beyond traffic light systems (red/amber/green classifications for AI use) emerged repeatedly. These systems, while intuitive, often leave educators and students in the ambiguous amber zone without clear guidance…”

Agreed that the RAG approach doesn’t do nearly enough…

Good read from @marycurnockcook.bsky.social

Some highlights below 👇

#GenAI #AIEd

This looks really interesting Anna, I’ve added to my reading list! Just after an initial scan, I’m intrigued to read about the parallels to the UK degree apprenticeship model.

Part of my reading in and around the intersecting topics of reflection and Generative AI

Reflection: an assessment and critique of a pervasive trend in higher education The idea of reflection has become more and more pervasive in higher education in recent decades, particularly – but not only – in teaching and learning and in the professional disciplines. But what...

I thought this was going to be more scathing than it turned out to be 😊

Tight, M. (2024) ‘Reflection: an assessment and critique of a pervasive trend in higher education’, European Journal of Higher Education, 14(2), pp. 324–342. Available at: doi.org/10.1080/2156....

#academicSky

“Without pedagogical fine-tuning, GPTs deliver direct answers rather than fostering critical thinking or guided inquiry”

#GenAI #ChatGPT #LLMs