1.4: How To Read This Book
- Page ID
- 247493
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Generative AI is a new technology that will effect countless industries and cultural practices in equally countless and--in many cases--unforeseeable ways.
This is a hyperbolic platitude, of course, but there is truth in the these kinds of wary prognostications. Certainly, our AI-inflected future will bring benefits (most immediately reaped, to be sure, by the same teach-preneurs currently hyping the tech) and costs (mostly by the already disadvantaged, to be sure), but it is simply too soon to gauge what these might look like; hence, the constant deluge of articles and think pieces.
Given these shifting sands, we, the creators of this text decided not to pursue conventional publication for our project. Rather than moving through the academic journal pipeline for the next six months, we decided to publish in OER form to reach our target audience--educators currently struggling through the these changing times--immediately with our general focus on approaching generative AI with your students through a social justice lens.
This decision also allowed us to create a project that invites and welcomes more voices. This book can be retained, reused, revised, remixed, and redistributed; in fact, exercising all of the five Rs of OER will make this a more effective resource for all.
In the rest of the book, you will find in-class lessons generated by the original creators--and hopefully others who have their own ideas. We chose to focus on formative assignments for two reasons: first, there is a great deal of material about making summative assignments "AI proof" or using AI as part of these assignments while there is much less written about using generative AI for other types of in-class work. Secondly, by focusing on formative assignments, we felt that this would allow us to open spaces to have conversations with students about AI and uses for the tech outside of the work place.
We welcome any additions anyone might wish to make to our book, and we would encourage contributors to think about the formative work we do with students--how can generative AI play a role in these conversations?
After these formative lessons, you will find a section with case studies. One of the strengths of this inquiry model we have designed is the ability for practitioners to use resources and then report back with details about successes and challenges in specific teaching contexts. This allows for a more wide-ranging conversation that accounts for the kinds of issues (e.g. the digital divide, accessibility obstacles, political atmospheres in different areas) that are sometimes elided from discussions of employing tech in the classroom.
We strongly encourage you to add your own voice to this section of the book--we can all learn from local iterations of these resources.
To facilitate the kinds of remixing we hope for, you will find templates in the End Notes section of the book.