{"id":26757,"date":"2023-04-05T08:47:51","date_gmt":"2023-04-05T12:47:51","guid":{"rendered":"https:\/\/michigan.it.umich.edu\/news\/?p=26757&preview=true&preview_id=26757"},"modified":"2024-07-08T06:04:18","modified_gmt":"2024-07-08T10:04:18","slug":"this-month-in-educause-xr-in-the-clinical-setting-chatgpt-resilience-and-personal-agility-faculty-and-student-mentoring","status":"publish","type":"post","link":"https:\/\/michigan.it.umich.edu\/news\/2023\/04\/05\/this-month-in-educause-xr-in-the-clinical-setting-chatgpt-resilience-and-personal-agility-faculty-and-student-mentoring\/","title":{"rendered":"This month in EDUCAUSE: XR in the clinical setting, ChatGPT, resilience and personal agility, faculty and student mentoring"},"content":{"rendered":"
\n
\"Educause<\/figure>\n<\/div>\n\n\n

My name is Irene Knokh. I\u2019m the EDUCAUSE ambassador for U-M and your advocate for EDUCAUSE. I will provide articles of interest and upcoming trends in each newsletter.  I took a brief hiatus in February and I\u2019m back! Welcome to Spring 2023 (at least officially it\u2019s Spring)!<\/p>\n\n\n\n

Extended Reality (XR) in the clinical setting<\/h2>\n\n\n\n

Hail to the Victors Valiant! <\/strong>XR in Health Care: How Michigan Medicine Provides a Safe Space to Practice High-Stress Environments<\/a> Case Study<\/p>\n\n\n\n

Review the case study from Michigan Medicine: how do you train personnel on vital professional skills efficiently and with as high fidelity as possible? Cardiac arrest scenarios were selected-and the authors worked through thinking how VR and XR technologies could be used in this case. Is VR and XR approach correct for your scenario? Find the right vendor or developer for what you\u2019re trying to achieve. It could be a single vendor or more than one. Timeline is longer than 90 days-there are just too many details and processes to iron out. <\/p>\n\n\n\n

The work involved extensive collaboration between different department including IT.  As you read through the article, think about the advocate. \u201cHaving an advocate or some kind of bridge role to help work with faculty, staff, and other educators or researchers is well worth the investment. \u201cIt takes resources to develop and dedicate this type of position,\u201d said Cole, \u201cbut those resources will pay you back tenfold if your institution is serious about supporting XR technologies.\u201d<\/p>\n\n\n\n

ChatGPT, Microsoft Co-Pilot, New Bing? How do I know that the student wrote it??<\/strong><\/h2>\n\n\n\n

This Was Written By a Human: A Real Educator\u2019s Thoughts on Teaching in the Age of ChatGPT<\/a><\/p>\n\n\n\n

Jered Borup, muses about  ChatGPT\u2019s real use\u2014the fun part, \u201cWho doesn\u2019t like being told, of course?\u201d to anything you ask. \u201cOf course,\u201d is not a response he necessarily gets from his kids who are not keen on doing their chores. The author encourages everyone to look at ChatGPT (AI in general), holistically. There are negatives, such as using the tool to cheat and some \u201cencouragement by the tool,\u201d attributing incorrect author credit, or even ChatGPT stating, \u201cI don\u2019t know if it was generated by AI.\u201d <\/p>\n\n\n\n

As any other tech disruptor, it\u2019s HOW you work with it that matters. Jered encourages instructors to think about the possibilities of ChatGPT (or any other AI tool), which can help refine lesson plans, emails, and announcements. Good use of this tool allows for critically thinking about class assessments. Students can work with it to brainstorm their writing. For instance, everyone is using \u201ctwo-page essays or bulletin board discussions.\u201d Can students turn in podcasts or videos instead? Can professors look at the versions of edited documents in Word or Google? Consider the Universal Design for Learning principle of allowing learners to demonstrate their knowledge in a variety of modalities. <\/p>\n\n\n\n

On that note, review the research done by George Veletsianos, Royce Kimmons, and Fanny Bondah, <\/strong>ChatGPT and Higher Education: Initial Prevalence and Areas of Interest<\/a>; the authors did a review of U.S. and Canadian higher education websites; the sites \u201calso provide a collective function in that they can help us see topics of interest across the higher education landscape.\u201d Look at the tables and graphs of the top schools that mention ChatGPT. The authors reviewed instances of AI discussions (more excitement in the C-Suite for the possibilities of this tool), and how it can be used in class. Three types of ChatGPT mentions emerged during the research: opinions and articles, reports of experiments in the ’80s and ’90s, and grading policies. <\/p>\n\n\n\n

The universities and colleges do differ in how many times ChatGPT was mentioned (more at Mississippi institutions vs. the ones in Utah). <\/p>\n\n\n\n

The authors note that some sites were missing discussions about mining ChatGPT and that higher education institutions are uniquely positioned to share their showcases of use. It\u2019s also important to remember that in some cases, such as rapid remote learning transition during the pandemic, higher education institutions moved quickly. They must be more cautious in other cases (which doesn\u2019t necessarily mean that they are slow to adapt). <\/p>\n\n\n\n

I would also encourage the authors to investigate whether community colleges are considering AI use\u2014and if not\u2014why not.  The authors conclude that writing about the adoption of proctoring tools in 2021, they noted that the higher education community needs to responsibly grapple with the implications of this use, reflect on how these shifts respond to actual needs, evaluate the costs of these shifts (in terms of money, privacy, and distrust toward students), and consider whether adopting such tools so quickly and broadly is the best solution to the problems we are trying to solve. They now make the same suggestion about AI.<\/p>\n\n\n\n

Resilience and personal agility<\/h2>\n\n\n\n

Switching gears, let\u2019s look into resilience and Improving Personal Agility<\/a>. The view is from an accomplished IT professional and martial arts instructor. Think about what\u2019s needed to do this\u2014working professionals often don\u2019t have an opportunity to try out this approach (unlike trainers\/coaches and athletes). Improving your cognitive skills is possible-and it\u2019s something that\u2019s been discussed in the cognitive science discipline. <\/p>\n\n\n\n

The connection is between what Agile is in and outside of IT (frequent iteration, small and inclusive teams, and concrete outcomes), and how these approaches can be used in thinking about personal agility. The writer defines personal agility as \u201ca method of structuring one’s thoughts in an iterative fashion with at least two parts in each iteration: (1) the mental creation of the thing proposed, and (2) the continual validation of the conceptualization. This personal iteration constantly visualizes the thing being constructed and put into use.\u201d He describes three mental tools-progressive ideation, progressive concretization, and continual validation.\u201d These tools also need the \u201cright medium:\u201d<\/p>\n\n\n\n