How close are we to an IHE AI blog?
Will the work of higher education analysis (or higher education) soon be better done by artificial intelligence?
Are we getting closer to the day when I can simply ask AI a question, let alone write algorithms?
My question down bold and italic. All answers are provided by OpenAI.
Question 1: What is the biggest myth about US higher education?
There are many myths about U.S. higher education, but some of the most common include:
- All those students go to Ivy League schools
- All those students party all the time
- All those students are rich
- All those students are white
- All students who live on campus
- All that students study liberal art
Question 2: How will the Kovid-19 epidemic change higher education?
The Covid 19 epidemic will change higher education in many ways. One way is that online education will become more prevalent. This is because many universities are now offering online courses and degrees. Another way is that tuition costs will probably increase. This is because universities have to make up for lost income from things like rooms and boards and campus events.
Question 3: Should universities invest in online education?
There is no simple answer to whether universities should invest in online education. On the one hand, online education can provide students with greater flexibility and access to a wider course. Online learning, on the other hand, may be more expensive and may not offer the same level of interaction and engagement as traditional classroom-based instruction. Ultimately, the decision on whether or not to invest in online education will come down to the personal needs and preferences of the university.
Question 4: How would you describe the differences between conventional online education and emergency remote guidance during an epidemic?
One of the main differences between traditional online learning and emergency remote instruction is the amount of interaction between students and instructors. In traditional online learning, there is usually more interaction between students and instructors than in emergency remote instruction. This is because emergency remote instruction is often done through an asynchronous method, such as a recorded speech, while traditional online learning often uses a synchronous method, such as live video conferencing. Another difference is that emergency remote instruction is often less structured than conventional online education. This is because emergency remote instruction is often done in response to an emergency situation, such as the COVID-19 epidemic, when traditional online education is usually pre-planned.
Question 5: Is partnering with online program management (OPM) providers good for universities to launch new online programs?
The answer may depend on the goals of the university. Some universities may find that partnering with an OPM provider helps them launch new online programs quickly and efficiently, while others may choose to develop and launch their own programs.
Question 6: How can universities develop online and mixed learning skills – skills that may be increasingly important for institutional resilience – if key tasks such as learning design are outsourced to OPM (online program management) organizations?
One way for universities to develop skills in online and mixed education is to build an internal team of experts who can work with faculty members to design effective online and mixed courses. These teams can provide guidance to faculty members on how to use technology to create engaging and interactive learning experiences. Additionally, universities can offer professional development opportunities for faculty members who want to learn more about online and mixed education.
Question 7: Should universities build internal capacity to launch their own online degree programs, or work with their online program management (OPM) companies to develop online degree programs?
There is no one-size-fits-all answer to this question, as the best option for universities will depend on their personal circumstances. However, in general, instead of working with OPM companies, it is often more convenient for universities to develop their own internal capacity to launch online degree programs. This is because universities will have more control over the quality of their programs and they will be able to better customize the programs to meet the needs of their students. In addition, universities will be able to keep more of the revenue generated from online programs, as they do not have to share it with an OPM company.
Question 8: How can online education improve residential education?
Some of the ways online education can improve residential education are by providing more flexibility for students, offering more diverse courses and increasing accessibility to education.
Question 9: If our goal is to integrate learning (science learning) research results with post-secondary teaching and learning, how can we achieve this goal?
There is no answer to this question because it depends on the specific context and goals of the post-secondary organization. However, some possible ways to integrate science learning outcomes into post-secondary teaching and learning include:
- Provide professional development for faculty in the latest research on learning and teaching
- Incorporate science learning outcomes into instructional designs for courses and curricula
- Evaluate students’ learning using informed data-driven methods by learning science research
- Creating opportunities for teachers and students to collaborate on research projects related to teaching and learning
Question 10: Is it possible to create a high-quality learning experience for students in a low-cost online scale degree program?
There is no definitive answer to this question as it may depend on a variety of factors, such as the quality of online learning materials, student support, and the effectiveness of online learning platforms. However, many experts believe that if these programs are properly designed and implemented, it is possible to create high-quality learning experiences for students in low-cost online degree programs.
Question 11: How are the role of teaching and learning centers (CTLs) across higher education changing?
CTLs are increasingly being asked to assist faculty in designing and distributing student-centered instruction. Their institutional leaders are being asked to assist in making more informed decisions.
Question 12: How can teaching and learning centers (CTLs) have a broader strategic impact on the universities they are located at?
There are several ways in which teaching and learning centers (CTLs) can have a broad strategic impact on the universities they are located at. First, CTLs can help improve the quality of teaching and learning across universities by providing resources and support for faculty. This may include research on professional development opportunities, instructional resources and effective teaching and learning practices. Second, CTL can act as a carrier for exchanging ideas and best practices between faculty and administrators. By facilitating communication and collaboration between these two groups, CTLs can help ensure that the university’s strategic goals are consistent with its teaching and learning goals. Finally, CTLs can help increase the visibility of the university’s commitment to excellence in teaching and learning. By promoting university initiatives and achievements in this area, CTLs can help attract and retain high-quality teachers and students.
Question 13: Are elite universities perpetuating casteism in the United States?
There is a growing body of evidence that suggests that elite universities in the United States are perpetuating a caste system. A recent survey found that students in the top 1% of income earners are seven times more likely to attend Ivy League school than students in the bottom 50%. This trend is even more pronounced when considering race: blacks from the top 1% of income earners and Hispanic students are about twenty times more likely to attend Ivy League school than their peers 50%.
There are a number of factors that contribute to this inequality. First, elite universities are located in affluent areas, which gives a significant advantage to the admission process of students from wealthy families. Second, elite universities often rely on inheritance choices, which offer an advantage to students whose parents or grandparents attended school. Third, elite universities have significant financial resources, which they use to attract the best students, while students from less affluent families often have to rely on loans and scholarships.
The result of this caste system is that students from rich families are more likely to go to the best school, get the best job and earn the most money. This, in turn, increases inequality and creates a self-sustaining cycle of privilege.
Question 14: What tax should be levied on the endowment of rich university?
Question 15: Why pay tax on endowment of rich university?
There are many reasons to tax the endowment of rich universities. First, these endowments are often used to finance activities that are not related to the university’s core mission, such as creating new facilities or providing financial support to students. Second, endowments are often used to fund scholarships for students who would otherwise be able to pay for their own education. Third, endowments are often used to finance research projects that may not be of direct benefit to students attending university or university. Finally, endowments are often used to finance other activities that the university may consider to be in its best interests, such as funding an athletics program.
Question 16: What will the universities look like in 2050?
This is a difficult question to answer because it depends on many factors, such as the political, economic and social climate of the time. However, it is possible that 2050 universities will be very different from today’s universities. For example, they may be more focused on online learning as it has become more common, or they may be more specialized in their studies. It is also possible that universities will be more international in their approach, where students from all over the world will study together.
Question 17: If you – an artificial intelligence – could give a piece of advice to higher education leaders, what would it be?
Make data-driven decisions.
You can read more about OpenAI here and on the Wikipedia page about the company.
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