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Learning Design in the age of Generative AI

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Donald Clark has published a very interesting blog post about how 'Learning Designers will have to adapt or die' and suggests 10 ways for them to upskill to AI. Just how AI will affect the job market has been a hot topic for discussion recently. The Economist's message is that the West suffers from too little automation, not too much, and we shouldn't worry .  Anecdotally, I have heard of two very different sides to how generative AI is affecting work right now. A partner's colleague who works in educational publishing has reported that this publisher has stopped working with the three freelance graphic designers they regulalrly contracted work to, and instead have hired a ' prompt engineer ' for their illustration needs. On the other hand,  Mexican friend who works for a PR agency told me her boss has embraced the changes and is giving the team (copywriters and illustrators, etc) weekly training sessions on how to get the best out of AI tools, and is encou
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Digital Literacy - Gavin Dudeney

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People are talking about DSL (Digital as a Second Language) nowadays and Gavin's talk was about the importance of being digitally fluent if you're a 21st century teacher. So important in fact, that Gavin has written a book about it, with co-authors Nicky Hockley and Mark Pegrum (Digital Literacies, Pearson, 2013) There are many different digital literacies relevant to language : (texting, print, gaming, mobile, multimedia, code); others with a focus on  information (information, search, tagging); those that relate to connections (personal, participatory, network, and (inter)cultural) and remix. The last of these Gavin illustrated by showing a video of Tony Blair and George Bush's love song. In the current age, we need to take all of these into consideration because they are part of the skill set that people need and in some ways, as Gavin mentioned, educators are now preparing people for jobs that currently don't exist. Mobility is now one of the key factors
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Better 'the Five Ws' than 'Because it's there'

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I commented on Scott Thornbury's recent blog post 'T for Technology' that I was " happy to see the ‘edutech/no edutech’ debate has at least moved on, shifting away from the ‘should we use it?’ to the ‘We should be careful when and for what reasons we use it. " During the debate in the comment section on Scott's blog, it was mentioned that many learning technology (LT) presentations at conferences and blog posts are of the type '20 ways of using Wordle', etc., dealing with the 'how to use tech' but not the 'why it should be used'. I heard this criticism while I was at the IATEFL conference in Brighton too, and have to admit that it's often overlooked by many of us who use LT in our excitement to tell people about a new tool we have found to be of use. Sometimes, it's not that there isn't a good reason for using the technology, just that the reason is not made explicit. And, then, it has to be said that there are other tim
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