How close are we to the IHE AI blog?
Will artificial intelligence soon do a better job of analyzing higher education (or getting a higher education)?
Are we close to the day when I can just ask AI a question, allowing the algorithm to do the hard work of writing?
Below are my questions in bold and italics. All answers are given OpenAI.
Q1: What are the biggest myths about U.S. higher education?
There are many myths about U.S. higher education, but some of the most common include:
- That all students go to Ivy League schools
- Let all the students play all the time
- That all students are wealthy
- That all students are white
- That all students live on campus
- That all students study the humanities
Q2: How will the COVID-19 pandemic change higher education?
The Covid-19 pandemic will change higher education in different ways. One way is that online learning will become more common. This is because many universities now offer online courses and degrees. Another way is that the cost of training is likely to increase. This is because universities will need to make up for lost income from things like accommodation, meals and campus activities.
Question 3: Should universities invest in online education?
There is no simple answer when it comes to whether universities should invest in online education. On the one hand, online education can provide students with more flexibility and access to a wider range of courses. On the other hand, online education may also be more expensive and may not offer the same level of interaction and participation as traditional classroom learning. Ultimately, the decision on whether to invest in online education or not will depend on the individual needs and preferences of the university.
Question 4: How would you describe the differences between traditional online education and emergency distance learning practiced during a pandemic?
One of the main differences between traditional online education and emergency distance learning is the amount of interaction between students and faculty. In traditional online education, there is usually more interaction between students and faculty than in emergency distance learning. This is because emergency distance learning is often conducted using asynchronous methods such as recorded lectures, while traditional online education often uses synchronous methods such as live video conferencing. Another difference is that emergency distance learning is often less structured than traditional online education. This is because emergency distance learning is often conducted in response to emergencies such as the COVID-19 pandemic, while traditional online education is usually planned in advance.
Q5: Are partnerships with online management software providers (OPMs) useful for universities to launch new online programs?
The answer may depend on the goals of the university. Some universities may find that partnering with an OPM provider helps them launch new online programs quickly and efficiently, while others may prefer to develop and run programs themselves.
Question 6: How can universities develop competencies in online and blended learning – competencies that may be increasingly important for the sustainability of an institution – when key functions such as learning design are transferred to OPM (online program management) companies?
One way universities can develop competencies in online and blended learning is to create their own teams of experts who can work with faculty to develop effective online and blended courses. These teams can give teachers advice on how to use technology to create engaging and interactive learning experiences. In addition, universities can offer professional development opportunities for faculty who wish to learn more about online and blended learning.
Question 7: Should universities develop the internal capacity to run their own online degree programs, or should they work with online program management (OPM) companies to develop online programs?
There is no single answer to this question, as the best option for universities will depend on their individual circumstances. However, in general, universities are often more profitable to develop their own internal capabilities to run online degree programs than to work with OPM companies. This is because universities will have more control over the quality of their programs and will be able to better tailor programs to meet the needs of their students. In addition, universities will be able to retain most of the revenue generated from online programs, as they will not need to share it with OPM.
Question 8: How can online education improve dormitory learning?
Some of the ways in which online education can improve dormitory learning are to provide more flexibility for students, offer more diverse courses and increase access to education.
Question 9: If our goal is to integrate learning outcomes (teaching) into teaching and learning after high school, how can we achieve this goal?
There is no unambiguous answer to this question, as it depends on the specific context and goals of the higher education institution. However, some possible ways to integrate science outcomes into teaching and learning after high school include:
- Ensuring the professional development of teachers on the latest research in teaching and learning
- Incorporate science learning outcomes into curriculum design for courses and curricula
- Assess students’ learning using data-driven techniques based on research-based learning
- Creating opportunities for teachers and students to collaborate on research projects related to teaching and learning
Question 10: Is it possible to create high-quality training for students in low-cost online-scale programs?
There is no definitive answer to this question, as it may depend on various factors such as the quality of online learning materials, the support provided to students, and the effectiveness of the online learning platform. However, many experts believe that it is possible to create high-quality training for students in low-cost online scalable degree programs if these programs are designed and implemented properly.
Question 11: How is the role of teaching and learning centers (CPCs) changing throughout higher education?
CTL is increasingly being asked to support faculty in developing and conducting student-centered learning. They are also asked to provide more support in decision-making based on the heads of institutions.
Question 12: How can the Centers for Teaching and Learning (CTL) have a wider strategic impact on the universities in which they are located?
There are several ways in which Centers for Teaching and Learning (CTL) can have a wider strategic impact on the universities in which they are located. First, CTLs can help improve the quality of teaching and learning at the university by providing resources and support to faculty. This may include professional development opportunities, teaching resources and research on effective teaching and learning practices. Second, CTLs can serve as a channel for the exchange of ideas and best practices between faculty and administrators. By facilitating communication and collaboration between the two groups, CTLs can help ensure that the university’s strategic goals are aligned with teaching and learning goals. Finally, CTLs can help raise the profile of the university’s commitment to teaching and learning excellence. By publishing the university’s initiatives and achievements in this area, CTLs can help attract and retain high-quality faculty and students.
Question 13: Do elite universities perpetuate the caste system in the United States?
There is growing evidence that elite universities in the United States maintain a caste system. A recent study found that students with 1% higher income attend the Ivy League school more than seven times more often than students with the lowest 50%. This trend is even more pronounced when considering race: black and Hispanic students with 1% higher income attend the Ivy League school almost twenty times more often than their colleagues from the lower 50%.
There are a number of factors that contribute to this imbalance. First, elite universities tend to be located in affluent areas, giving students from wealthy families a significant advantage in the admissions process. Second, elite universities often rely on outdated preferences that give preference to students whose parents or grandparents attended school. Third, elite universities have significant financial resources that they use to attract better students, while students from less affluent families often have to count on loans and scholarships.
The result of such a caste system is that students from wealthy families are more likely to attend better schools, get better jobs, and earn the most money. This, in turn, exacerbates inequality and creates a cycle of privileges that continues.
Question 14: Should the funds of rich universities be taxed?
Question 15: Why should the funds of rich universities be taxed?
There are a number of reasons why rich university funds should be taxed. First, these funds are often used to fund activities that are not related to the university’s primary mission, such as building new facilities or providing financial assistance to students. Second, endowments are often used to fund scholarships for students who might otherwise afford to pay for their own education. Third, funds are often used to fund research projects that may not bring direct benefits to the university or students attending the university. Finally, funds are often used to fund other activities that the university may consider to be of interest, such as allocating money to support an athletics program.
Q16: What will universities be like in 2050?
This question is difficult to answer because it depends on a number of factors such as the political, economic and social climate of the time. However, it is possible that universities in 2050 will be very different from today. For example, they may be more focused on online learning as it becomes more common, or they may be more specialized in their fields of study. It is also possible that universities will become more international in their worldview, and students from all over the world will study together.
Q17: If you – artificial intelligence – could give one piece of advice to higher education leaders, what would it be?
Make data-based decisions.
OpenAI has Exchange and publication policywhich I think I follow.