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Title: Alex Reid – professor of digital rhetoric, media, and artificial intelligence
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In my current work, one of the core tasks is a radical, media-archaeological study of the medial temporality arising from/as the operation of AI. How might we describe the epistemological and ontological conditions of this temporal medium?
I can’t go into all that here of course. But one upshot should be recognizable. The purpose of AI, as we have designed them, is ...
AI emerged one Tuesday after tea, when the fellows in computer science—having fallen out over a dispute concerning who, precisely, had not been contributing to the kitty—resolved to settle the matter in the only way that seemed both civil and professionally respectable. They decided to see whether it might be possible to compute the square root of passing the buck.
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In the early nineties, Jay Bolter observed the arrival of a late age of print the presaged not an end to print per se, but an end to viewing print as necessary. That is, our ability to imagine a world within print, changed print. Of course, even 10-15 years ago, I would think the majority of English Studies would have rejected that observation, and may still. After all, much ...
One aspect of our conversation is the role that generative AI should play in faculty pedagogical labor. In Brightspace, as you may know, in the discussion section, you can get AI to design questions aligned to Bloom’s taxonomy (ugh!) which you can insert for your students to answer. AI built into CMS is a good way for a university to track faculty use of AI. (n.b.)
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To start, we need to acknowledge that Bloom’s taxonomy has always been on shaky intellectual ground. It was developed as an ad hoc way of trying to compare courses in mid-century America. It certainly was not designed to become the governing pedagogy theory of higher education.
Mainly because it was never and is not a pedagogical theory of any kind.
If it...
