ABDULLA SODIQ

ABDULLA SODIQ

I am a lecturer in educational assessment at King's College London and a founding director at Maldives Research.

Location United Kingdom

Activity

  • Hi Enzo, To access Christodoulou's article, you can subscribe to a free account from TES. For Page's article, you may be able to access it if your institution subscribes to JSTOR.

  • Hi Kevin, Thanks for reporting on this great effort! Although I don't put students' work into Claude, I too have found it to be very useful in many aspects of my own educational work, for example comparing two sets of rubrics to identify common/different criteria.

  • Hi Jon, agreed. I've seen inconsistent responses from the same GenAI tool to the same prompt. I consider whatever it generates as further prompts for my critical engagement with the topic.

  • Yes, I have seen these 2 aspects being prioritised by HE staff and it m makes a lot of sense. At King's dentistry faculty, currently there's is a student-engaged curriculum project, with co-creation. I'm supporting the AI-integrated formative assessment component of the project.

  • I found the increasing links to career development a strong connection emerging form the dsicussions of AI. This leaves me with wondering if the focus on AI is more of a utilitarian concept (in education or elsewhere) rather than a widely educational concept.

  • A part of my job (not all of it) requires to recognise and inform others of the impact of Ai on edcuational assessment. This meant I needed to quickly explore what's out there ad contribute to this changing professional landscape as I'm doing now (contributin to this course as well completing the course to learn more about AI in edu). My work now for the...

  • Yes! With some personalsied examples added by the assessor; for instance - the marker could identify the specific evidence that was referred to in the your first prompt. or, add specify an example of the idea that needs more supporting (your second prompt).

  • Certainly, Trevor - although there may be a mismatch between the purpose of a particular learning programme and whatw was really happening.

  • Hi John, fascinating stuff in that video - to think that we have been promoting a particular value (research/critial thinking, for example) in students' work and these values haven't been actually realised in the way students produce essays for some decades, is quite telling. So Gen AI offers us to go back to the drawing board in a sense and let us really...

  • Hi Paul, I'm always learning like you.. I was trying to see what other colleagues have contributed and learnt a lot of new stuff.

  • Great to hear, Paul, there's some scope of applying the affordances discussed so far here.

  • Hi Alice, I have found a bank of statements always useful. The example 2.2 above seems to be the sort of bullet-point feedback from feeding in rubrics into an Agenerative AI tool. As you suggest (and see previous comment above) perosnalsied feedback is the most helpful for students and any precious time saved could be used to focus on personalsiing the feedback.

  • Professor Shitij makes a great point about some of the past innovations have compromised our humanity - exactly the reason we should engage with the gen AI devlopments in education and beyond.

  • Great and important ideas Mia.. So Bing Chat is here at our institution, wonder if that resolves the subscription issue for some of us?

  • A potentially unpopular comment: With the emphasis on creative and critial thinking becoming more prominent, is there a danger of recall and memory skills beginning to be less developed. Would humans become more and more fogetful if these faculties are not exercised sufficiently? Ironically, I frame my argument here as a critical perspective of the...

  • The references to language predictability has made me think that in the teaching of languages (for example, English for Academic Purposes), there has been a tradition of creating the kind of predictability that we are now identifying as limitations in gen. AI; for example , in terms of acceptable essay structures; how to conduct critical analysis etc. Come to...

  • Sometimes, I start with a very simple question, instead of giving the full context. The response the AI tool guides me with further prompting. This works well when I need some quick ideas. With more complex tasks that I'm planning and working over a long-term, I provide the context and plan my initial prompt. In these cases, I go back to the history of queries...

  • For imaging, I have used Midjourney within Discord platform (a popular digital community platform) quite a bit so I decided to try out something new, Firefly. The first thing I noted is that Discord doesn't have a space for Firefly outputs, as Midjourney has - you have to go to your Firefly account and instruct it to create an image and this is what I asked:...

  • I tried several several text-generating tools first: AI Bing, Claude, G Bard and asked them, to give me the recipe for a dish that will be appropriate to serve an Eid (Muslim festival) dinner with furthr instructions to make it easy to follow and the food delicious. All of the four tools mroe or less gave me the same recipe for the same dish, biryani, with...

  • It looks like AI tools are learning the art of being offended humanly! :-)

  • To me human intelligence is having the ability to decide based on your experience of life with similar beings (human beings). Artificial Intelligence demonstrates some of the same ability but using information provided by anothe being (human beings).

  • Agree...we seem to be thinking about different processes that originate differently. Human intelligence: organic matter where consciousness, feelings, emotions, intuition are communciated through electrical impulses. machine learning: non-organic matter that seems to be doing similar things so this organic/non-organic distinction could infleunce the nature of...

  • I was considering the last two options and in the end chose that AI will never match human intelligence in the same way human intelligence will never match artifical intelligence because so far I am convinced that humans and machines think differently.

  • Good question, Paul! My initial repsonse using my limited understanding is there are already elements of both short-term and long-term learning in how computers work, for example, data storage and computer memory (RAM). So, I'm assuming these aspects may have been utlised in machine learning too.

  • Hi all,
    I am an advisor and lecturer in educational assessment at King's Academy, King's College London. I am also the academic liaison for the dentistry faculty and King's College. My background is in education studies, professional development for staff, educational governance and assesment. Through this course, I aim to learn what I don't about the...

  • Great to see you here, Jad.

  • Hi Christiane, I think your first point is one I'm personally interested in. Language has been a barrier in learning globally in a genral sense and especially for those students who find the written word a challenge.

  • Hi Ana, great to see you here. Hope you identify some AI affordances within your teaching and learning to benefit you and your students.

  • Hi all, I am an advisor and lecturer in educational assessments working at King's Academy, King's College London. Great to see so many of my colleagues from FoDOCS (dentistry) here and so many others too.