Lightnews — Scholar-powered news

Jane Rosenzweig @janerosenzweig.bsky.social · 19h

I'll tell you! It takes you to a study of people who have had a lung transplant and looks at a variety of factors. But you wouldn't know that from the AI overview. /2

hirteen percent of patients exhibited major esophageal motility disorders and 20% pathological GER. GER occurrence was associated with younger age, cystic fibrosis, and hypotensive esophagogastric junction. Within a median follow-up of 62 months, 10 patients (11%) developed BOS, and no predictive factors were identified. At the end of the follow-up, 10 patients died and 1 underwent retransplantation. The 5-year cumulative survival rate without retransplantation was lower in patients with major esophageal motility disorders compared with that in those without (75% vs 90%, P = 0.01) and in patients who developed BOS compared with that in those without (66% vs 91%; P = 0.005). However, in multivariable analysis, major esophageal motility disorders and BOS were no longer significant predictors of survival without retransplantation.

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Jane Rosenzweig @janerosenzweig.bsky.social · 19h

AI overview says if you have esophogeal dysmotility, the survival rate at 5 years is 75%. That might be upsetting if you or someone you know had this diagnosis. But wait! What happens when you click on the link? /1

Other types of esophageal dysmotility:
The life expectancy for other types of esophageal dysmotility, such as diffuse esophageal spasm or esophagitis, may be lower. For example, a study found that the 5-year survival rate for patients with diffuse esophageal spasm was around 75%.

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Jane Rosenzweig @janerosenzweig.bsky.social · 20h

I started working as a writing tutor in my high school writing center and loved the work so much that I've spent the past 20 years overseeing a writing center. So looking forward to spending time with so many writing center people at this conference! Come join us!

Jennifer Tannous @jatannous.bsky.social · 20h

The Seconday Schools Writing Center Association
(SSWCA) is excited to have such amazing keynote speakers for our annual conference this March at UConn. Proposals due Nov 3! @janerosenzweig.bsky.social @northeasternu.bsky.social

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Jane Rosenzweig @janerosenzweig.bsky.social · 1d

As with so much in the AI discussion, the debate about using AI to grade isn't really a debate about AI but about education. Make sure to read @marcwatkins.bsky.social wise words on faculty using AI to grade. marcwatkins.substack.com/p/the-danger...

This isn’t really about AI at all. It’s about what we believe education is for. If higher education is just a credential farm, then efficiently sorting students into rankings makes sense and by all means, automate away! But I think most of us believe that education is more than that. For me, the purpose of higher education is about human development, critical thinking, and the transformative experience of having your ideas taken seriously by another human being. That’s not something we should be in a rush to outsource to a machine.

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 5d

New today in The Important Work: @markcmarino.bsky.social on teaching writing with an "analog sandwich." First, AI, then, no AI, then...maybe AI. theimportantwork.substack.com/p/the-analog...

The Analog Sandwich

Can we bring AI into the classroom and then ask it to step outside?

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 5d

New today in The Important Work: @markcmarino.bsky.social on teaching writing with an "analog sandwich." First, AI, then, no AI, then...maybe AI. theimportantwork.substack.com/p/the-analog...

The Analog Sandwich

Can we bring AI into the classroom and then ask it to step outside?

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 6d

AI professors, in many ways, will be the best versions of the best professors students can have. AI professors will be realistic avatars that go far beyond the simple tutor model based on large language models, and will likely be here before anyone sees it coming. AI professors will: be available 24 hours, 7 days a week; have an exceedingly large bank of knowledge and experience that they can draw from to illustrate concepts; be complex responders to students’ learning styles and neurodivergence thereby providing truly personalized education with evidenced-based effective pedagogy; have the ability to assess and bring students along on any topic about which students desire to learn, thereby increasing access; teach content areas as well as durable skills such as critical thinking; and have updates in real time that fit the expectations and needs of the current workforce.

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Jane Rosenzweig @janerosenzweig.bsky.social · 6d

On how AI professors will replace human professors. Discuss. www.forbes.com/sites/nichol...

Human professors, on the other hand, will be able to serve students in a more personalized and interpersonal manner than is currently available. Instead of one to three-hour lectures a week for a class with upwards of hundreds of students (hardly personal), they will meet with smaller groups of students (say 20) multiple times a week, where they will get to know and develop meaningful relationships with many students (once university structures permit this). The responsibilities will include building relationships with students, facilitating the building of community among students, helping students network with other students and people in industries and careers in which students are interested. Another key function will be to teach and assist students with using AI to answer research and work-related questions in a multidisciplinary fashion.

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 9d

The creators of this call it a "tool for creativity." Trained on "prexisting content," it customizes stories for kids who choose three elements from a set of tiles. Perhaps there's more to it, but it sounds a bit like calling Netflix a tool for creativity because you can choose genres/types/etc.

Jane Rosenzweig is the director of the Harvard College Writing Center. She holds a BA from Yale University, an MLitt from Oxford, and an MFA in fiction writing from the University of Iowa Writers’ Workshop. Her work has been published in the New York Times, the Boston Globe, The Los Angeles Times, Slate, the Chronicle of Higher Education, Times Higher Ed, and elsewhere.

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Jane Rosenzweig @janerosenzweig.bsky.social · 9d

The creators of this call it a "tool for creativity." Trained on "prexisting content," it customizes stories for kids who choose three elements from a set of tiles. Perhaps there's more to it, but it sounds a bit like calling Netflix a tool for creativity because you can choose genres/types/etc.

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Jane Rosenzweig @janerosenzweig.bsky.social · 10d

I know it's hard to know what to do right now in admissions, but also I just generated this with ChatGPT in less than a minute and it seemed fine. Emphasis on prompt engineering over knowing how to do the thing without AI and/or with seems like maybe it won't turn out to be a measure of much.

Hypervisible @hypervisible.blacksky.app · 10d

“The University of Miami School of Law’s new essay requires applicants to submit a detailed prompt for a generative AI large language model like ChatGPT to generate a ‘comprehensive analysis’ that will help them make an informed decision about which law school to attend.”

For these law school application essays, AI is required

Using artificial intelligence for admissions essays is often discouraged or prohibited. For aspiring attorneys hoping to land a seat at two U.S. law schools next fall, it's an opportunity to stand out from the crowd.

www.reuters.com

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

Some of these sound like so much more work than just writing the brief.

“After twenty years of using Westlaw, last summer I started using Lexis and its protege AI product as a natural language search engine for general legal propositions or to help formulate arguments in areas of the law where the courts have not spoken directly on an issue. I have never had a problem or issue using this tool and prior to recent events I would have highly recommended it. I failed to heed the warning provided by Lexis and did not double check the citations provided. Instead, I inserted the quotes, caselaw and uploaded the document to ProWritingAid. I used that tool to edit the brief and at one point used it to replace all the square brackets ( [ ) with parentheses.

In preparing and finalizing the brief, I used the following software tools: Pages with Grammarly and ProWritingAid ... through inadvertence or oversight, I was unaware quotes had been added or that I had included a case that did not actually exist … I immediately started trying to figure out what had happened. I spent all day with IT trying to figure out what went wrong.”

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

Some of these sound like so much more work than just writing the brief.

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

A lot of things are being said every day about AI and education by everyone from teachers to pundits to people who are marketing AI. Over at The Important Work, we've got teachers--and occasionally students--writing about their own experiences in actual classrooms. Our latest: what AI misses when/1

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

If you teach/write/think about AI, check us out--and consider writing for us. And please share far and wide so we can reach new readers and new writers. /5theimportantwork.substack.com

The Important Work | Jane Rosenzweig | Substack

Teaching Writing in the Age of AI. Click to read The Important Work, by Jane Rosenzweig, a Substack publication.

theimportantwork.substack.com

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

Before that, high school teacher Clayton Kistner wrote about why he's resisting AI in the classroom. /3 theimportantwork.substack.com/p/i-am-a-pro...

I am a proud Luddite in the classroom

There is no middle ground

theimportantwork.substack.com

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

you ask for editing help. Scientific writing teacher Adrian Rowland writes, "LLMs are highly effective at improving cosmetic aspects of prose, but even with specific prompting cannot be relied upon to fix problems of meaning:" theimportantwork.substack.com/p/llms-and-t... /2

LLMs and the Problem of Meaning

If you put garbage into an LLM, you may get (fancy looking) garbage out

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

Pay a human 30K to name your baby then send them to elementary school with AI teachers.

Jonathon Booth @jboothhistory.bsky.social · 11d

Raise Taxes

Meet the San Francisco woman who charges $30,000 to name your baby

Her bespoke naming services include a "baby name branding" campaign, a genealogical investigation designed to ferret out old family names and even a think tank to discuss the top naming options.

www.yahoo.com

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 11d

And before that, just as the school year was beginning, a high school students shared his thoughts about AI (our most-read post to date) /4 theimportantwork.substack.com/p/at-my-high...

At my high school no one is talking about AI

But everyone is using it

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

If you teach/write/think about AI, check us out--and consider writing for us. And please share far and wide so we can reach new readers and new writers. /5theimportantwork.substack.com

The Important Work | Jane Rosenzweig | Substack

Teaching Writing in the Age of AI. Click to read The Important Work, by Jane Rosenzweig, a Substack publication.

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

And before that, just as the school year was beginning, a high school students shared his thoughts about AI (our most-read post to date) /4 theimportantwork.substack.com/p/at-my-high...

At my high school no one is talking about AI

But everyone is using it

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

Before that, high school teacher Clayton Kistner wrote about why he's resisting AI in the classroom. /3 theimportantwork.substack.com/p/i-am-a-pro...

I am a proud Luddite in the classroom

There is no middle ground

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

you ask for editing help. Scientific writing teacher Adrian Rowland writes, "LLMs are highly effective at improving cosmetic aspects of prose, but even with specific prompting cannot be relied upon to fix problems of meaning:" theimportantwork.substack.com/p/llms-and-t... /2

LLMs and the Problem of Meaning

If you put garbage into an LLM, you may get (fancy looking) garbage out

theimportantwork.substack.com

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Jane Rosenzweig @janerosenzweig.bsky.social · 11d

A lot of things are being said every day about AI and education by everyone from teachers to pundits to people who are marketing AI. Over at The Important Work, we've got teachers--and occasionally students--writing about their own experiences in actual classrooms. Our latest: what AI misses when/1

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Reposted by Jane Rosenzweig

Jane Rosenzweig @janerosenzweig.bsky.social · 12d

After a brief hiatus, The Important Work is back this week with Adrian Rowland on the problems of using AI for editing: "There is no reason to expect such a tool to infallibly intuit the unexpressed intent of an author."
theimportantwork.substack.com/p/llms-and-t...

LLMs and the Problem of Meaning

If you put garbage into an LLM, you may get (fancy looking) garbage out

theimportantwork.substack.com

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